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Virginia Career Pathways IET Blueprint

Standards-based Academic

Instructional Modules

Tier 2 https://pathwaystiers.wordpress.com/

Tier 2 Academic Modules 1

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Table of Contents

Introduction to Tier 2 & How to Use the Modules

The Modules:

College and Career Readiness Standards (CCRS), Levels C and D

Reading

Writing

Speaking and Listening

Language Strand

Mathematics

English Language Proficiency Standards (ELPs), Levels 2, 3, and 4

Virginia ESOL Standards, High Intermediate and Advanced

Speaking

Listening

Reading

Writing

Introduction to Tier 2


Learners in Tier 2 should be able to focus on and persist through academic standards (i.e., reading, writing, mathematics, and English language) at the highest two CCRS and ELP levels, Levels C and D, while simultaneously participating in vocational training. Integrating the academic and English language modules of instruction in this document with digital literacy skills, workplace readiness skills, twenty-first century skills, in alignment with vocational training objectives, will result in a robust and contextualized integrated instructional plan for an IET program.

Competency Lists For each instructional unit, combining standards competencies from each section of the competency list to develop a program of integrated instruction contextualized to a targeted industry will create a single cohesive set of course objectives. Using elements from each competency list will ensure that all aspects of integrated instruction (i.e., math, reading, writing, English language instruction (if needed), workplace readiness, digital literacy, twenty-first century skills and vocational content) are included. Additional optional competencies related to other kinds of literacies (financial, health, and family) are provided as resources to better meet unique course needs and interests. Academic Modules The Virginia Career Pathways IET Blueprint emphasizes the use of shortened modules of instruction to better facilitate the Key Shifts in the College and Career Readiness Standards. The modularization of instruction into shorter-term units

● Enables easier entry and exit points along a career pathways program; ● Allows for more frequent acknowledgement of progress and achievement; ● Permits both instructors and learners to focus more deeply into a narrow set of concepts and skills; ● Encourages flexibility in adult learners’ schedules with shorter chunks of time commitments;


● Allows students to adjust learning goals more readily and customize their learning plans to their own progress and needs;

● Can more readily align to short-term vocational training programs; ● And may increase retention and motivation through regular short-term goal achievements that lead to

longer-term goals.

The following shifts in particular represent a focus on depth and focus, narrowing the scope of instruction to more thoroughly explore and master important concepts and skills. Modularization of instruction into shorter-term units provides instructors and learners better opportunities to devote units to a fewer number of complex concepts and skills, allowing for repeated practice and increased rigor.

English Language Arts and Literacy (p. 9): Shift 1, Complexity: Regular practice with complex text and its academic language

Mathematics (pps. 44 – 45):

Shift 1, Focus: Focus strongly where the standards focus. Shift 2, Coherence: Designing learning around coherent progressions level to level Shift 3, Rigor: Pursuing perceptual understanding, procedural skill and fluency, all with equal

intensity

How to Use the Modules

These modules, in combination with the other competency lists (digital literacy, workplace readiness, and twenty-first century skills, and vocational training objectives, represent suggested units of instruction. Each module is presented with a suggested duration in weeks and hours/week, and each comes with instructional resources and ideas for content integration. Below is a template for combining academic skills, competencies, and vocational training objectives into a single set of measurable student outcomes.

Course Objectives A single set of integrated objectives

Academic Skills: ● CCRS ● ELPs ● Virginia ESOL Standards

Occupational Training: ● Vocational competencies ● Simultaneous training and

work experience ● Credentialing

Workplace Readiness Skills: ● Professional soft skills ● Digital literacy skills ● Job search skills ● 21st-century skills ● Financial literacy* ● Health literacy* ● Family literacy*

Projects and inquiry-based activities that integrate all content

*Optional additional literacies


College and Career Readiness Standards (CCRS), Levels C and D

Tier 2: CCRS Modules Suggested duration: 3 to 6 weeks for each module; ~4 hours/week = 12 - 20 total instructional hours

The IET Blueprint uses the College and Career Readiness Standards (CCRS) and the English Language 1

Proficiency (ELP) Standards as its anchors. Modules and suggested resources are standards-aligned to aid in 2

making determinations regarding skill levels and workforce alignment.

The CCRS below are from Levels D and E and are divided into short instructional modules ranging from two to four weeks. Working with a vocational training partner, align vocational competencies with one or more of the below academic modules, as well as competencies from the workplace readiness lists, to develop a course curriculum guide. Once compiled, select the skills and competencies that are most important and relevant to the vocational training needs and then work to create integrated activities, assignments, and projects that integrate all content in an applied context.

Contents of the CCRS section

● Reading Modules, Levels C &D……………………………………………………………………..

● Writing Modules, Levels C & D ……………………………………………………………………..

● Speaking and Listening Modules, Levels C & D …………………………………………………….

● Language Strand Modules, Levels C & D …………………………………………………………..

● Mathematics Modules, Levels C & D……………………………………………………………………..

1College and Career Readiness Standards, 2013, https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf 2 English Language Proficiency Standards, 2016, https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf


https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

https://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf

Tier 2 Capstone Reading Standards, CCRS Reading Strand, Levels C and D, pages 13 - 21

Key RI: Reading Informational Text RL: Reading Literature

RH: Reading Historical / Social Studies Text RST: Reading Scientific and Technical Text

CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

● Level C: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.4.1)

● Level C: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.5.1)

● Level D: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.7.1)

○ Application: cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1)

○ Application: cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1)

CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

● Level C: Determine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2)

● Level C: Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2)

● Level D: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (RI/RL.6.2)

○ Application: determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2)

CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

● Level C: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (RI.4.3)

● Level D: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (RI.8.3)

○ Application: identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). (RH.6-8.3)

● Level D: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3)

CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

● Level C: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area. (RI.5.4)


● Level C: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (RL.5.4)

● Level D: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (RI/RL.6.4)

CCR Anchor 5: Analyze 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.

● Level C: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (RI.4.5)

● Level C: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (RI.5.5)

● Level D: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)

● Level D: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (RI.7.5)

CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text.

● Level C: Analyze multiple accounts of the same vent or topic, noting important similarities and differences in the point of view they represent. (RI.5.6)

● Level C: Describe how a narrator’s or speaker’s point of view influences how events are described. (RL. 5.6)

● Level D: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)

● Level D: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). (RH.6-8.6)

CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

● Level C: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI.4.7)

● Level C: Draw on information from multiple print or digital literacy sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7)

● Level D: Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue. (RI.6.7)

● Level D: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table) (RST.6-8.7)

CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

● Level C: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI.5.8)

● Level D: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (RI.8.8)


CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

● Level C: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9)

● Level D: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)

CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently. Reading Standards, Foundational Skills, pages 40 - 43 (For Tiers 1 and 2 only) RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological awareness)

● Level C: None RF. 3. Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and word recognition)

● Level C: Know and apply grade-level phonics and word analysis in decoding words ○ Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (RF4.3 and 5.3 merge)

RF. 4. Read with sufficient accuracy and fluency to support comprehension. (Fluency)

● Level C: Read with sufficient accuracy and fluency to support comprehension. ○ Read grade-level text with purpose and understanding. ○ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression

on successive readings. ○ Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. (RF4.4 and 5.4 merge)


Tier 2, Level C, Reading Foundations Review: Decoding, Comprehension, and Fluency 4 weeks RF. 3. Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and word recognition)

● Know and apply grade-level phonics and word analysis in decoding words ○ Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (RF4.3 and 5.3 merge)

RF. 4. Read with sufficient accuracy and fluency to support comprehension. (Fluency)

● Level C: Read with sufficient accuracy and fluency to support comprehension. ○ Read grade-level text with purpose and understanding. ○ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression

on successive readings. ○ Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. (RF4.4 and 5.4 merge)


Tier 2, Level C, Reading Analyzing Texts for Inferences, Ideas, and Themes 4 weeks CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

● Level C: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.4.1)

● Level C: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.5.1)


● Level C: Determine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2)

● Level C: Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2)


● Level C: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (RI.4.3)


● Level C: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area. (RI.5.4)

● Level C: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (RL.5.4)


Tier 2, Level D, Reading Analyzing Texts for Inferences, Ideas, and Themes 4 weeks CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

● Level D: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.7.1)

○ Application: cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1)

○ Application: cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1)


● Level D: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (RI/RL.6.2)

○ Application: determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2)


● Level D: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3)


● Level D: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (RI/RL.6.4)


Tier 2, Level C, Reading Analyzing Organization and Point of View in Writing 4 weeks CCR Anchor 5: Analyze 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.

● Level C: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (RI.4.5)

● Level C: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (RI.5.5)


● Level C: Analyze multiple accounts of the same vent or topic, noting important similarities and differences in the point of view they represent. (RI.5.6)

● Level C: Describe how a narrator’s or speaker’s point of view influences how events are described. (RL. 5.6)


● Level C: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI.4.7)

● Level C: Draw on information from multiple print or digital literacy sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7)


Tier 2, Level D, Reading Analyzing Organization and Point of View in Writing 4 weeks CCR Anchor 5: Analyze 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.

● Level D: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)

● Level D: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (RI.7.5)


● Level D: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)

● Level D: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). (RH.6-8.6)


● Level D: Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue. (RI.6.7)

● Level D: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table) (RST.6-8.7)


Tier 2, Level C, Reading Identifying and Evaluating Evidence in Complex Texts 4 weeks CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

● Level C: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI.5.8)


● Level C: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9)

CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.


Tier 2, Level D, Reading Identifying and Evaluating Evidence in Complex Texts 4 weeks CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

● Level D: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (RI.8.8)


● Level D: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (RI.8.9)

CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.


Tier 2 Capstone Writing Standards, CCRS Writing Standards, Levels C and D, pages 22 - 28 CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● Level C: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

○ a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose

○ b. Provide logically ordered reasons that are supported by facts and details. ○ c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,

specifically). ○ d. Provide a concluding statement or section related to the opinion presented. (W.5.1)

● Level D: Write arguments to support claims with clear reasons and relevant evidence. ○ a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons

and evidence logically. ○ b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text. ○ c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence. ○ d. Establish and maintain a formal style. ○ e. Provide a concluding statement or section that follows from and supports the argument

presented. (W.7.1) CCR Anchor 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.

● Level C: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

○ a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

○ b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

○ c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

○ d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

○ e. Provide a concluding statement or section related to the information or explanation presented. (W.4.2)

● Level D: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.]

○ a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


○ b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

○ c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.


○ e. Establish and maintain a formal style. ○ f. Provide a concluding statement or section that follows from and supports the information

or explanation presented. (W/WHST.6-8.2) CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Note: Students’ narrative skills continue to grow in these levels [Levels A and B directly below] as students work to incorporate narrative elements effectively into their arguments and informative/explanatory texts.

Level A: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (W.1.3) Level B: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)

CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Level C: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.5.4) Level D: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W/WHST.6-8.4)

CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Level C: With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W.5.5) Level D: With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W/WHST.6- 8.5)

CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Level C: With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6) Level D: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6)

CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Level C: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7) Level D: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (W.7.7)

CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Level C: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

Level D: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W/WHST.6-8.8]

CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Level C: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”). b. Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”). (W.5.9)

Level D: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments”). b. Apply Reading standards from this level to literary nonfiction (e.g., “Analyze how a text makes connections among and distinctions between individuals’ ideas or events”). (W/WHST.6-8.9)


Tier 2, Level C, Writing Writing Arguments: Focus on Organization and Revision 4 weeks CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● Level C: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

○ a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose

○ b. Provide logically ordered reasons that are supported by facts and details. ○ c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,

specifically). ○ d. Provide a concluding statement or section related to the opinion presented. (W.5.1)

CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Level C: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.5.4)


Level C: With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W.5.5)


Tier 2, Level D, Writing Writing Arguments: Focus on Organization and Revision 4 weeks CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● Level D: Write arguments to support claims with clear reasons and relevant evidence. ○ a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the

reasons and evidence logically. ○ b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text. ○ c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence. ○ d. Establish and maintain a formal style. ○ e. Provide a concluding statement or section that follows from and supports the

argument presented. (W.7.1) CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Level D: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W/WHST.6-8.4)


Level D: With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 at this level.) (W/WHST.6- 8.5)


Tier 2, Level C, Writing Writing Narrative and Informative Texts: Focus on Clarity 4 weeks CCR Anchor 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.

● Level C: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

○ a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

○ b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

○ c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).


○ e. Provide a concluding statement or section related to the information or explanation presented. (W.4.2)

CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.




Tier 2, Level D, Writing Writing Narrative and Informative Texts: Focus on Clarity 4 weeks CCR Anchor 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.

● Level D: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [This includes the narration of historical events, scientific procedures/experiments, or technical processes.]

○ a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

○ b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

○ c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.


○ e. Establish and maintain a formal style. ○ f. Provide a concluding statement or section that follows from and supports the

information or explanation presented. (W/WHST.6-8.2) CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.




Tier 2, Level C, Writing Writing and Publishing Short Research Projects Using Multiple Sources, Including Technology 4 weeks CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Level C: With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W.4.6)


Level C: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7)


Level C: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]


Level C: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”). b. Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”). (W.5.9)


Tier 2, Level D, Writing Writing and Publishing Short Research Projects Using Multiple Sources, Including Technology 4 weeks CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Level D: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (W.7.6)


Level D: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (W.7.7)


Level D: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W/WHST.6-8.8]


Level D: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments”). b. Apply Reading standards from this level to literary nonfiction (e.g., “Analyze how a text makes connections among and distinctions between individuals’ ideas or events”). (W/WHST.6-8.9)


Tier II Capstone Speaking and Listening Standards, CCRS Tier 2, Speaking and Listening Strand, pages 29 - 32 Key: SL: Speaking and Listening 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.

Level C: Engage 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.

a. Come to discussion prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and

knowledge gained from the discussions. (SL.5.1) Level D: Engage 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.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Post questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1)

CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Level C: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.4.2) Level C: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.5.2)

Level D: ANalyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (SL.8.2)

CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Level C: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (SL.5.3)


Level D: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (SL.8.3)

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.

Level C: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.5.4) Level D: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4)

CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Level C: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5)) Level D: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5)

CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Level C: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Language Standards 1 and 3.) (SL.4.6) Level D: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language Standards 1 and 3 for specific expectations.) (SL.8.6)


Tier 2, Level C, Speaking and Listening Formal and Informal Oral Communication Projects 4 weeks 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.

Level C: Engage 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.

e. Come to discussion prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

f. Follow agreed-upon rules for discussions and carry out assigned roles. g. Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others. h. Review the key ideas expressed and draw conclusions in light of information and

knowledge gained from the discussions. (SL.5.1)


Level C: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.4.2) Level C: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.5.2)


Level C: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (SL.5.3)


Level C: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.5.4)


Level C: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5))



Level C: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Language Standards 1 and 3.) (SL.4.6)


Tier 2, Level D, Speaking and Listening Formal and Informal Oral Communication Projects 4 weeks 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.

Level D: Engage 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.

e. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

f. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

g. Post questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

h. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1)


Level D: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (SL.8.2)


Level D: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (SL.8.3)


Level D: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4)


Level D: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5)



Level D: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language Standards 1 and 3 for specific expectations.) (SL.8.6)


Tier 2 Capstone Language Strand Standards, CCRS Tier 2, Language Strand, pages 33 - 39 To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level C: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. e. Form and use the perfect (e.g., I had walked, I have walked; I will have walked) verb tenses. f. Use verb tense to convey various times, sequences, states, and conditions. g. Recognize and correct inappropriate shifts in verb tense. h. Order adjectives within sentences according to conventional patterns (e.g., a small red bag

rather than a red small bag). i. Form and use prepositional phrases. j. Use correlative conjunctions (e.g., either/or, neither/nor) k. Produce complete sentences, recognizing and correcting inappropriate fragments and

run-ons. l. Correctly use frequently confused words (e.g., to, too, two; their, their). (L.4.1 and 5.1

merge) Level D: Demonstrate command of the conventions of standard English grammar usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns. c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague or unclear pronouns. e. Recognize variations from standard English in their own and others’ writing and speaking,

and identify and use strategies to improve expression in conventional language. f. Explain the function of verbals (gerunds, participles, infinitives) in general and their

function in particular sentences. g. Form and use verbs in the active and passive voice. h. Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. i. Recognize and correct inappropriate shifts in verb voice and mood. j. Explain the function of phrases and clauses in general and their function in specific

sentences. k. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas. l. Place phrases and clauses within a sentence, recognizing and correcting misplaced and

dangling modifiers. (L.6.1 through 8.1 merge)


CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level C: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use punctuation to separate items in a series. d. Use a comma to separate an introductory element from the rest of the sentence. e. Use a comma to set of the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?)

f. Use underline, quotation marks, or italics to indicate titles of works. g. Use a comma before a coordinating conjunction in a compound sentence. h. Spell grade-appropriate words correctly, consulting references as needed. (L.4.2 and 5.2

merge) Level D: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses, ellipses, dashes) to set off nonrestrictive/parenthetical elements.

b. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt.)

c. Use an ellipsis to indicate an omission. d. Spell correctly. (L.6.2 and 8.2 merge)

CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Level C: Ue knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and

situations where informal discourse is appropriate (e.g., small-group discussion). d. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. e. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,

dramas, or poems. (L.4.3 and 5.3 merge) Level D: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. c. Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy. (L.6.3 and 7.3 merge) CCR Anchor 4: 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.


Level C: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, restatements, cause/effect relationships, and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, autograph, photograph, photosynthesis).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (L.4.4 and 5.4 merge)

Level D: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in the context or in a dictionary). (L.6.4)

CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Level C: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to

better understand each of the words. (L.5.5) Level D: None

CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

Level C: Acquire and use accurately level-appropriate general academic and domain-specific words and phrases, including those that:

a. signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered). b. Are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing

animal preservation). c. Signal contrast, addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition). (L.4.6 and 5.6 merge) Level D: Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.8.6)


Tier 2, Level C, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Grammar and Punctuation 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level C: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

m. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

n. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

o. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

p. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. q. Form and use the perfect (e.g., I had walked, I have walked; I will have walked) verb

tenses. r. Use verb tense to convey various times, sequences, states, and conditions. s. Recognize and correct inappropriate shifts in verb tense. t. Order adjectives within sentences according to conventional patterns (e.g., a small red

bag rather than a red small bag). u. Form and use prepositional phrases. v. Use correlative conjunctions (e.g., either/or, neither/nor) w. Produce complete sentences, recognizing and correcting inappropriate fragments and

run-ons. x. Correctly use frequently confused words (e.g., to, too, two; their, their). (L.4.1 and 5.1

merge) CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level C: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

i. Use correct capitalization. j. Use commas and quotation marks to mark direct speech and quotations from a text. k. Use punctuation to separate items in a series. l. Use a comma to separate an introductory element from the rest of the sentence. m. Use a comma to set of the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?)

n. Use underline, quotation marks, or italics to indicate titles of works. o. Use a comma before a coordinating conjunction in a compound sentence. p. Spell grade-appropriate words correctly, consulting references as needed. (L.4.2 and 5.2

merge)


Tier 2, Level D, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Grammar and Punctuation 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Level D: Demonstrate command of the conventions of standard English grammar usage when writing or speaking.

m. Ensure that pronouns are in the proper case (subjective, objective, possessive). n. Use intensive pronouns. o. Recognize and correct inappropriate shifts in pronoun number and person. p. Recognize and correct vague or unclear pronouns. q. Recognize variations from standard English in their own and others’ writing and

speaking, and identify and use strategies to improve expression in conventional language.

r. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

s. Form and use verbs in the active and passive voice. t. Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. u. Recognize and correct inappropriate shifts in verb voice and mood. v. Explain the function of phrases and clauses in general and their function in specific

sentences. w. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas. x. Place phrases and clauses within a sentence, recognizing and correcting misplaced and

dangling modifiers. (L.6.1 through 8.1 merge) CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level D: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

e. Use punctuation (commas, parentheses, ellipses, dashes) to set off nonrestrictive/parenthetical elements.

f. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt.)

g. Use an ellipsis to indicate an omission. h. Spell correctly. (L.6.2 and 8.2 merge)


Tier 2, Level C, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Structure and Style 2 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Level C: Ue knowledge of language and its conventions when writing, speaking, reading, or listening.

f. Choose words and phrases to convey ideas precisely. g. Choose punctuation for effect. h. Differentiate between contexts that call for formal English (e.g., presenting ideas) and

situations where informal discourse is appropriate (e.g., small-group discussion). i. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. j. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,

dramas, or poems. (L.4.3 and 5.3 merge)


Tier 2, Level D, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Structure and Style 2 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Level D: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

d. Vary sentence patterns for meaning, reader/listener interest, and style. e. Maintain consistency in style and tone. f. Choose language that expresses ideas precisely and concisely, recognizing and

eliminating wordiness and redundancy. (L.6.3 and 7.3 merge)


Tier 2, Level C, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Word Choice: Meaning, Style, Register, Vocabulary and Context 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 4: 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.

Level C: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

d. Use context (e.g., definitions, examples, restatements, cause/effect relationships, and comparisons in text) as a clue to the meaning of a word or phrase.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, autograph, photograph, photosynthesis).

f. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (L.4.4 and 5.4 merge)


Level C: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

d. Interpret figurative language, including similes and metaphors, in context. e. Recognize and explain the meaning of common idioms, adages, and proverbs. f. Use the relationship between particular words (e.g., synonyms, antonyms, homographs)

to better understand each of the words. (L.5.5) CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

Level C: Acquire and use accurately level-appropriate general academic and domain-specific words and phrases, including those that:

d. signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered). e. Are basic to a particular topic (e.g., wildlife, conservation, and endangered when

discussing animal preservation). f. Signal contrast, addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition). (L.4.6 and 5.6 merge)


Tier 2, Level D, Language Strand Discrete Language Skills for Reading, Writing, and Speaking and Listening Standards Word Choice: Meaning, Style, Register, Vocabulary and Context 4 weeks To be used in conjunction with Reading, Writing, Speaking and Listening Standards CCR Anchor 4: 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.

Level D: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

e. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

f. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

g. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

h. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in the context or in a dictionary). (L.6.4)


Level D: None CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

Level D: Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.8.6)


Tier 2 Capstone Standards for Mathematics, CCRS Levels C and D

Mathematics Standards Level C, pages 60 - 69

Tier 2, Level C, Mathematics The Number System and Operations 4 weeks Number and operations: Base Ten ( + the Number System)

● Generalize place value understanding for multi-digit whole numbers. ● Use place value understanding and properties of operations to perform multi-digit arithmetic. ● Understand the place value system. ● Perform operations with multi-digit whole numbers and with decimals to hundredths.

The Number System

● Compute fluently with multi-digit numbers and find common factors and multiples. Number and Operations: Fractions

● Extend understanding of fraction equivalence and ordering. ● Build fractions from unit fractions by applying and extending previous understanding of

operations on whole numbers. ● Understand decimal notation for fractions, and compare decimal fractions. ● Use equivalent fractions as strategy to add and subtract fractions. ● Apply and extend previous understanding of multiplication and division to multiply and divide

fractions. The Number System

● Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Tier 2, Level C, Mathematics Ratios, Probability, Algebraic Thinking, and Equations 4 weeks Ratios and Proportional Relationships

● Understand ratio concepts and use ratio reasoning to solve problems. Statistics and Probability

● Develop understanding of statistical variability. ● Summarize and describe distributions.

Operations and Algebraic Thinking

● Use the four operations with whole numbers to solve problems. ● Gain familiarity with factors and multiples. ● Generate and analyze patterns. ● Write and interpret numerical expressions.

Expressions and Equations

● Apply and extend previous understandings of arithmetic to algebraic expressions. ● Reason about and solve one-variable equations and inequalities. ● Represent and analyze relationships between dependent and independent variables.


Tier 2, Level C, Mathematics Geometry, Measurement and Data 4 weeks Geometry

● Draw and identify lines and angles, and classify shapes by properties of their lines and angles. ● Graph points on the coordinate plane to solve real-world and mathematical problems. ● Classify two-dimensional figures into categories based on their properties. ● Solve real-world and mathematical problems involving area, surface area, and volume.

Measurement and Data

● Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

● Geometric measurement: understand concepts of angle and measure angles. ● Convert like measurement units within a given measurement system. ● Represent and interpret data. ● Geometric measurement: understand concepts of volume and relate volume to multiplication

and to addition.


Mathematics Standards, Level D, pages 70 - 78

Tier 2, Level D, Mathematics The Number System, Ratios, Equations, and Functions 4 weeks The Number System

● Apply and extend previous understandings of numbers to the system of rational numbers. ● Apply and extend previous understandings of operations with fractions to add, subtract,

multiply, and divide rational numbers. ● Know that there are numbers that are not rational, and approximate them by rational numbers. ● Understand ratio concepts and use ratio reasoning to solve problems. ● Analyze proportional relationships and use them to solve real-world and mathematical

problems. Expressions and Equations

● Use properties of operations to generate equivalent expressions. ● Solve real-life and mathematical problems using numerical and algebraic expressions and

equations. ● Work with radicals and integer exponents. ● Understand the connections between proportional relationships, lines, and linear equations. ● Analyze and solve linear equations and pairs of simultaneous linear equations.

Functions

● Define, evaluate, and compare functions. ● Use functions to model relationships between quantities.


Tier 2, Level D, Mathematics Geometry 3 weeks Geometry

● Draw, construct, and describe geometrical figures and describe the relationships between them. ● Solve real-life and mathematical problems involving angle, measure, area, surface area, and

volume. ● Understand congruence and similarity using physical models, transparencies, or geometry

software. ● Understand and apply the Pythagorean Theorem.


Tier 2, Level D, Mathematics Statistics and Probability 3 weeks Statistics and Probability

● Summarize and describe distributions. ● Use random sampling to draw inferences about a population. ● Draw informal comparative inferences about two populations. ● Investigate chance processes and develop, use, and evaluate probability models. ● Investigate patterns of association in bivariate data.


English Language Proficiency Standards for Adult Education With Correspondences to College and Career Readiness Standards

Tier 2

*Note: For Literacy level activities, and curriculum support,

see the Virginia ESOL Standards, beginning on page….

The ELP Standards for AE are intended to address the urgent need for educational equity, access, rigor for adult English language learners (ELLs). The standards are essential to ensuring adult ELLs receive the focused and effective instruction they need to access states’ academic content standards for college and career readiness. To that end, the ELP standards for AE emphasize the academic language needed by adult ELLs to engage with and meet state-adopted content standards. When the language demands inherent in state-adopted academic content standards are better understood, we can deliver more effective instruction to our adult ELLs. The ELP Standards for AE were identified to help ensure that all adult ELLs can obtain the knowledge and skills necessary for employment and self-sufficiency. The ELP level descriptors describe what a learner should be able to do at completion of the instructional unit. In this section are level descriptors for all ten ELP standards at levels D & E. → Integrated with vocational competencies, use these standards, in combination with their CCRS anchors and the Virginia ESOL Standards, to design short instructional modules ranging from two to four weeks.

There are 10 adult ELP Standards, and each is presented as a table with 5 level descriptors and its CCRS-aligned anchors. An example of an ELP Standard is below. Below is ELP Standard 7, An ELL can adapt language choices to purpose, task, and audience when speaking and writing. Progressing in complexity from Level 1 to Level 5, the level descriptors describe what learners should be able to do at the completion of each level.


ELP Standard 1 Level Descriptors, Levels 2, 3, & 4

ELP Standard 1 Level 2 Level 3 Level 4

An ELL can...construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.

By the end of English language proficiency level 2, and ELL can… Use an emerging set of strategies to:

● Identify the main topic in oral presentations and simple spoken and written texts

● Retell a few key details.

By the end of English language proficiency level 3, and ELL can… Use a developing set of strategies to:

● Determine a central idea or theme in oral presentations and spoken and written texts

● Retell key details ● Answer questions

about key details ● Explain how the

theme is developed by specific details in texts

● Summarize part of a text.

By the end of English language proficiency level 4, an ELL can… Use an increasing range of strategies to:

● Determine a central idea or theme in oral presentations and spoken and written texts

● Analyze the development of the themes/ideas

● Cite specific details and evidence from texts to support the analysis

● Summarize a text.

Corresponding CCRS Standards

Content-specific: MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems.

Reading CCR Anchor 1 CCR Anchor 2 CCR Anchor 3 CCR Anchor 7

Speaking and Listening CCR Anchor 2



An ELL can… Participate in level-appropriate oral and written exchanges of

By the end of English language proficiency level 2, an ELL can…

● Participate in


● Participate in

By the end of English language proficiency level 4, and ELL can…

● Participate in


information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.

short conversations and written exchanges about familiar topics and texts

● Present information and ideas

● Appropriately take turns in interactions with others

● Respond to simple questions and who- questions.

conversations, discussions, and written exchanges about familiar topics, texts, and issues

● Build on the ideas of others

● Express his or her own ideas

● Ask and answer relevant questions

● Add relevant information and evidence

● Restate some of the key ideas expressed

● Follow rules for discussion

● Ask questions to gain information or clarify understanding.

conversations, discussions, and written exchanges about a range of topics, texts, and issues

● Build on the ideas of others

● Express his or her own ideas

● Clearly support points with specific and relevant evidence

● Ask and answer questions to clarify ideas and conclusions

● Summarize the key points discussed.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP1. Ask questions and define problems. SP4. Analyze and interpret data. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Speaking and Listening: 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.

ELP Standard 3 Level Descriptors,


Levels 2, 3, & 4


An ELL can... Speak and write about level-appropriate complex literary and informational texts and topics.

By the end of English language proficiency level 2, an ELL can… With support,

● Deliver short oral presentations

● Compose simple written narratives or informational texts

About familiar texts, topics, experiences, or events.


● Deliver short oral presentations

● Compose written informational texts

● Develop the topic with a few details

About familiar texts, topics, or events.

By the end of English language proficiency level 4, an ELL can..

● Deliver oral presentations

● Compose written informational texts

● Develop the topic with some relevant details, concepts, examples, and information

● Integrate graphics or multimedia when useful

About a variety of texts, topics, or events.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 2: Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content. CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Speaking and Listening: 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. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.




An ELL can… Construct level-appropriate oral and written claims and support them with reasoning and evidence.


● Construct a claim about familiar topics

● Introduce the topic

● Provide sufficient reasons or facts to support the claim

● Provide a concluding statement.


● Construct a claim about familiar topics


● Provide sufficient reasons or facts to support the claim

● Provide a concluding statement


● Construct a claim about a variety of topics


● Provide logically ordered reasons or facts that effectively support the claim

● Provide a concluding statement.


Content-specific: MP3. Construct viable arguments and critique the reasoning of others. MP6. Attend to precision. SP4. Analyze and interpret data. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Speaking and Listening: 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.

ELP Standard 5 Level Descriptors, Levels 2, 3, and 4


An ELL can… Conduct research and evaluate and communicate findings to

By the end of English language proficiency level 2, an ELL can… With support

By the end of English language proficiency level 3, an ELL can… With support


● Carry out both


answer questions or solve problems.

● Carry out short individual or shared research projects

● Gather information from provided print and digital sources

● Record information in simple notes

● Summarize data and information

● Carry out short research projects to answer a question

● Gather information from multiple provided print and digital sources

● Paraphrase key information in a short written or oral report

● Include illustrations, diagrams, or other graphics as appropriate

● Provide a list of sources.

short and more sustained research projects to answer a question

● Gather information from multiple print and digital sources

● Evaluate the reliability of each source

● Use search terms effectively

● Integrate information into an organized oral or written report

● Include illustrations, diagrams, or other graphics as appropriate

● Cite sources appropriately.


Content-specific: MP1. Make sense of problems and persevere in solving them. SP3. Plan and carry out investigations. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCR Anchor 9: Draw evidence from literary or informational texts to

Speaking and Listening: 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. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understandings of presentations.


support analysis, reflection, and research.



An ELL can.. Analyze and critique the arguments of others orally and in writing.


● Identify the main argument an author or a speaker makes.

● Identify one reason an author a speaker gives to support the argument.

By the end of English language proficiency level 3, an ELL can.. With support,

● Explain the reasons an author or a speaker gives to support a claim

● Identify one or two reasons an author or a speaker gives to support the main point.


● Analyze the reasoning in persuasive spoken and written texts

● Determine whether the evidence is sufficient to support the claim

● Cite textual evidence to support the analysis.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP3. Construct viable arguments and critique the reasoning of others. SP1. Ask questions and define problems. SP6. Construct explanations and design solutions. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

Reading: CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Writing: CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Speaking and Listening: CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.




An ELL can… Adapt language choices to purpose, task, and audience when speaking and writing.


● Show increasing awareness of differences between informal and formal


● Adapt language choices and style according to purpose, task, and audience with


● Adapt language choices and style according to purpose, task, and audience in


language use ● Adapt language

choices to tak and audience with emerging control in various social and academic contexts

● Begin to use some frequently occurring general academic and content-specific words.

developing ease in various social and academic contexts

● Use an increasing number of general academic and content-specific words and expressions in spoken and written texts

● Show developing control of style and tone in spoken and written texts.

various social and academic contexts.

● Use a wider range of complex general academic and content-specific words and phrases

● Adopt and maintain a formal and informal style and tone in spoken and written texts, as appropriate.


Content-specific: MP1. Make sense of problems and persevere in solving them. MP6. Attend to precision. SP1. Ask questions and define problems. SP6. Construct explanations and design solutions. SP8. Obtain, evaluate, and communicate information.

Writing: CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach.

Language: CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression. Speaking and Listening: CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.



An ELL can… Determine the meaning of words and phrases in oral presentations and literary and informational text.

By the end of English language proficiency level 2, an ELL can… Using context, questioning, and knowledge of

By the end of English language proficiency level 3, an ELL can… Using context, questioning, and a developing knowledge of

By the end of English language proficiency level 4, an ELL can… Using context, questioning, and an increasing knowledge of


morphology in their native language(s),

● Determine the meaning of frequently occurring words, phrases, and expressions

In spoken and written texts about familiar topics, experiences, or events.

ENglish and their native language(s)’ morphology,

● Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions

In spoken and written texts about familiar topics, experiences, or events.

English morphology, ● Determine the

meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions

In spoken and written texts about a variety of topics, experiences, or events.


Content-specific: MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems. SP8. Obtain, evaluate, and communicate information.

Reading: CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Language: CCR Anchor 4: 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 Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



An ELL can… Create clear and coherent level-appropriate speech and text.


● Recount a short sequence of events in order

● Introduce an informational


● Recount a sequence of events, with a beginning, middle, and end


● Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or


topic ● Provide one or

two facts about the topic

● Use common linking words to connect events and ideas.

● Introduce and develop an informational topic with facts and details

● Use common transitional words and phrases to connect events, ideas, and opinions

● Provide a conclusion.

chronological structure

● Introduce and develop an informational topic with facts, details, and evidence

● Use a variety of more complex transitions to link the major sections of speech and text and to clarify relationships among events and ideas


Content-specific: MP1. Make sense of problems and persevere in solving them. MP3. Construct viable arguments and critique the reasoning of others. SP1. Ask questions and define problems. SP3. Plan and carry out investigations. SP4. Analyze and interpret data. SP6. Construct explanations and design solutions. SP7. Engage in argument from evidence. SP8. Obtain, evaluate, and communicate information.

Reading: CCR 1E: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RI/RL.9-10.1) CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Speaking and Listening: 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.




An ELL can… Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.


● Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions

● Produce simple and compound sentences.


● Use simple phrases

● Use simple clauses

● Produce and expand simple, compound, and a few complex sentences.


● Use increasingly complex phrases

● Use increasingly complex clauses

● Produce and expand simple, compound, and complex sentences.


Content-specific: MP6. Attend to precision. SP1. Ask questions and define problems. SP8. Obtain, evaluate, and communicate information.

Language: CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Virginia Adult Content Standards for English for Speakers of Other Languages (ESOL) Instruction

http://valrc.org/leadership/content/index.html

The Adult Education Content Standards for English for Speakers of Other Languages Instruction are organized by levels of proficiency described by the National Reporting System (NRS). These levels are further organized by language skills: speaking, listening, reading, and writing. Within each language skill, benchmarks and progress indicators describe what a learner should know and be able to do in order to exit to the next level.


http://valrc.org/leadership/content/index.html

Teacher resources for implementing the standards are provided at each level of proficiency and skill. These include suggestions for classroom activities and examples of student performance for each progress indicator. Helpful checklists for both teachers and students are, also, provided. (See the Instructional Resources here: http://valrc.org/leadership/content/index.html )

For the IET Blueprint, the Virginia ESOL Content Standards are divided into 3 tiers to be used in conjunction with the English Language Proficiency Standards and vocational training. ESOL levels are repeated between the tiers to indicate the transitional and fluid nature of the tiered system.

Tier 1 Tier 2 Tier 3

Speaking Beginning Literacy Low Beginning High Beginning Low Intermediate

Low Intermediate High Intermediate

High Intermediate Advanced

Listening Beginning Literacy Low Beginning High Beginning Low Intermediate



Reading Beginning Literacy Low Beginning High Beginning Low Intermediate



Writing Beginning Literacy Low Beginning High Beginning Low Intermediate



The Four ESOL Anchor Standards ESOL Speaking Standard: Adult English language learners communicate in spoken English for a range of purposes, contexts, and audiences using appropriate levels of fluency and accuracy to participate actively in discourse relevant to their life roles. ESOL Listening Standard: Adult English language learners understand English spoken at normal speed, enabling them to function effectively in everyday life, social, and workplace situations relevant to their needs.


ESOL Reading Standard: Adult English language learners read authentic materials on everyday topics and consistently and fully comprehend most connected text related to life roles.

ESOL Writing Standard: Adult English language learners write to communicate for a range of purposes, contexts, and audiences using appropriate organization, development, structure, and mechanics. Speaking Standards

Speaking skills that are acquired at lower levels of instruction become part of a student’s oral language ability at higher levels of instruction, and oral language production becomes more complex as students become active partners in conversation. From the beginning literacy to advanced levels, there should be a progression in the following areas:

· familiar to less familiar contexts (e.g., from classroom settings to the community), · more controlled to more spontaneous and independent speech with emerging degrees of fluency, · lower to higher levels of intelligibility, and · smaller to greater variety of vocabulary and complexity of language structures.

Organization of Speaking Benchmarks

There are four general areas around which the benchmarks and indicators are organized: • .1: Purpose and context (benchmarks indicated with .1): Purpose is the reason for participation in

communication. Context is the situation and register in which the communication occurs. • .2: Audience (benchmarks indicated with .2): the receiver(s) of spoken communication in

formal and informal settings • .3: Accuracy (benchmarks indicated with .3): grammar/grammatical structure, appropriateness,

word choice, and pronunciation as they relate to speaking • .4: Discourse (benchmarks indicated with .4): elaboration/fluency, organization, cohesion, and length

of speech in oral communication ESOL Speaking Standard: Adult English language learners communicate in spoken English for a range of purposes, contexts, and audiences using appropriate levels of fluency and accuracy to participate actively in discourse relevant to their life roles.

Exit Benchmarks High Beginning Exit Benchmarks - To exit this level, learners will be able to:


L3.1 Demonstrate comprehension of learned phrases using familiar survival vocabulary spoken slowly.

a) Respond appropriately to short phrases, questions, and sentences in face-to-face situations (e.g., “Your appointment is at 2 o’clock. Is that OK?”). b) Respond to simple conversation in familiar contexts with familiar vocabulary (e.g., small talk with a co-worker or neighbor). L3.2 Respond appropriately to commands, requests, and questions in a variety of familiar situations. a) Follow two-step directions, instructions, and commands (e.g., “Go straight one block, and turn left.”, “Open your books. Turn to page 14.”). b) Respond appropriately to questions with familiar vocabulary and short learned phrases (e.g., “Paper or plastic [bag]?”, “How long have you worked there?”). c) Respond appropriately to requests with familiar vocabulary and learned phrases (e.g., “Help me please.”). L3.3 Identify vocabulary and phrases related to immediate needs within familiar contexts. a) Recognize familiar words when spelled or dictated in familiar contexts beyond the classroom (e.g., at a doctor’s office or hospital, in an accident). b) Identify some specific details relevant to immediate needs in simple face-to-face conversations (e.g., understanding a child’s performance as spoken in a parent/teacher conference). c) Listen with a purpose for specific information in familiar non-face-to-face contexts (e.g., listening to weather closing announcements on TV). L3.4 Use emerging listening strategies to overcome barriers to communication.

a) Recognize some contractions in spoken speech (e.g., “don’t”, “I’m”). b) Interpret meaning of sentence stress and intonation (e.g., “Do this now” versus “Do this now”). c) Begin to apply prior knowledge and contextual cues to understand some information in a conversation (e.g., recognizing cognates, recognize familiar proper names such as stores). Low Intermediate Exit Benchmarks - To exit this level, learners will be able to:

L4.1 Demonstrate comprehension of learned and some new phrases and sentences spoken slowly.

a) Begin to predict the meaning of vocabulary used in familiar and some unfamiliar contexts (e.g., new duties in a job). b) Comprehend some short phrases and sentences in non-face-to-face situations (e.g., TV, radio, telephone). c) Respond to a short social conversation that contains some unfamiliar vocabulary in familiar contexts (e.g., shopping, employment, school). d) Comprehend faster speech with familiar topics but may need slower speech with unfamiliar topics. L4.2 Identify topic and purpose in simple conversations in familiar situations.


a) Follow simple two- and three-step directions, instructions, and commands (e.g., at the DMV: “Take a number. Fill out this form. Wait to be called.”). b) Use context clues (e.g., listening for repeated words, keywords, and familiar vocabulary) to identify the topic of simple conversations. c) Guess the topic using prior knowledge in familiar and some unfamiliar contexts. d) Use verbal (e.g., tone, intonation) and nonverbal (e.g., body language) context clues to identify purpose in simple conversations (e.g., apology, complaint, command). L4.3 Identify specific information relevant to needs in familiar and some unfamiliar contexts.

a) Identify key information/details in a description (e.g., place, person, event).

b) Identify some details in simple, non-face-to-face situations (e.g., TV, radio, recorded information). c) Listen with a purpose for specific information in familiar and some unfamiliar contexts (e.g., bus or Metro schedule). d) Distinguish tense or time markers (e.g., present or past tense).

L4.4 Use an increasing number of listening strategies to overcome barriers to communication.

a) Distinguish differences in register (e.g., informal versus formal English). b) Recognize conventions of speech (e.g., reduced speech such as “wanna” and “gonna”). c) Apply prior knowledge and contextual cues to understand some information in a conversation (e.g., recognize cognates, recognize familiar proper names such as stores). d) Respond to simple requests for elaboration (e.g., “Can you tell me more about your last job?”). High Intermediate Exit Benchmarks - To exit this level, learners will be able to:

S5.1 Converse on familiar topics in life role interactions in person and/or by phone. a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both informal and simple formal situations. b) Request and relay specific information (e.g., services, orders, appointments). c) Report pertinent information (e.g., regarding an event, accident, change in procedure). d) State facts and opinions (e.g., weather, politics).

S5.2 Speak easily with common general communication strategies and vocabulary on everyday topics to be understood by a listener not familiar with non-native English speakers. a) Produce speech that is usually understood by the general listener (e.g., service worker, employer). b) Use appropriate language in informal situations and simple formal situations (e.g., sports event, wedding reception). S5.3 Control basic grammar, some complex grammatical structures, word choice, and some basic pronunciation features. a) Control present, past (most irregular verbs), future, present and past progressive, and present perfect tenses. b) Use compound and some complex grammatical structures (e.g., coordinators,


causal phrases, and adverbial time clauses). c) Use rhythm, word stress, and intonation; pause between phrases in semi- controlled speaking situations. d) Contrast, produce, and distinguish between consonant sounds and clusters (e.g., rock/lock; think/sink; pay/play). e) Use vocabulary for targeted topics (e.g., health, own child’s education).

S5.4 Express and support ideas with some organization and cohesiveness using examples, explanations, and descriptions; use strategies to monitor and enhance communication. a) Elaborate with details and anecdotes from personal experience. b) Extend conversation by asking questions and expressing ideas/feelings. c) Demonstrate basic conversation-management techniques (e.g., turn taking, politely interrupting speech, asking targeted questions to confirm listener comprehension).

Listening Standards

Teachers will need to select listening tasks based on their context (e.g., workplace, family, community, correctional) and the expressed needs of each learner. Teachers and administrators should also keep in mind that the listening standard, benchmark, and indicators describe a student’s ability upon exiting a particular level.


There are four general areas around which the benchmarks and indicators are organized: 1. General comprehension: Comprehend spoken language from a variety of sources (e.g.,

face-to-face, radio broadcast) with a variety in degree of complexity (e.g., familiar or unfamiliar vocabulary) and at different rates of speech.

2. Main idea: Comprehend directions, instructions, questions, and commands as well as, at a higher level, identify topic and purpose from streams of speech. Identify the gist of a conversation.

3. Detail: Listen with a purpose for specific information. Listen for specific details such as the status of a flight over an airport loudspeaker.

4. Listening strategies: Use strategies to overcome barriers to communication (e.g., recognize tone, register, appropriateness) and use clarification phrases.

ESOL Listening Standard: Adult English language learners understand English spoken at normal speed, enabling them to function effectively in everyday life, social, and workplace situations relevant to their needs.

Exit Benchmarks

High Beginning ESL Exit Benchmarks—To exit this level, learners will be able to:

L3.1 Demonstrate comprehension of learned phrases using familiar survival vocabulary spoken slowly. a) Respond appropriately to short phrases, questions, and sentences in face-to-face situations (e.g., “Your appointment is at 2 o’clock. Is that OK?”). b) Respond to simple conversation in familiar contexts with familiar vocabulary (e.g., small talk with a co-worker or neighbor).

L3.2 Respond appropriately to commands, requests, and questions in a variety of familiar situations.

a) Follow two-step directions, instructions, and commands (e.g., “Go straight one block, and turn left.”, “Open your books. Turn to page 14.”). b) Respond appropriately to questions with familiar vocabulary and short learned phrases (e.g., “Paper or plastic [bag]?”, “How long have you worked there?”). c) Respond appropriately to requests with familiar vocabulary and learned phrases (e.g., “Help me please.”).

L3.3 Identify vocabulary and phrases related to immediate needs within familiar contexts.


a) Recognize familiar words when spelled or dictated in familiar contexts beyond the classroom (e.g., at a doctor’s office or hospital, in an accident). b) Identify some specific details relevant to immediate needs in simple face-to-face conversations (e.g., understanding a child’s performance as spoken in a parent/teacher conference). c) Listen with a purpose for specific information in familiar non-face-to-face contexts (e.g., listening to weather closing announcements on TV). L3.4 Use emerging listening strategies to overcome barriers to communication.

a) Recognize some contractions in spoken speech (e.g., “don’t”, “I’m”). b) Interpret meaning of sentence stress and intonation (e.g., “Do this now” versus “Do this now”). c) Begin to apply prior knowledge and contextual cues to understand some information in a conversation (e.g., recognizing cognates, recognize familiar proper names such as stores).

ESL Low Intermediate Exit Benchmarks - To exit this level, learners will be able to:

L4.1 Demonstrate comprehension of learned and some new phrases and sentences spoken slowly.

a) Begin to predict the meaning of vocabulary used in familiar and some unfamiliar contexts (e.g., new duties in a job).

b) Comprehend some short phrases and sentences in non-face-to-face situations (e.g., TV, radio, telephone). c) Respond to a short social conversation that contains some unfamiliar vocabulary in familiar contexts (e.g., shopping, employment, school). d) Comprehend faster speech with familiar topics but may need slower speech with

unfamiliar topics.

L4.2 Identify topic and purpose in simple conversations in familiar situations.

a) Follow simple two- and three-step directions, instructions, and commands (e.g., at the DMV: “Take a number. Fill out this form. Wait to be called.”). b) Use context clues (e.g., listening for repeated words, keywords, and familiar vocabulary) to identify the topic of simple conversations. c) Guess the topic using prior knowledge in familiar and some unfamiliar contexts. d) Use verbal (e.g., tone, intonation) and nonverbal (e.g., body language) context clues to identify purpose in simple conversations (e.g., apology, complaint, command). L4.3 Identify specific information relevant to needs in familiar and some unfamiliar contexts.

a) Identify key information/details in a description (e.g., place, person, event). b) Identify some details in simple, non-face-to-face situations (e.g., TV, radio, recorded information).


c) Listen with a purpose for specific information in familiar and some unfamiliar contexts (e.g., bus or Metro schedule).

d) Distinguish tense or time markers (e.g., present or past tense).

L4.4 Use an increasing number of listening strategies to overcome barriers to communication.

a) Distinguish differences in register (e.g., informal versus formal English). b) Recognize conventions of speech (e.g., reduced speech such as “wanna” and “gonna”). c) Apply prior knowledge and contextual cues to understand some information in a conversation (e.g., recognize cognates, recognize familiar proper names such as stores). d) Respond to simple requests for elaboration (e.g., “Can you tell me more about your last job?”).

ESL High Intermediate Exit Benchmarks - To exit this level, learners will be able to:

L5.1 Demonstrate comprehension of English with some unfamiliar vocabulary spoken at a slower speed in everyday life, social, and workplace situations.

a) Recognize some common idiomatic expressions. b) Respond appropriately to statements, questions, directions, and commands in a variety of familiar situations. c) Demonstrate comprehension of complex information on simple topics (e.g., a news report, movie). d) Comprehend conversations in a variety of contexts (e.g., in person, on the telephone, in announcements).

L5.2 Identify topic and purpose in simple conversations and short connected oral discourse in familiar situations.

a) Follow three- and four-step directions, instructions, and commands. b) Identify the topic in simple conversations and short connected oral discourse (e.g., academic lectures). c) Identify purpose (e.g., praise, criticism, suggestion) in simple conversations and short connected oral discourse.

L5.3 Identify specific information relevant to the learner’s needs in simple conversations and short connected discourse.

a) Distinguish between facts and opinion in conversations on familiar topics.


b) Identify some details in short connected oral discourse (e.g., presentation on workplace benefits). c) Listen with a purpose for specific information in familiar and unfamiliar contexts.

L5.4 Use a variety of listening strategies to effectively overcome barriers to communication.

a) Distinguish tone (e.g., anger, humor) in a variety of situations. b) Restate in response to targeted requests for clarification (e.g., “You want to do what?”). c) Recognize and respond appropriately to requests for more information (e.g., “Compare the educational system in your country to the one in Virginia.”). d) Discriminate between essential and non-essential information in simple conversations and short connected discourse.

Virginia ESOL Reading Standards

Organization of Benchmarks/Indicators

The reading team identified three general areas around which the benchmarks and indicators are organized: • General comprehension (benchmarks indicated with .1): Comprehend text on familiar and unfamiliar topics that present new vocabulary or material related to everyday life. • Vocabulary and syntax (benchmarks indicated with .2): Understand and, at higher levels, interpret text with emerging understanding of English vocabulary, syntax, sentence pattern, and purpose (e.g., narrative, descriptive, rhetorical).

• Main idea/details (benchmarks indicated with .3): Identify key vocabulary, main ideas, and supporting details in reading materials.

Low Intermediate ESL Exit Benchmarks—To exit this level, learners will be able to:

R4.1 Comprehend authentic materials on familiar topics that have a simple and clear underlying structure.

a) Scan authentic materials for specific information (e.g., job applications, classified ads, phone book, dictionary, brochures, school field trip form). b) Understand most instructions with some unfamiliar vocabulary required to perform a task (e.g., completing an insurance claim form, operating a DVD player). c) Understand authentic connected text on a single topic with some unfamiliar vocabulary (e.g., job announcement, simple newspaper articles, messages from school, public information notices, children’s storybooks and nursery rhymes for family literacy classes).


R4.2 Interpret a variety of simplified materials in narrative and descriptive text.

a) Identify the main ideas and supporting details in simplified texts (e.g., passages from newspapers like Easy English News and level-appropriate texts). b) Make sensible guesses about the main idea and supporting details in texts about familiar and some unfamiliar topics.

R4.3 Use linguistic context and real-world knowledge to identify main ideas and supporting details in a variety of materials.

a) Use linguistic clues (e.g., transitions: “therefore,” “in conclusion,” “hence,” “as a result,” “so”; adverbs of emotion: “unfortunately,” “regrettably,” “hopefully”; and conditionals: “if...then”) to understand the main idea and supporting details in a text. b) Use real-world knowledge to make sensible guesses to identify main ideas and supporting details in a variety of texts (e.g., health-related texts, disaster-related texts).

High Intermediate ESL Exit Benchmarks—To exit this level, learners will be able to:

R5.1 Comprehend most authentic materials on everyday topics related to life roles. a) Understand the content of an authentic text sufficiently to distinguish what is important and construct the meaning of a narrative or descriptive text (e.g., passages from newspapers, periodicals, reference materials such as websites). b) Comprehend texts (e.g., charts, graphs, dictionaries) for problem-solving tasks.

R5.2 Interpret simplified connected text employing some higher-order rhetorical structures on familiar topics.

a) Comprehend short narratives and descriptions (e.g., passages from simplified

newspapers like Easy English News and level-appropriate texts). b) Comprehend simplified connected text that addresses multiple aspects of a topic (e.g., an article on childcare that discusses costs, safety, and discipline issues). c) Identify the main ideas and supporting details in text using the rhetorical structures of cause and effect or comparison and contrast (e.g., a reading on global warming that discusses its causes and effect or a reading on the same topic that compares global changes in climate over eras [comparison and contrast]).


R5.3 Use linguistic context and real-world knowledge to identify vocabulary, main ideas, and supporting details and to make inferences from familiar materials. a) Use morphological linguistic context (affixes, root words) to identify new vocabulary in texts (e.g., identify > identification; hope > hopeless; connect > disconnect).

b) Use syntactical linguistic context (e.g., verb tense, clauses, pronoun references) to identify main ideas and supporting details in texts (e.g., first paragraph in past tense, second paragraph in present tense signaling change in ideas; a topic sentence introduces a subject, the next sentence begins with “this,” and the reader associates “this” with the idea in the topic sentence). c) Use linguistic context (e.g., “In my opinion, some people think that . . .”) and real-world knowledge to identify new meaning for vocabulary, main ideas, and supporting details in texts. d) Distinguish and discern fact from opinion (e.g., “Mr. X. has said that he wants change. I second that.”; “First and foremost is the idea that change must come. Everything else is irrelevant.”). Virginia ESOL Writing Standards The writing benchmarks represent the writing skills and abilities that learners need to master to move to the next highest level. The benchmarks reflect a progression from:

· more familiar to less familiar contexts; · less to more confidence, ease, and independence; · less to more control of English structure; · fewer to more complex language structures; and, · a greater to a smaller number of mechanical errors.

In addition, adult English language learners at higher levels will write more extensively and develop the ability to know when and how to use a range of strategies to accomplish varied writing purposes.

Organization of Benchmarks

The writing team identified four general areas four general areas around which the benchmarks and indicators are organized: • Purposes, contexts, and audiences (benchmarks indicated with .1): the range of contexts (e.g., familiar, unfamiliar, family, school, academic) and audiences (familiar or unfamiliar) that a writer is able to address. • Organization and development (benchmarks indicated with .2): the extent to which the writer is able to organize and develop types of text • Mechanics (benchmarks indicated with .3): the degree of control that the writer displays vis-à-vis spelling, punctuation, and structure • Planning, editing, and revising (benchmarks indicated with .4): the extent to which the writer can plan, edit, and revise writing


ESOL Writing Standard: Adult English language learners write to communicate for a range of purposes, contexts, and audiences using appropriate organization, development, structure, and mechanics.

Low Intermediate Exit Benchmarks - To exit this level, learners will be able to:

W4.1 Write at some length to communicate ideas in familiar contexts, demonstrating some sense of purpose and engagement.

a) Write for a variety of purposes in work, school, social, and community contexts:

· Inform and describe (e.g., about customs in native countries and personal life experiences, on a simplified medical history form, on a resumé). · Request and respond to information (e.g., a favor, telephone and e-mail messages). · Complain and compliment (e.g., report a problem to the landlord, thank someone for a favor).

b) Write to school authority, employer, coworker, and classmate briefly for one of the purposes above.

W4.2 With guidance, organize texts that use some development, details, and vocabulary that are appropriate to the writing task.

a) Write connected paragraphs (e.g., letters, essays, e-mails). b) Use details for support and illustration (e.g., examples, reasons, contrasts). c) Sequence ideas (e.g., organize paragraphs by verb tense—past, present, future). d) Develop and clarify ideas with descriptive vocabulary, personalization, opinion, and explanations. e) Connect ideas with compound and complex sentences.

W4.3 Write texts with control of simple verb tenses, some control of complex structures, and consistent use of mechanics that do not distract from meaning.

a) Use compound sentences with “and,” “or,” “but,” and “so” (e.g., “He lives in Winchester, but he works in Fairfax.”) and complex sentences with “when,” “after,” “before,” “while,” and “if” (e.g., “If it snows, we will cancel the party.”). b) Use simple present, simple past, and future. c) Use mostly conventional spelling and commas.

W4.4 Plan, revise, and edit writing with guidance and feedback.

a) Develop a simple outline, brainstorm ideas for the topic, and cluster ideas to plan writing.


b) Make some content revisions (e.g., add details, use different vocabulary, reorganize sequence). c) Make focused edits of grammar, spelling, punctuation, and capitalization. d) Use a simple checklist, peer and teacher feedback, and spell check to improve writing.

High Intermediate Exit Benchmarks - To exit this level, learners will be able to:

W5.1 Write at length to communicate ideas for a range of purposes in less familiar contexts to an intended audience.

a) Write for a variety of purposes: · Inform, describe, and persuade (e.g., compare and contrast customs, personal life and community experiences; job applications, simple cover letter, resumé; job, education, and life goals). · Summarize and evaluate (e.g. articles, books, films). · Express self (e.g., poetry, journals). · Complete work, social, or community functions, with a directed model (e.g., e-mail, memo, business letter).

b) Write in varied contexts (e.g., work, family, school, social, community, civic) with growing independence and emerging personal style. c) Tailor writing to a specific audience with support such as an instructional model (i.e., example for learners to follow; e.g., notes to a child’s teacher, thank-you letters, personal or business letters to an employer or local government officials).

W5.2 Organize and develop writing to address a range of written tasks, with support.

a) Write well-developed and sequenced paragraphs with introductory and concluding sentences. b) Connect sentences and ideas with transitions and connectors (e.g., “first,” “next,” “then,” “as a result,” “in addition”) and connectors (e.g., “and,” “but,” “if,” “because”). c) Develop clarity and style through vocabulary choice and self-expression (e.g., poetry, journaling).

W5.3 Use a variety of English language structures and mechanics with few errors.

a) Use a variety of syntactic structures and verb tenses, including passive voice (e.g., “I was asked to submit a report.”) and present tenses (e.g., “I have been here for 10 years.”). b) Use punctuation for a variety of syntactic structures (e.g., compound and complex sentences, transition phrases).

W5.4 Select and use planning, revising, and editing strategies, with support.

a) Develop an outline, brainstorm ideas, and connect ideas with transition words and phrases (e.g. “however,” “therefore,” “on the other hand”). b) Revise with teacher guidance at the word, sentence, and basic paragraph levels (e.g., main idea and topic sentences are supported; paragraphs and sentences are connected.).


c) Independently use a multi-item editing checklist (e.g., check verb tenses, subject- verb agreement, singular and plural nouns, capitalization, punctuation, and spelling using a computer-based spelling and grammar check, a dictionary, or a bilingual dictionary).


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