Access M/J Language Arts 1  (#7810011) 


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Course Standards


Name Description
ELA.6.C.1.2: Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques

Clarification 2: Figurative language at this grade level should include any on which students have received instruction in this or previous grades. See Figurative Language Standard.

Related Access Points
Name Description
ELA.6.C.1.AP.2: Write a personal narrative using precise words and figurative language with guidance and support.

ELA.6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure with varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Related Access Points
Name Description
ELA.6.C.1.AP.3: Make and support a claim using logical reasoning, relevant evidence from a source(s), elaboration and a logical organizational structure with transitions.

ELA.6.C.1.4: Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Related Access Points
Name Description
ELA.6.C.1.AP.4: Write an expository text to explain information from a source(s), using a logical organizational structure, relevant elaboration and transitions.

ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.
Related Access Points
Name Description
ELA.6.C.1.AP.5: Improve writing by planning, revising and editing, considering feedback from adults and peers.

ELA.6.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Clarifications:
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations. 

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Related Access Points
Name Description
ELA.6.C.2.AP.1: Present information in a logical sequence, using the student’s mode of communication with guidance and support.

ELA.6.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Use verbals including gerunds, infinitives, and participial phrases.
  • Use comparative and superlative forms of adjectives.
  • Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference. 
Skills to be implemented but not yet mastered are as follows:
  • Appropriately use colons.
  • Appropriately use dangling modifiers.
  • Appropriately use ellipses.
  • Appropriately use hyphens.
  • Vary sentence structure. 
Clarification 2: See Convention Progression by Grade Level for more information. 
Related Access Points
Name Description
ELA.6.C.3.AP.1: Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level with guidance and support.

Use conjunctions correctly to join words and phrases in a sentence.



 


ELA.6.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and refocusing the inquiry when appropriate.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
Related Access Points
Name Description
ELA.6.C.4.AP.1: Conduct research to answer a question, identifying valid and reliable sources, with guidance and support.

ELA.6.C.5.1: Integrate diverse digital media to enhance audience engagement in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. The elements should be smoothly integrated into the presentation.
Related Access Points
Name Description
ELA.6.C.5.AP.1: UUse one or more multimedia elements to create emphasis and/or clarity in oral or written tasks.

ELA.6.C.5.2: Use digital tools to produce writing.
Related Access Points
Name Description
ELA.6.C.5.AP.2: Identify digital tools to produce writing.

ELA.6.R.1.1: Analyze how the interaction between characters contributes to the development of a plot in a literary text.
Related Access Points
Name Description
ELA.6.R.1.AP.1: Explain how the interactions of characters contribute to the plot in a literary text.

ELA.6.R.1.2: Analyze the development of stated or implied theme(s) throughout a literary text.
Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. See Theme in Glossary. 
Clarification 2: Students should be introduced to the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. 
Related Access Points
Name Description
ELA.6.R.1.AP.2: Explain how events contribute to the theme(s) throughout a literary text.

ELA.6.R.1.3: Explain the influence of multiple narrators and/or shifts in point of view in a literary text.
Clarifications:
Clarification 1: When referring to the person of the narrator, the term “point of view” is used. Students focused on perspective in fifth grade, so they should differentiate between point of view and perspective when working on this benchmark.
Related Access Points
Name Description
ELA.6.R.1.AP.3: Identify the different points of view of the narrators in a literary text.

ELA.6.R.1.4: Describe the impact of various poetic forms on meaning and style.
Clarifications:
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. 
Related Access Points
Name Description
ELA.6.R.1.AP.4: Describe the poetic forms and styles of a sonnet and a villanelle.

ELA.6.R.2.1: Explain how individual text sections and/or features convey meaning in texts.
Related Access Points
Name Description
ELA.6.R.2.AP.1: Show how a specific text section contributes to the meaning of the text.

ELA.6.R.2.2: Analyze the central idea(s), implied or explicit, and its development throughout a text.
Clarifications:
Clarification 1: Various types of support could include an author’s use of facts, definitions, concrete details, and/or quotations to develop the central idea(s) in a text.
Related Access Points
Name Description
ELA.6.R.2.AP.2: Identify the central idea(s), implied or explicit, and its development throughout a text.

ELA.6.R.2.3: Analyze authors’ purpose(s) in multiple accounts of the same event or topic.
Related Access Points
Name Description
ELA.6.R.2.AP.3: Explain the purpose of two authors’ accounts of the same event or topic.

ELA.6.R.2.4: Track the development of an argument, identifying the types of reasoning used.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning

Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

Related Access Points
Name Description
ELA.6.R.2.AP.4: Identify the types of reasoning used in an argumentative text.

ELA.6.R.3.1: Explain how figurative language contributes to tone and meaning in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, and idiom. Other examples can be used in instruction. 

Clarification 2: See Secondary Figurative Language.

Related Access Points
Name Description
ELA.6.R.3.AP.1: Identify examples of figurative language that contribute to tone and meaning in text.

ELA.6.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
Related Access Points
Name Description
ELA.6.R.3.AP.2: Retell content from grade-level texts, at the student’s ability level using the student’s mode of communication.

ELA.6.R.3.3: Compare and contrast how authors from different time periods address the same or related topics.
Clarifications:
Clarification 1: Texts for this benchmark should be selected from the following literary periods: 
  • Colonial and Early National Period (1600–1830) American Literature
  • Romantic Period (1790–1870)
  • Realism and Naturalism Period (1870–1930)
  • Modernist Period (1910–1945)
  • Contemporary Period (1945–present)
Related Access Points
Name Description
ELA.6.R.3.AP.3: Compare and contrast how authors from two time periods address the same or related topics in a text with grade-level appropriate content at the student’s skill level.

ELA.6.R.3.4: Identify rhetorical appeals in a text.
Clarifications:
Clarification 1: Students will identify the appeals of logos, ethos, and pathos. 

Clarification 2: See Rhetorical Appeals.

Related Access Points
Name Description
ELA.6.R.3.AP.4: Identify rhetorical appeals (ethos, logos, pathos) in a text with grade level content at the student’s ability level. 

ELA.6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. 

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Related Access Points
Name Description
ELA.6.V.1.AP.1: 1 Use grade-level academic vocabulary in communication, using the student’s mode of communication.

ELA.6.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
Clarifications:
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.
Related Access Points
Name Description
ELA.6.V.1.AP.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content at the student’s ability level with guidance and support. 

ELA.6.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary. 
Clarification 2: See Context Clues and Word Relationships

Clarification 3: See ELA.6.R.3.1 and Secondary Figurative Language.

Related Access Points
Name Description
ELA.6.V.1.AP.3: Apply knowledge of context clues, figurative language, word relationships, reference materials and/or background knowledge to determine the denotative meaning of words and phrases, appropriate to grade-level content at the student’s ability level with guidance and support.

ELA.612.F.2.1: Demonstrate an understanding of spoken words, syllables, and sounds.
  1. Orally produce single-syllable and multisyllabic words by accurately blending sounds.
  2. Accurately segment single-syllable and multisyllabic words. 
Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. 
  1. Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser. 
  2. Orally break cat into c-a-t/ orally break trouser into trou-ser.
Related Access Points
Name Description
ELA.612.F.2.AP.1a: Combine word parts (blend syllables, attach affixes to root words, fingerspell, etc.) to produce words in the student’s mode of communication.
ELA.612.F.2.AP.1b:  Segment single-syllable and multisyllabic words using the student’s mode of communication. 

ELA.612.F.2.2: Know and apply phonics and word analysis skills in decoding words.
  1. Use an array of strategies to decode single-syllable and multisyllabic words.
  2. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.
Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning.
Related Access Points
Name Description
ELA.612.F.2.AP.2a: Decode single-syllable and multisyllabic words as appropriate to the student’s mode of communication.
ELA.612.F.2.AP.2b: Read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns using to the student’s mode of communication.

ELA.612.F.2.3: Know and apply phonics and word analysis skills in encoding words.
  1. Use an array of strategies to accurately encode single-syllable and multisyllabic words. 
Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word. 
  1. The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to form words.
  2. The process of adding single units of sound with meaning to existing word parts to encode a given word. 
Related Access Points
Name Description
ELA.612.F.2.AP.3a: Encode single-syllable and multisyllabic words using the student’s mode of communication.

ELA.612.F.2.4: Read grade-level texts, at the student’s ability level, with accuracy, automaticity, and prosody or expression using the student’s mode of communication.
Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal.

Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody.

Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Related Access Points
Name Description
ELA.612.F.2.AP.4: Read grade-level text at the student’s ability level with accuracy, automaticity, and prosody or expression as appropriate for the student’s mode of communication.

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 


GENERAL NOTES

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.


General Information

Course Number: 7810011 Course Path: Section: Exceptional Student Education > Grade Group: Middle/Junior High > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS M/J LA 1 
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Core Academic Course
Course Status: Draft - Course Pending Approval



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Elementary Grades 1-6)


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