South Carolina High School Employability Credential: Essentials of English I
Skills available for South Carolina Essentials of English I language arts standards
Strand
Print skill plan
I
Inquiry-based Literacy
Standard 1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
Standard 1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
Competency Goals:
Competency Goals:
1: Use personal learning strategies to gain meaning from written material.
1: Use personal learning strategies to gain meaning from written material.
2: Determine when more information is needed and ask appropriate questions in a variety of situations when interacting with a variety of texts, media, and modalities.
2: Determine when more information is needed and ask appropriate questions in a variety of situations when interacting with a variety of texts, media, and modalities.
3: Identify when more information is needed and use references, navigate libraries, use technology, etc., to locate information.
3: Identify when more information is needed and use references, navigate libraries, use technology, etc., to locate information.
Standard 2 Transact with text to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
Standard 2 Transact with text to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
Competency Goals:
Competency Goals:
1: Read to gain information needed in daily living.
1: Read to gain information needed in daily living.
2: Read and comprehend information from a variety of text.
Literary texts: level one
Literary texts: level two
Informational texts: level one
Informational texts: level two
2: Read and comprehend information from a variety of text.
Literary texts: level one
Literary texts: level two
Informational texts: level one
Informational texts: level two
3: Identify alternative and multiple perspectives in a text.
3: Identify alternative and multiple perspectives in a text.
4: Identify multiple perspectives in real-life situations.
4: Identify multiple perspectives in real-life situations.
5: Follow simple oral and written directions given in a variety of situations.
5: Follow simple oral and written directions given in a variety of situations.
Standard 3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
Standard 3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
Competency Goals:
Competency Goals:
1: Gather needed information from a variety of sources.
Main idea
Supporting evidence
1: Gather needed information from a variety of sources.
Main idea
Supporting evidence
2: Identify and use various sequential patterns to organize information.
Organization
Text structure
2: Identify and use various sequential patterns to organize information.
Organization
Text structure
Standard 4 Synthesize information to share learning and/or take action.
Standard 4 Synthesize information to share learning and/or take action.
Competency Goals:
Competency Goals:
1: Use a variety of sources to obtain information needed for a variety of purposes (e.g., daily life activities, employment, training, leisure interests).
Main idea
Literary texts: level one
Literary texts: level two
Informational texts: level one
Informational texts: level two
1: Use a variety of sources to obtain information needed for a variety of purposes (e.g., daily life activities, employment, training, leisure interests).
Main idea
Literary texts: level one
Literary texts: level two
Informational texts: level one
Informational texts: level two
2: Use information obtained from a variety of sources to take action for a variety of purposes (i.e., daily life activities, employment activities, educational activities, leisure activities, social activities).
2: Use information obtained from a variety of sources to take action for a variety of purposes (i.e., daily life activities, employment activities, educational activities, leisure activities, social activities).
3: Use technology to share information learned from text with others.
3: Use technology to share information learned from text with others.
Standard 5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
Standard 5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
Competency Goals:
Competency Goals:
1: Use information obtained from text to guide the development of personal and educational goals and plans to reach those goals.
1: Use information obtained from text to guide the development of personal and educational goals and plans to reach those goals.
2: Use feedback to guide the process of creating and working toward goal-setting.
2: Use feedback to guide the process of creating and working toward goal-setting.
3: Reflect upon goals and plans to determine if plans must be revised.
3: Reflect upon goals and plans to determine if plans must be revised.
4: Reflect upon goal setting and plans to determine if more information is needed.
4: Reflect upon goal setting and plans to determine if more information is needed.
RL
Reading Literary Text
Standard 1 Demonstrate understanding of the organization and basic features of print.
Uppercase and lowercase letters
Word recognition
Blend and segment
Sentence structure
Standard 1 Demonstrate understanding of the organization and basic features of print.
Uppercase and lowercase letters
Word recognition
Blend and segment
Sentence structure
Competency Goals:
Competency Goals:
1: Identify and use sequential patterns of text to organize information.
1: Identify and use sequential patterns of text to organize information.
2: Indicate title, author, illustrator, and chapters in a literary text.
2: Indicate title, author, illustrator, and chapters in a literary text.
Standard 2 Demonstrate understanding of spoken words, syllables, and sounds.
Blend and segment
Short and long vowels
Standard 2 Demonstrate understanding of spoken words, syllables, and sounds.
Blend and segment
Short and long vowels
Competency Goals:
Competency Goals:
1: Follow multiple step oral directions.
1: Follow multiple step oral directions.
2: Use appropriate vocabulary in speaking in a variety of settings.
2: Use appropriate vocabulary in speaking in a variety of settings.
3: Demonstrate the basic conventions of standard English.
Sentences, fragments, and run-ons
Clauses
Subject-verb agreement
Verb tense
Adjectives and adverbs
Prepositions
Commas
3: Demonstrate the basic conventions of standard English.
Sentences, fragments, and run-ons
Clauses
Subject-verb agreement
Verb tense
Adjectives and adverbs
Prepositions
Commas
4: Demonstrate increase in vocabulary as it relates to informal conversation, daily living, community, and leisure.
4: Demonstrate increase in vocabulary as it relates to informal conversation, daily living, community, and leisure.
Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.
Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.
Competency Goals:
Competency Goals:
1: Increase reading fluency through word study.
Sight words
Inflectional endings
Variant vowel words
Diphthongs
Two-syllable words
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
1: Increase reading fluency through word study.
Sight words
Inflectional endings
Variant vowel words
Diphthongs
Two-syllable words
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
Standard 4 Read with sufficient accuracy and fluency to support comprehension.
Literary texts: level one
Literary texts: level two
Standard 4 Read with sufficient accuracy and fluency to support comprehension.
Literary texts: level one
Literary texts: level two
Competency Goals:
Competency Goals:
1: Increase fluency through word study.
Vocabulary in context
Synonyms and antonyms
1: Increase fluency through word study.
Vocabulary in context
Synonyms and antonyms
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
3: Access and use accommodations embedded in technology when reading on a device.
3: Access and use accommodations embedded in technology when reading on a device.
Standard 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Standard 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Competency Goals:
Competency Goals:
1: Cite details from a text to support a conclusion.
Literary texts: level one
Literary texts: level two
Theme
Supporting evidence
1: Cite details from a text to support a conclusion.
Literary texts: level one
Literary texts: level two
Theme
Supporting evidence
2: Recount key details of a story and refer to details and examples within a text to draw inferences.
Literary texts: level one
Literary texts: level two
Inferences
2: Recount key details of a story and refer to details and examples within a text to draw inferences.
Literary texts: level one
Literary texts: level two
Inferences
3: Make a prediction about a given situation based on known information from text.
3: Make a prediction about a given situation based on known information from text.
Standard 6 Summarize key details and ideas to support analysis of thematic development.
Standard 6 Summarize key details and ideas to support analysis of thematic development.
Competency Goals:
Competency Goals:
1: Determine themes or central ideas of text and provide basic summaries of text.
1: Determine themes or central ideas of text and provide basic summaries of text.
Standard 7 Analyze the relationship among ideas, themes, or topics in multiple media formats and in visual, auditory, and kinesthetic modalities.
Standard 7 Analyze the relationship among ideas, themes, or topics in multiple media formats and in visual, auditory, and kinesthetic modalities.
Competency Goals:
Competency Goals:
1: Compare/contrast ideas or topics in multiple media formats.
1: Compare/contrast ideas or topics in multiple media formats.
2: Make connections between text and real life experiences based on learning styles.
2: Make connections between text and real life experiences based on learning styles.
Standard 8 Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
Standard 8 Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
Competency Goals:
Competency Goals:
1: Determine how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; understand how context influences plot, setting, and characters.
Identify story elements
Literary texts: level one
Literary texts: level two
1: Determine how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; understand how context influences plot, setting, and characters.
Identify story elements
Literary texts: level one
Literary texts: level two
Standard 9 Interpret and analyze the author's use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.
Standard 9 Interpret and analyze the author's use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.
Competency Goals:
Competency Goals:
1: Determine the meaning of figurative language in a text and in conversations.
1: Determine the meaning of figurative language in a text and in conversations.
2: Make inferences when reading to determine the meaning of various phrases in text, format, and tone.
2: Make inferences when reading to determine the meaning of various phrases in text, format, and tone.
Standard 10 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
Standard 10 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
Competency Goals:
Competency Goals:
1: Use context clues to determine the meanings of words and phrases.
Synonyms and antonyms
Vocabulary in context
Multiple-meaning words
1: Use context clues to determine the meanings of words and phrases.
Synonyms and antonyms
Vocabulary in context
Multiple-meaning words
2: Use references such as a dictionary or online resources to determine word meanings.
2: Use references such as a dictionary or online resources to determine word meanings.
Standard 11 Analyze and provide evidence of how the author's choice of point of view, perspective, and purpose shape content, meaning, and style.
Standard 11 Analyze and provide evidence of how the author's choice of point of view, perspective, and purpose shape content, meaning, and style.
Competency Goals:
Competency Goals:
1: Identify an author's point of view in a text.
1: Identify an author's point of view in a text.
2: Identify a speaker's point of view in a conversation, argument, or oral presentation.
2: Identify a speaker's point of view in a conversation, argument, or oral presentation.
Standard 12 Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
Standard 12 Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
Competency Goals:
Competency Goals:
1: Identify different effects in a literary text (i.e. mystery, tension, etc.) and cite evidence from the text to support the identification of the effect.
Supporting evidence
Literary texts: level one
Literary texts: level two
1: Identify different effects in a literary text (i.e. mystery, tension, etc.) and cite evidence from the text to support the identification of the effect.
Supporting evidence
Literary texts: level one
Literary texts: level two
Standard 13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
Standard 13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
Competency Goals:
Competency Goals:
1: Use accommodations to access a text to read independently for a sustained period of time.
1: Use accommodations to access a text to read independently for a sustained period of time.
2: Engage in small-group reading.
2: Engage in small-group reading.
3: Read and respond to increasingly challenging levels of text.
Literary texts: level one
Literary texts: level two
3: Read and respond to increasingly challenging levels of text.
Literary texts: level one
Literary texts: level two
4: Select and read a wide variety of print and digital materials.
4: Select and read a wide variety of print and digital materials.
RI
Reading Informational Text
Standard 1 Demonstrate understanding of the organization and basic features of print.
Uppercase and lowercase letters
Word recognition
Blend and segment
Sentence structure
Standard 1 Demonstrate understanding of the organization and basic features of print.
Uppercase and lowercase letters
Word recognition
Blend and segment
Sentence structure
Competency Goals:
Competency Goals:
1: Use organizational structures, such as guide-words, table of contents, index etc. to locate needed information.
1: Use organizational structures, such as guide-words, table of contents, index etc. to locate needed information.
2: Identify types of reference text and their purposes.
2: Identify types of reference text and their purposes.
3: Identify types of text and their purposes.
3: Identify types of text and their purposes.
4: Use reference text to locate information about a topic.
4: Use reference text to locate information about a topic.
Standard 2 Demonstrate understanding of spoken words, syllables, and sounds.
Blend and segment
Short and long vowels
Standard 2 Demonstrate understanding of spoken words, syllables, and sounds.
Blend and segment
Short and long vowels
Competency Goals:
Competency Goals:
1: Follow multiple step oral directions.
1: Follow multiple step oral directions.
2: Use appropriate vocabulary in speaking.
2: Use appropriate vocabulary in speaking.
3: Demonstrate the basic conventions of standard English.
Sentences, fragments, and run-ons
Clauses
Subject-verb agreement
Verb tense
Adjectives and adverbs
Prepositions
Commas
3: Demonstrate the basic conventions of standard English.
Sentences, fragments, and run-ons
Clauses
Subject-verb agreement
Verb tense
Adjectives and adverbs
Prepositions
Commas
4: Demonstrate increase in vocabulary as it relates to informal conversation, daily living, community, leisure, and employment.
4: Demonstrate increase in vocabulary as it relates to informal conversation, daily living, community, leisure, and employment.
Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.
Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.
Competency Goals:
Competency Goals:
1: Increase reading fluency through word study.
Sight words
Inflectional endings
Variant vowel words
Diphthongs
Two-syllable words
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
1: Increase reading fluency through word study.
Sight words
Inflectional endings
Variant vowel words
Diphthongs
Two-syllable words
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
Standard 4 Read with sufficient accuracy and fluency to support comprehension.
Main idea
Informational texts: level one
Informational texts: level two
Text structure
Arguments
Standard 4 Read with sufficient accuracy and fluency to support comprehension.
Main idea
Informational texts: level one
Informational texts: level two
Text structure
Arguments
Competency Goals:
Competency Goals:
1: Increase fluency through word study.
Vocabulary in context
Synonyms and antonyms
Domain-specific vocabulary
1: Increase fluency through word study.
Vocabulary in context
Synonyms and antonyms
Domain-specific vocabulary
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
2: Identify accommodations needed in accessing text and use accommodations with fidelity.
3: Access and use accommodations embedded in technology when reading on a device.
3: Access and use accommodations embedded in technology when reading on a device.
Standard 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
Arguments
Fact vs opinion
Supporting evidence
Standard 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
Arguments
Fact vs opinion
Supporting evidence
Competency Goals:
Competency Goals:
1: Read and comprehend various informational text.
Informational texts: level one
Informational texts: level two
1: Read and comprehend various informational text.
Informational texts: level one
Informational texts: level two
2: Use evidence from an informational text to make a prediction.
2: Use evidence from an informational text to make a prediction.
3: Identify the purpose of a given informational text (i.e. instructions, guide, reference, learning, persuasive, etc.).
3: Identify the purpose of a given informational text (i.e. instructions, guide, reference, learning, persuasive, etc.).
Standard 6 Summarize key details and ideas to support analysis of central ideas.
Standard 6 Summarize key details and ideas to support analysis of central ideas.
Competency Goals:
Competency Goals:
1: Recognize main idea in written, oral, and visual formats.
1: Recognize main idea in written, oral, and visual formats.
2: Summarize information given in written, oral, or visual formats.
2: Summarize information given in written, oral, or visual formats.
3: Identify and use various sequential patterns to organize information.
Organization
Text structure
3: Identify and use various sequential patterns to organize information.
Organization
Text structure
Standard 7 Research events, topics, ideas, or concepts through multiple media formats and in visual, auditory, and kinesthetic modalities.
Standard 7 Research events, topics, ideas, or concepts through multiple media formats and in visual, auditory, and kinesthetic modalities.
Competency Goals:
Competency Goals:
1: Read to gain information from various media formats needed for daily living based on learning styles.
1: Read to gain information from various media formats needed for daily living based on learning styles.
2: Read to gain information from various media formats for community participation.
2: Read to gain information from various media formats for community participation.
3: Read to gain information from various media formats related to choice-making in interests and preferences.
3: Read to gain information from various media formats related to choice-making in interests and preferences.
4: Identify appropriate sources to locate specific information related to self-advocacy.
4: Identify appropriate sources to locate specific information related to self-advocacy.
Standard 8 Interpret and analyze the author's use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
Standard 8 Interpret and analyze the author's use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
Competency Goals:
Competency Goals:
1: Determine the meaning of figurative, connotative, or technical words and phrases in a text.
Shades of meaning
Figurative language
Domain-specific words
Academic vocabulary
1: Determine the meaning of figurative, connotative, or technical words and phrases in a text.
Shades of meaning
Figurative language
Domain-specific words
Academic vocabulary
2: Use references and technology to determine the meanings of words and phrases in texts.
2: Use references and technology to determine the meanings of words and phrases in texts.
Standard 9 Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
Standard 9 Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
Competency Goals:
Competency Goals:
1: Use context clues to determine the meanings of words and phrases in text and in conversations.
Synonyms and antonyms
Vocabulary in context
Domain-specific vocabulary
Academic vocabulary
Multiple-meaning words
1: Use context clues to determine the meanings of words and phrases in text and in conversations.
Synonyms and antonyms
Vocabulary in context
Domain-specific vocabulary
Academic vocabulary
Multiple-meaning words
2: Explain the definitions of terms related to daily living.
2: Explain the definitions of terms related to daily living.
3: Explain the definitions of terms related to community.
3: Explain the definitions of terms related to community.
4: Explain the definitions of terms related to choice-making and topics of interests.
4: Explain the definitions of terms related to choice-making and topics of interests.
Standard 10 Analyze and provide evidence of how the author's choice of purpose and perspective shapes content, meaning, and style.
Text purpose
Tone
Standard 10 Analyze and provide evidence of how the author's choice of purpose and perspective shapes content, meaning, and style.
Text purpose
Tone
Competency Goals:
Competency Goals:
1: Identify an author's or speaker's point of view.
1: Identify an author's or speaker's point of view.
2: Identify details that support an author's or speaker's point of view.
2: Identify details that support an author's or speaker's point of view.
Standard 11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
Standard 11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
Competency Goals:
Competency Goals:
1: Identify how an author's claims are supported with evidence in a text.
Fact vs opinion
Supporting evidence
Trace an argument
1: Identify how an author's claims are supported with evidence in a text.
Fact vs opinion
Supporting evidence
Trace an argument
Standard 12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
Standard 12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
Competency Goals:
Competency Goals:
1: Use accommodations to access an informational text to read independently for a sustained period of time.
1: Use accommodations to access an informational text to read independently for a sustained period of time.
2: Engage in small-group reading.
2: Engage in small-group reading.
3: Read signs, labels, menus, recipes, advertisements, coupons, etc.
3: Read signs, labels, menus, recipes, advertisements, coupons, etc.
4: Read schedules, calendars, agendas.
4: Read schedules, calendars, agendas.
5: Read and respond to increasingly challenging levels of informational text.
Main idea
Informational texts: level one
Informational texts: level two
5: Read and respond to increasingly challenging levels of informational text.
Main idea
Informational texts: level one
Informational texts: level two
6: Read and follow instructions for completing daily living tasks.
6: Read and follow instructions for completing daily living tasks.
7: Read and follow instructions for completing leisure tasks.
7: Read and follow instructions for completing leisure tasks.
8: Read and follow instructions in the community.
8: Read and follow instructions in the community.
9: Read and follow instructions for completing a variety of forms to include those related to daily living, the community, and employment.
9: Read and follow instructions for completing a variety of forms to include those related to daily living, the community, and employment.
10: Select and read a wide variety of print and digital materials.
10: Select and read a wide variety of print and digital materials.
11: Read to proof and revise written work.
11: Read to proof and revise written work.
W
Writing
Standard 1 Write arguments to support claims with clear reasons and relevant evidence.
Standard 1 Write arguments to support claims with clear reasons and relevant evidence.
Competency Goals:
Competency Goals:
1: Use appropriate vocabulary in writing, speaking, and presenting.
Synonyms and antonyms
Homophones
Shades of meaning
Domain-specific vocabulary
1: Use appropriate vocabulary in writing, speaking, and presenting.
Synonyms and antonyms
Homophones
Shades of meaning
Domain-specific vocabulary
2: Write to communicate an opinion or preference clearly with evidence.
Topic sentences
Supporting evidence
2: Write to communicate an opinion or preference clearly with evidence.
Topic sentences
Supporting evidence
3: Use appropriate vocabulary to clearly express an opinion or preference with evidence (verbally and/or in writing).
3: Use appropriate vocabulary to clearly express an opinion or preference with evidence (verbally and/or in writing).
Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Organization
Topic sentences
Transitions
Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Organization
Topic sentences
Transitions
Competency Goals:
Competency Goals:
1: Write goals for the future that reflect personal strengths and interests/preferences.
1: Write goals for the future that reflect personal strengths and interests/preferences.
2: Write a plan to reach a goal.
2: Write a plan to reach a goal.
3: Use technology to produce informative/explanatory documents.
3: Use technology to produce informative/explanatory documents.
4: Collect information from a variety of resources and use it to create a written document.
Main idea
Supporting evidence
Plagiarism
4: Collect information from a variety of resources and use it to create a written document.
Main idea
Supporting evidence
Plagiarism
Standard 3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Standard 3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Competency Goals:
Competency Goals:
1: Write narratives about real-life experiences.
1: Write narratives about real-life experiences.
2: Write narratives about hopes and dreams for the future.
2: Write narratives about hopes and dreams for the future.
3: Organize written information sequentially.
3: Organize written information sequentially.
4: Demonstrate effective oral communication in a variety of settings (formal, informal, school).
4: Demonstrate effective oral communication in a variety of settings (formal, informal, school).
5: Use technology to produce narrative documents.
5: Use technology to produce narrative documents.
Standard 4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard 4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Competency Goals:
Competency Goals:
1: Use the basic conventions of standard English.
Clauses
Verb tense
Adjectives and adverbs
Prepositions
1: Use the basic conventions of standard English.
Clauses
Verb tense
Adjectives and adverbs
Prepositions
2: Write using complete sentences.
2: Write using complete sentences.
3: Answer questions/fill in blanks on a variety of forms using basic conventions of standard English.
3: Answer questions/fill in blanks on a variety of forms using basic conventions of standard English.
Standard 5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standard 5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Competency Goals:
Competency Goals:
1: Write complete sentences using correct capitalization, punctuation, and spelling.
Spelling
Sentences, fragments, and run-ons
Commas
Capitalization
1: Write complete sentences using correct capitalization, punctuation, and spelling.
Spelling
Sentences, fragments, and run-ons
Commas
Capitalization
2: Identify and use accommodations for writing using basic conventions of standard English.
2: Identify and use accommodations for writing using basic conventions of standard English.
Standard 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
Standard 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
Competency Goals:
Competency Goals:
1: Write to complete a variety of forms for daily living, community activities, employment activities, and leisure activities.
1: Write to complete a variety of forms for daily living, community activities, employment activities, and leisure activities.
2: Use technology to write for a variety of purposes (i.e., to communicate with others, to share information on chosen social media sites, to search for information).
2: Use technology to write for a variety of purposes (i.e., to communicate with others, to share information on chosen social media sites, to search for information).
3: Write appointments and events.
3: Write appointments and events.
4: Write in a print or digital agenda to organize tasks for personal, educational, or employment purposes.
4: Write in a print or digital agenda to organize tasks for personal, educational, or employment purposes.
5: Communicate by electronic communication devices.
5: Communicate by electronic communication devices.
6: Identify and use appropriate individual accommodations to write for a variety of purposes.
6: Identify and use appropriate individual accommodations to write for a variety of purposes.
7: Write personal data.
7: Write personal data.
8: Write a letter and address an envelope.
8: Write a letter and address an envelope.
9: Write emails for various purposes. Use standard conventions of English in emails.
9: Write emails for various purposes. Use standard conventions of English in emails.
C
Communication
Standard 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
Understand diverse perspectives
Express and support an opinion
Standard 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
Understand diverse perspectives
Express and support an opinion
Competency Goals:
Competency Goals:
1: Use standard conventions of English to self-advocate preferences, interests, wants, and needs to others.
1: Use standard conventions of English to self-advocate preferences, interests, wants, and needs to others.
2: Engage in conversations with peers using appropriate language.
2: Engage in conversations with peers using appropriate language.
3: Take turns appropriately in conversation.
3: Take turns appropriately in conversation.
4: Communicate by telephone using appropriate phone etiquette and standard conventions of English (talk and text).
4: Communicate by telephone using appropriate phone etiquette and standard conventions of English (talk and text).
5: Demonstrate appropriate tone, volume, inflection, enunciation, pronunciation, eye contact, and body language when communicating with others (If needed, identify and use accommodations to demonstrate this skill).
5: Demonstrate appropriate tone, volume, inflection, enunciation, pronunciation, eye contact, and body language when communicating with others (If needed, identify and use accommodations to demonstrate this skill).
Standard 2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
Standard 2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
Competency Goals:
Competency Goals:
1: Clearly communicate a narrative of events that have happened or events that may happen.
1: Clearly communicate a narrative of events that have happened or events that may happen.
2: Clearly communicate goals (educational, community experiences, leisure, and employment).
2: Clearly communicate goals (educational, community experiences, leisure, and employment).
3: Clearly communicate feelings to others in an appropriate manner (e.g., anger, sorrow, confusion, happiness).
3: Clearly communicate feelings to others in an appropriate manner (e.g., anger, sorrow, confusion, happiness).
4: Demonstrate effective oral communication in personal situations.
4: Demonstrate effective oral communication in personal situations.
Standard 3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
Standard 3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
Competency Goals:
Competency Goals:
1: Communicate using various modalities (e.g., verbal, written, electronic).
1: Communicate using various modalities (e.g., verbal, written, electronic).
2: Identify and use appropriate accommodations for the clear communication of thoughts.
2: Identify and use appropriate accommodations for the clear communication of thoughts.
Standard 4 Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audiences and convey messages.
Standard 4 Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audiences and convey messages.
Competency Goals:
Competency Goals:
1: Make inferences when listening to the words of others.
1: Make inferences when listening to the words of others.
2: Identify the point of view of a speaker.
2: Identify the point of view of a speaker.
3: Use effective listening and viewing skills in a variety of situations.
3: Use effective listening and viewing skills in a variety of situations.
4: Expand vocabulary through listening.
4: Expand vocabulary through listening.
5: Demonstrate effective listening skills by following directions with accuracy.
5: Demonstrate effective listening skills by following directions with accuracy.
6: Select and listen to a variety of non-print and/or electronic materials.
6: Select and listen to a variety of non-print and/or electronic materials.
Standard 5 Incorporate craft techniques to engage and impact audiences and convey messages.
Standard 5 Incorporate craft techniques to engage and impact audiences and convey messages.
Competency Goals:
Competency Goals:
1: Identify appropriate topics and strategies for communication for a given audience.
1: Identify appropriate topics and strategies for communication for a given audience.
2: Use appropriate vocabulary for different settings (e.g., School/work vs. home/leisure).
2: Use appropriate vocabulary for different settings (e.g., School/work vs. home/leisure).
3: Identify appropriate modality for communicating with an individual or audience (e.g., Should one call or email? Talk in person?).
3: Identify appropriate modality for communicating with an individual or audience (e.g., Should one call or email? Talk in person?).