M/J Developmental Language Arts Through ESOL (Reading) (#1002181) 


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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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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. 

Standard Relation to Course: Major

ELA.6.C.5.2: Use digital tools to produce writing.

Standard Relation to Course: Major

ELA.6.R.1.1: Analyze how the interaction between characters contributes to the development of a plot in a literary text.

Standard Relation to Course: Major

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. 

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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. 

Standard Relation to Course: Major

ELA.6.R.2.1: Explain how individual text sections and/or features convey meaning in texts.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

ELA.6.R.2.3: Analyze authors’ purpose(s) in multiple accounts of the same event or topic.

Standard Relation to Course: Major

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).

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

ELA.6.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

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)

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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. 

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

ELA.7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques. 

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Standard Relation to Course: Major

ELA.7.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Standard Relation to Course: Major

ELA.7.C.2.1: Present information orally, in a logical sequence, emphasizing key points that support the central idea.
Clarifications:
Clarification 1: For further guidance, see the Secondary Oral Communication Rubric.

Standard Relation to Course: Major

ELA.7.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: 
  • Appropriately use colons.
  • Appropriately use dangling modifiers.
  • Appropriately use ellipses.
  • Appropriately use hyphens.
  • Vary sentence structure. 
Skills to be implemented but not yet mastered are as follows:
  • Appropriately use passive and active voice.
  • Use semicolons to form sentences.
  • Use verbs with attention to voice and mood.
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses. 
Clarification 2: See Convention Progression by Grade Level for more information. 

Standard Relation to Course: Major

ELA.7.C.5.2: Use digital tools to produce and share writing.

Standard Relation to Course: Major

ELA.7.R.1.1: Analyze the impact of setting on character development and plot in a literary text.

Standard Relation to Course: Major

ELA.7.R.1.2: Compare two or more themes and their development 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. 
Clarification 2: Students should continue to work with 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. 

Standard Relation to Course: Major

ELA.7.R.1.3: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.
Clarifications:
Clarification 1: An unreliable narrator is one who lacks credibility. Because all information is being conveyed through this untrustworthy source, readers have to use inferencing to establish what is likely to be true. Narrators can be unreliable for many reasons including purposeful dishonesty, a lack of information or background knowledge about what that information means, mental illness, or self-deception.

Clarification 2: "Shifts in point of view” refers to a change in the narrator’s point of view done for effect. Changes can be in degree and/or person: for example, a shift from third-person limited to third-person omniscient or from first-person limited to third-person limited.

Standard Relation to Course: Major

ELA.7.R.1.4: Analyze the impact of various poetic forms on meaning and style.
Clarifications:
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. 

Clarification 2: Instruction in this benchmark should focus on how the structure of each poetic form affects its meaning.

Standard Relation to Course: Major

ELA.7.R.2.1: Explain how individual text sections and/or features convey a purpose in texts.

Standard Relation to Course: Major

ELA.7.R.2.2: Compare two or more central ideas and their development throughout a text.

Standard Relation to Course: Major

ELA.7.R.2.3: Explain how an author establishes and achieves purpose(s) through diction and syntax.
Clarifications:
Clarification 1: This benchmark focuses on the way in which diction (the author’s word choice) and syntax (the way in which an author arranges those words) work together to achieve a purpose.

Standard Relation to Course: Major

ELA.7.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning. 

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

Standard Relation to Course: Major

ELA.7.R.3.1: Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.7.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

ELA.7.R.3.3: Compare and contrast how authors with differing perspectives address the same or related topics or themes.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Standard Relation to Course: Major

ELA.7.R.3.4: Explain the meaning and/or significance of rhetorical devices in a text.
Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 7.R.3.1 with the addition of irony and rhetorical questioning. 

Clarification 2: See Secondary Figurative Language. 

Clarification 3: See Rhetorical Devices.

Standard Relation to Course: Major

ELA.7.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.

Standard Relation to Course: Major

ELA.7.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.

Standard Relation to Course: Major

ELA.7.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.7.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Major

ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Standard Relation to Course: Major

ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Standard Relation to Course: Major

ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.

Standard Relation to Course: Major

ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence.
Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing.

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

Standard Relation to Course: Major

ELA.8.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:
  • Appropriately use passive and active voice. 
  • Use semicolons to form sentences.
  • Use verbs with attention to voice and mood. 
Skills to be implemented but not yet mastered are as follows:
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

Standard Relation to Course: Major

ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing.

Standard Relation to Course: Major

ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary text.

Standard Relation to Course: Major

ELA.8.R.1.2: Analyze two or more themes and their development 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. 
Clarification 2: Students should continue to work with 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.

Standard Relation to Course: Major

ELA.8.R.1.3: Analyze how an author develops and individualizes the perspectives of different characters.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.

Standard Relation to Course: Major

ELA.8.R.1.4: Analyze structure, sound, imagery, and figurative language in poetry.
Clarifications:
Clarification 1: Structural elements for this benchmark are form, line length, white space, indention, line breaks, and stanza breaks.

Clarification 2: Sound can be created through the use of end rhyme, internal rhyme, slant rhyme, alliteration, assonance, consonance, onomatopoeia, repetition, and meter.

Clarification 3: Imagery, as used here, refers to language and description that appeals to the five senses.

Clarification 4: Figurative language types for this benchmark are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

Standard Relation to Course: Major

ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

Standard Relation to Course: Major

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.

Standard Relation to Course: Major

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.
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).

Standard Relation to Course: Major

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.8.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

ELA.8.R.3.3: Compare and contrast the use or discussion of archetypes in texts.
Clarifications:
Clarification 1: See Archetypes.

Standard Relation to Course: Major

ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.
Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 8.R.3.1 with the addition of irony, rhetorical question, antithesis, and zeugma.
Clarification 2: See Secondary Figurative Language.
Clarification 3: See Rhetorical Appeals and Rhetorical Devices.
Clarification 4: Students will explain the connection between an author’s use of rhetorical devices and the appeal—logos, ethos, or pathos—that is being made. Instruction should focus on ensuring students can explain how specific rhetorical devices contribute to the development of the rhetorical appeal(s) the author uses.

Standard Relation to Course: Major

ELA.8.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.

Standard Relation to Course: Major

ELA.8.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.

Standard Relation to Course: Major

ELA.8.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.8.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Major

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.

Standard Relation to Course: Supporting

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.

Standard Relation to Course: Supporting

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.

Standard Relation to Course: Supporting

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.

Standard Relation to Course: Supporting

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.

Standard Relation to Course: Supporting

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.

Standard Relation to Course: Supporting

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard Relation to Course: Supporting

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

Standard Relation to Course: Supporting




General Course Information and Notes

VERSION DESCRIPTION

This course is designed for students who are native speakers of languages other than English. This course includes instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write middle grade level text independently. Instruction emphasizes reading comprehension, writing, and vocabulary study with access to a broad range of texts. 

 

The purpose of this course is to enable middle school students who are native speakers of languages other than English instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write middle grade level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. Scaffolding is provided as necessary as students engage in reading and writing increasingly complex text and is removed as the reading and writing abilities of students improve over time.

The multiple credit courses have been designed for the teacher to select and teach only the appropriate standards corresponding to a student's grade level and/or instructional needs.


GENERAL NOTES

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The texts students read should be meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

General Notes:
The course includes, but is not limited to, the following:

  • analyzing central ideas of a text (implied or explicit) and its development;
  • applying 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;
  • analyzing the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole;
  • tracking the development of an argument, analyzing the types of reasoning used and their effectiveness;
  • analyzing authors' purpose(s) in multiple accounts of the same event or topic;

Additional Notes: Students entering the upper grades who are not reading and writing on grade level have a variety of intervention needs. No single program or strategy can be successful in remediating the needs of all students. The intervention course should require that students increase the amount and complexity of text they read and write independently throughout the school year to ensure students have enough exposure to various text structures and academic vocabulary to develop skills necessary for college and career readiness.

It is necessary to implement a combination of research-based programs and strategies that have been proven successful in accelerating the development of literacy skills in older readers.

The following practices should be incorporated in the course:

  1. Scaffolding of close reading is provided but does not preempt or replace text.
  2. Systematic instruction in vocabulary is provided.
  3. Explicit instruction in applying grammatical structures and conventions is provided.
  4. Student independence is cultivated.

Special Notes:

Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.

  1. Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

Achievement on standardized tests assessing reading and writing skills is a reflection of students' confidence and competence in reading. Therefore, instruction throughout the school year should ensure students possess the ability to read and comprehend difficult texts and perform challenging tasks associated with those texts. Time spent engaging students in practice tests should be limited, given most students' vast experiences with standardized tests and the relatively small role that knowledge of test format plays in student test performance.

In those instances when this course is repeated, the content should be differentiated based on reliable and valid assessment data. If repeated, the required level of student proficiency should increase. If students are making adequate progress (accelerated growth) in a given intervention, that intervention should be continued. If students are not making adequate progress, a new intervention should be implemented.

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


VERSION REQUIREMENTS

Approximately one-third of the titles from the 6th, 7th, and 8th, Grade Sample Book List(s) should be used in instruction, with a focus on grade-appropriate texts specific to student needs.


QUALIFICATIONS

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any World Language certification plus English Speakers of Other Languages (ESOL) Endorsement plus Reading Endorsement.

INTENSIVE READING INTERVENTIONS (TIER 3) MUST BE DELIVERED BY INSTRUCTIONAL PERSONNEL WHO POSSESS A LITERACY MICRO-CREDENTIAL OR ARE CERTIFIED OR
ENDORSED IN READING. INSTRUCTIONAL PERSONNEL WHO POSSESS A LITERACY MICRO-CREDENTIAL AND ARE DELIVERING INTENSIVE READING INTERVENTIONS (TIER 3) MUST BE SUPERVISED BY AN INDIVIDUAL CERTIFIED OR ENDORSED IN READING.


General Information

Course Number: 1002181 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: English/Language Arts > SubSubject: English for Speakers of Other Languages >
Abbreviated Title: M/J DE LA ESOL-READ
Number of Credits: Multiple Credit (more than 1 credit)
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Elective Course
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

English Speakers of Other Languages (Elementary and Secondary Grades K-12) Plus Reading Endorsement
English (Grades 6-12) Plus English Speakers of Other Languages (ESOL) Endorsement Plus Reading Endorsement
Reading (Elementary and Secondary Grades K-12) Plus English Speakers of Other Languages (ESOL) Endorsement
Middle Grades English (Middle Grades 5-9) Plus English Speakers of Other Languages (ESOL) Endorsement Plus Reading Endorsement
Middle Grades Integrated Curriculum (Middle Grades 5-9) Plus English Speakers of Other Languages (ESOL) Endorsement Plus Reading Endorsement
Elementary Education (Elementary Grades 1-6) Plus English Speakers of Other Languages (ESOL) Endorsement
Elementary Education (Grades K-6) Plus English Speakers of Other Languages (ESOL) Endorsement


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