Florida English Language Arts Standards (LAFS) An introduction and explanation

Florida English Language Arts Standards (LAFS) 9th – 10th Grade Standards indicate what you should know and be able to do at by the end of your grade level Why Standards? (“Back in the Day…”) College and Career Readiness (Not everyone wants to be an English Teacher!) Sorted by Strand (i.e. large categories)

The Strands Large Categories of Standards (pg. xxxi) LAFS.910.RL: Reading Standards for Literature LAFS.910.RI: Reading Standards for Informational Text LAFS.910.W: Writing Standards LAFS.910.SL: Speaking and Listening Standards LAFS.910.L: Language Standards

Deconstructing a Standard Breaking it down, analyzing it, and rebuilding it Identify and define unknown vocabulary Identify the verbs (action words) – the DO Identify the nouns and adjectives – the WHAT Rewrite the standard in your own words

Sample Standard (Unit 1) I’ll Break One Down LAFS.910.R.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Sample Standard (Unit 1) We’ll Break One Down LAFS.910.R.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. Provide an objective summary of the text.

Sample Standard (Unit 1) You’ll Break One Down LAFS.910.R.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. Analyze the cumulative impact of specific word choices on meaning and tone.

Unit 1 An introduction

Unit 1 Texts Complex and varied texts concerning humanity’s interaction with nature.

For each text, we will… Complete Active Reading Notes Write an Objective Summary Complete Analysis Questions

Coming to Our Senses Neil deGrasse Tyson Textbook pgs. 161-166 Science Essay

Every Second Counts Matilda Battersby Close Reader pgs. 63-66 Book Review

My Life as a Bat Margaret Atwood Textbook pgs. 71-74 Short Story

The Seventh Man Haruki Murakami Close Reader pgs. 27-44 Short Story

When I Heard the Learn’d Astronomer Walt Whitman Textbook pg. 59 Poem

Unit 1 Common Performance Tasks (CPTs) Large writing, research, and multimedia tasks.

Common Performance Task #1 Informative Essay (PA Workbook) Analyze the model of writing a text-based informative essay. Practice creating a cohesive plan for writing. Read for, plan, and write an informative essay.

Common Performance Task #2 Research Project & Multimedia Presentation Choose three texts you have read that illustrate ways in which humans interact with the natural world. Identify one aspect of that interaction and conduct additional research. Create a presentation that develops your central finding about our relationship with nature (Prezi, PowerPoint, etc.)

Unit 1 Required Summative Assessment (RSA) Writing assessment at the end of the Unit.

Required Summative Assessment (RSA) Informative Essay You will read for, plan, and write a cohesive and evidence-based informative essay.

How your skill-level is determined, and how your work is graded. Scales and Rubrics How your skill-level is determined, and how your work is graded.

Standard Scale Quickly Evaluate your Skill Level 4 = I can do it extremely well. 3 = I can do it. 2 = I can do it with help. 1 = I cannot do it even with help. 0 = I have no idea what’s going on.

Standard Scale LAFS.910.R.1.1 Standard: LAFS.910.R.1.1   Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Score Description 4 In addition to Level 3 elements, you are able to make in-depth inferences and applications that go beyond what was taught. 3 Without help, you cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. What do you need to KNOW? 2 With help, you can recognize vocabulary and perform basic processes related to the standard. What do you need to be able to THINK or DO? 1 With help, little to no success at Level 2 elements. No evidence shown.

FSA Essay Rubrics Informative – Purpose, Focus & Organization

FSA Essay Rubrics Informative – Evidence, Elaboration, and Grammar

The skills we will focus on in Unit 1. Unit 1 Standards The skills we will focus on in Unit 1.

LAFS.910.R.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.910.R.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. Provide an objective summary of the text.

LAFS.910.R.1.3 Analyze how complex characters (those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LAFS.910.R.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. Analyze the cumulative impact of specific word choices on meaning and tone.

LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing and flashbacks) create such effects as mystery, tension, or surprise.

LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Unit 1 Critical Vocabulary Academic and scholarly vocabulary from the text and the standards.

Unit 1 Critical Vocabulary From the Standards and Text acuity analyze stimuli compare propensity evaluate transcend exhibit precarious explain