North Carolina Community College System
College and Career Readiness
Adult Secondary Education Content Standards
Level 5, Grade Levels 9.0 – 12.9
Language Arts
Speaking and Listening - 1.3ASE LA 1: Production and Distribution of Writing
Standards – 1.5
Instructor Checklist – 1.23
Student Checklist – 1.30
ASE LA 2: Using Research in Writing Endeavors
Standards – 1.9
Instructor Checklist – 1.26
Student Checklist – 1.33
ASE LA 3: Understanding and Analyzing Literature
Standards – 1.11
Instructor Checklist – 1.27
Student Checklist – 1.34
ASE LA 4: Understanding and Analyzing Informational Text
Standards – 1.15
Instructor Checklist – 1.28
Student Checklist – 1.35
Adult Secondary Education Speaking and Listening Standards
Including, but not limited to, skills necessary for formal presentations, the Speaking and Listening Standards require students to develop a range of broadly useful oral communication and interpersonal skills. The standards ask students to learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. These standards should be integrated though out Language Arts instruction.
CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (SL.9-10.1)
CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL.11-12.2)
CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (SL.11-12.3)
CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (SL.9-10.4)
CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SL.11-12.5)
CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (SL.11-12.6)
ASE LA 1: Production and Distribution of WritingLA.1.1: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCR Anchor 2
Objectives / What Learner Should Know, Understand, and Be Able to Do / Teaching Notes and Examples
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). / Students are expected to write informative texts that examine and communicate complex ideas, concepts, or information clearly and accurately. They should effectively select, organize, and analyze their content.
Selecting includes:
· Using relevant and sufficient facts, definitions, details, and quotes
· Using sources that are appropriate to task, audience, and purpose
· Choosing precise words and domain-specific vocabulary
Organizing includes:
· Introducing a topic
· Arranging ideas, concepts, and information to show interrelationships
· Formatting effectively
· Developing a topic
· Organizing graphics
· Providing multimedia when useful
· Using transitions to link together the major sections of the text
· Writing a concluding statement that supports the information presented
· Choosing a formal style and objective tone
Analyzing includes:
· Deciding what organization is most effective for purpose, audience, and task
· Determining how many facts, definitions, details, quotations and other information are needed / Writing Expository (Informative) Texts
https://owl.english.purdue.edu/owl/resource/685/02/
Examples of Informative/Explanatory Essay
http://achievethecore.org/page/504/common-core-informative-explanatory-writing
See the grade 9-10 example Gains of the Great Depression that shows examples of each objective
Expository Essay
https://www.youtube.com/watch?v=i_tZLtmwesU
Note: To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. These skills work in tandem with reading expectations--as expressed in the reading standards for informational texts--so that students are examining authors’ craft and style and applying what they have observed to their own writing. In the ninth grade as students explore writing informational text they need to learn how to make deliberate choices as writers. They need to understand that establishing task, audience, and purpose prior to writing will then influence their word choice, the supporting details they choose, the tone they use, and the organizational features they will need to effectively communicate. Ninth graders should learn how to organize their writing. Often students do not see the correlation between developing a topic and organizing a paper. As students become more skilled with writing informational texts, they should pay more attention to the words they use to communicate ideas. They should develop a strong formal style appropriate for their task. They should be able to maintain a tone that is free of bias. They should learn how to integrate multimedia when appropriate and effective.
LA.1.2: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCR Anchor 3
Objectives / What Learner Should Know, Understand, and Be Able to Do / Teaching Notes and Examples
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. / Students are expected to write narratives – conveying an experience that is real or imagined – and using time as its deep structure. The writing should have form or structure based on a progression of events that build upon each other. As with all good writing, students should select effective details using precise language. They should establish point of view(s), introduce a narrator, provide characters, and present a situation. Students should be aware of and apply narrative techniques including dialogue, description, and plot in order to develop experiences, events, and/or characters choosing words that create vivid pictures. Students should provide a conclusion to the events they set out at the beginning of their narrative. / Narrative Essays
https://owl.english.purdue.edu/owl/resource/685/04/
Narrative Essay Example
http://achievethecore.org/page/505/common-core-narrative-writing-list-pg
Scroll down to find “The Day the Tractor Came” example
Narrative Writing
https://www.youtube.com/watch?v=DTft-l5LTG4
LA.1.3: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCR Anchor 4
Objectives / What Learner Should Know, Understand, and Be Able to Do / Teaching Notes and Examples
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / Students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s style, organization, and development of a topic. / Analyzing a Writing Prompt to Determine Task, Audience, and Purpose
https://learnzillion.com/lessons/2244-analyze-a-writing-prompt-to-determine-the-task-purpose-and-audience
LA.1.4: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCR Anchor 5
Objectives / What Learner Should Know, Understand, and Be Able to Do / Teaching Notes and Examples
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. / Students should plan their writing, develop strong revising and editing skills, rewrite or try a different approach always mindful of the audience and the purpose for the writing. They need to determine what details or information is most important for a particular audience and specific purpose. They need to understand writing as a process rather than solely as a product. Writing as a process requires thinking and being able to articulate those thoughts. / Revising and Editing Writing Assignments
http://www.studygs.net/writing/revising.htm
How to Revise and Edit
http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/revise-edit-30116.html
Steps for Revising Your Paper
https://owl.english.purdue.edu/owl/resource/561/05/
LA.1.5: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCR Anchor 6
Objectives / What Learner Should Know, Understand, and Be Able to Do / Teaching Notes and Examples
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. / Adult education standards recognize that students need to be able to use technology strategically when creating, refining, and collaborating on writing. Students should not only use technology for producing and publishing writing but also to collaborate with others. / Using Blogging and Web Tools to Improve Writing
http://ferrellmw.wix.com/abs2014
LA.1.6: Demonstrate command of the conventions of standard English including grammar, capitalization, punctuation, and spelling when writing. CCR Language Anchors 1 and 2.
Objectives / What Learner Should Know, Understand, and Be Able to Do / Teaching Notes and Examples
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
c. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
d. Use a colon to introduce a list or quotation.
e. Spell correctly. / An understanding of language is essential for effective communication. The inclusion of language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
To be college and career ready in language, students must have a strong command of the grammar and usage of spoken and written standard English.
Students should be able to apply the understanding that language is ever-changing. Students need to investigate choices in language and usage by using reliable / Conventions of Edited American English
https://owl.english.purdue.edu/engagement/2/2/61
Sentences and Sentence Structure
https://owl.english.purdue.edu/engagement/2/2/62
Word Choice
https://owl.english.purdue.edu/engagement/2/2/66
LA.1.7: Acquire and use accurately general academic and domain-specific words and phrases at the college and career readiness level; demonstrate independent in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCR Language Anchor 4 and 5