Florida Department of Education

ENGLISH LITERACY FOR CAREER AND TECHNICAL EDUCATION	
Program/Course Title	English Literacy for Career and Technical Education (ELCATE)	
Program/Course Number	9900050	
CIP Number	1532010901	
Grade Level	30, 31	
Recommended Length	450 hours maximum per level	

PURPOSE
The purpose of the English Literacy for Career and Technical Education course is to provide English language instruction that meets the requirements of the 2014 Workforce Innovation and Opportunity Act (WIOA) program Integrated English Literacy and Civics Education (IELCE). The Adult ESOL course also provides instruction that meets the requirements of the IELCE program. WIOA Section 243, 463.33 states: (a) Integrated English literacy and civics education services are education services provided to English language learners who are adults, including professionals with degrees or credentials in their native countries, that enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States; (b) Integrated English literacy and civics education services must include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation and may include workforce training.

STUDENTS
Students eligible to enroll are those who:
•	Are age 16 years or older and not enrolled in the K12 system
•	Score between NRS ESL levels 5 and 6 as measured by FDOE-approved assessments
•	Are not simultaneously enrolled in the Adult ESOL course
•	Are simultaneously enrolled in a Career and Technical Education (CTE) course that meets the requirements of the IELCE program 

CURRICULUM FRAMEWORK 
The ELCATE curriculum framework is a guide for local programs to design an in-house curriculum that meets the needs of their students. The framework provides local programs with a broad outline of the knowledge and skills that students should learn. Local programs are encouraged to provide instructors with a curriculum comprised of the following elements: 
•	Educational outcomes that students will be expected to have achieved upon completion of the course
•	A description of the content to be covered in the course (the Academic Content Standards, English Language Proficiency Standards, Life and Work Competencies and other content created or collected by instructors)
•	A description of learning activities that may be used when teaching the course
•	A description of the types of vocabulary words and supporting grammar students will need to know
•	A list of textbooks, workbooks, websites and online learning platforms, films, dictionaries, etc., that may be used

The ELCATE course addresses the following NRS Educational Functioning Levels:

FDOE ELCATE Levels	NRS ESL* Educational Functioning Levels 	
5	High Intermediate	ESL Level 5	
6	Advanced	ESL Level 6	
* ESL stands for English as a Second Language. It is synonymous with ESOL.	

The ELCATE curriculum framework consists of three components:
1.	Reasoning through Language Arts (RLA) Standards for Adult General Education Programs
2.	English Language Proficiency (ELP) Standards for Adult General Education Programs
3.	The FDOE Life and Work Competencies for Adult General Education Programs

The first section of the ELCATE curriculum framework presents the RLA Standards. Section two presents the ELP standards and the final section presents the Life and Work Competencies. It is not intended that students will progress through the standards sequentially. The instructor may present topic-centered and/or project-based lessons that integrate all three components of the ESOL curriculum framework. Lesson plans and classroom instruction will benefit students most when the RLA Standards and ELP Standards are used in combination with a theme based on the Life and Work Competencies.

REASONING THROUGH LANGUAGE ARTS STANDARDS
The RLA standards represent what students are able to do upon completion of each level and cover the essential oral and written English communication skills students need for real-world applications. They are the end goal of all adult education students, including ESOL, as the students advance toward their long-term personal and career goals. 

The RLA standards are separated into four strands: Foundations, Reading, Communication, and Vocabulary. There is also an overarching set of Expectations that run through every component of language arts. The table below illustrates the numbering used to indicate the RLA subjects, levels, strands, standards, and benchmarks. 

Subject	RLA Level	Strand	Standard	Benchmark	
RLA	L1	R	2	1	
RLA.L1.R.2.1
Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to predict and confirm the topic as well as demonstrate understanding of texts.	

ENGLISH LANGUAGE PROFICIENCY STANDARDS
The ELP Standards reflect three key instructional advances:
1.	Complex text: The standards provide regular practice with complex text and academic language. 
2.	Evidence from text: The standards prioritize students’ ability to cite evidence from literary and informational text across the domains of reading, writing, speaking, and listening.
3.	Content-rich text: The standards focus not only on English language skills but also on literacy across disciplines of science, social studies, and technical subjects, and on students’ ability to build knowledge through comprehension of content-rich informational text.

The ELP Standards have the following roles in relation to adult English language learners:
•	Support implementation of the RLA Standards in all programs statewide
•	Provide guidance to teachers of ELCATE students at different levels access the RLA standards
•	Make recommendations on the types of linguistic supports that ELCATE students may need

Each of the ten ELP Anchor Standards have five level standards that cover all the ELCATE levels. By the end of each of the five level standards, an ELCATE student should be able to do the skills described therein.
The ELP Anchor Standards encompass the following skills: Receptive, Productive, Interactive and Interpretive.
•	Anchor Standards 1 and 8: Receptive and Interpretive skills used in listening and reading
•	Anchor Standards 3, 4, 7: Productive skills used in speaking and writing
•	Anchor Standards 2, 5, 6: Interactive skills requiring collaborative use of both receptive and productive skills
•	Anchor Standards 8, 9 and 10: Micro-linguistic features such as determining the meaning of words and using appropriate speech and conventions of Standard English.

ELP Anchor Standards 1 – 7 highlight the language skills required for ELLs to engage in content-specific practices necessary for full engagement in English language arts and literacy, mathematics, and science. Standards 8–10 highlight the linguistic skills needed to support ELP Anchor Standards 1–7. For example, ELP Anchor Standard 8 (determine the meaning of words and phrases in oral presentations and literary and informational text) is necessary in order for ELLs to engage with ELP Standard 1 (construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing).

ASSESSMENTS
Assessments approved by FDOE (see Rule 6A‐6.014, FAC.) and USDOE measure the completion of EFLs. The following paper and online tests have been approved for use in ELCATE: CASAS (Life and Work 80 Reading Series and 980 Listening Series), TABE CLAS-E, BEST Plus 2.0 and BEST Literacy. For additional information, see http://www.fldoe.org/academics/career-adult-edu/adult-edu/technical-assistance-papers.stml.

Accommodations 
Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify and request such services. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology, and special communication systems. 

Adult Education Instructor Certification Requirements
As per section 1012.39 (1)(b), F.S., each school district shall establish the minimal qualifications for part-time and full-time teachers. 

INTEGRATED EDUCATION AND TRAINING (IET)
The Division of Career and Adult Education promotes the planning, development and implementation of an integrated education and training (IET) service approach that provides concurrent and contextualized adult education and literacy activities in combination with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. 

The IET service approach provides all levels of adult education students the opportunity to acquire the skills needed to:
•	Transition to and complete postsecondary education and training programs;
•	Obtain and advance in employment leading to economic self-sufficiency; and  
•	Exercise the rights and responsibilities of citizenship. 

All IET programs must include the following three components:
•	Adult education and literacy activities (§463.30);
•	Workforce preparation activities (§463.34); and 
•	Workforce training for a specific occupation or occupation cluster which can be any one of the training services defined in section 134(c)(3)(D), of WIOA. 

In order to meet the “integrated” requirement of IET, all services must include the following:
•	Adult education and literacy activities run concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement;
•	Activities are of sufficient intensity and quality, and based on the most rigorous research available, particularly with respect to improving reading, writing, mathematics, and English proficiency of eligible individuals; 
•	Occur simultaneously; and 
•	Use occupational relevant instructional materials. 

The integrated education and training program must have a single set of learning objectives that identifies specific adult education content, workforce preparation activities, and workforce training competencies, and the program activities function cooperatively. 

REASONING THROUGH LANGUAGE ARTS (RLA) EXPECTATIONS
The RLA Expectations are those overarching skills that run through every component of language arts. These are skills that students should be using throughout the strands. The standards themselves are divided into four strands: Foundations, Reading, Communication, and Vocabulary.

RLA EXPECTATIONS
RLA.K12.EE.1.1	Cite evidence to explain and justify reasoning.	
RLA.K12.EE.2.1	Read and comprehend grade-level complex texts proficiently.	
RLA.K12.EE.3.1	Make inferences to support comprehension.	
RLA.K12.EE.4.1	Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.	
RLA.K12.EE.5.1	Use the accepted rules governing a specific format to create quality work.	
RLA.K12.EE.6.1	Use appropriate voice and tone when speaking or writing.	

FOUNDATIONS STRAND
Foundational Skills are the building block skills for students functioning within RLA Levels 1-4.  These skills increase a student’s understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English reading and writing systems. They are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Teachers can integrate these standards into instruction as needed for students that may not be proficient in these skills.

The Foundations (F) strand includes 1 standard and 4 benchmarks.

STANDARD	BENCHMARK	CODE	
Learning and Applying Foundational Reading Skills	Print Concepts	F.1.1	
	Phonological Awareness	F.1.2	
	Phonics and Word Analysis	F.1.3	
	Fluency	F.1.4	

Strand: Foundations (F)
Standard: Learning and Applying Foundational Reading Skills 	
ESOL Level	RLA Code	Phonics and Word Analysis Benchmark F.1.3	
5	RLA.L3.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read, comprehend, and write unfamiliar single-syllable and multisyllabic words in and out of context.	
6	RLA.L4.F.1.3	Know and apply phonics and word analysis skills in decoding and encoding words.
a.	Use an array of strategies to decode single-syllable and multisyllabic words.
b.	Use an array of strategies to accurately encode single-syllable and multisyllabic words.
Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.	
ESOL Level	RLA Code	Fluency Benchmark F.1.4	
5	RLA.L3.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	
6	RLA.L4.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	

READING STRAND
To become college and career ready, students need to grapple with a variety of reading materials that span across genres, subject areas, cultures, and centuries. By engaging students with increasingly complex readings, students gain the ability to evaluate, analyze, and synthesize arguments and challenges posed by complex text.

The Reading (R) strand includes 2 standards and 8 benchmarks.

STANDARD	BENCHMARK	CODE	
Reading Informational Text	Structure	R.2.1	
	Central Idea 	R.2.2	
	Purpose and Perspective 	R.2.3	
	Argument	R.2.4	
Reading Across Genres	Interpreting Figurative Language	R.3.1	
	Paraphrasing and Summarizing 	R.3.2	
	Comparative Reading 	R.3.3	
	Understanding Rhetoric 	R.3.4	

Strand: Reading (R)
Standard: Reading Informational Text	
ESOL Level	RLA Code	Structure Benchmark R.2.1	
5	RLA.L3.R.2.1	Explain how text features (including charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) contribute to the overall meaning and identify the text structures of problem/solution, sequence, and description in texts.	
6	RLA.L4.R.2.1	Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.	
ESOL Level	RLA Code	Central Idea Benchmark R.2.2	
5	RLA.L3.R.2.2	Explain how relevant details support the central idea(s), implied or explicit.	
6	RLA.L4.R.2.2	Analyze two or more central ideas, implied or explicit, and their development throughout a text.	
ESOL Level	RLA Code	Purpose and Perspective Benchmark R.2.3	
5	RLA.L3.R.2.3	Analyze an author’s purpose and/or perspective in an informational text.
a.	Analyze authors’ purpose(s) in multiple accounts of the same event or topic.	
6	RLA.L4.R.2.3	Explain how an author establishes and achieves purpose(s) through diction, syntax, rhetorical appeals and/or figurative language.	
ESOL Level	RLA Code	Argument Benchmark R.2.4	
5	RLA.L3.R.2.4	Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.	
6	RLA.L4.R.2.4	Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.	
ESOL Level	RLA Code	Connecting Ideas Benchmark R.3.5	
5	RLA.L3.R.2.5	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.	
6	RLA.L4.R.2.5	Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).	

Strand: Reading (R)
Standard: Reading Across Genres	
ESOL Level	RLA Code	Interpreting Figurative Language Benchmark R.3.1	
5	RLA.L3.R.3.1	Analyze and explain how figurative language contributes to meaning in text(s).	
6	RLA.L4.R.3.1	Analyze how figurative language contributes to tone and meaning and explain examples of allusions and symbolism in text(s).	
ESOL Level	RLA Code	Paraphrasing and Summarizing Benchmark R.3.2	
5	RLA.L3.R.3.2	Summarize a text to enhance comprehension (include the central idea and relevant details for an informational text).	
6	RLA.L4.R.3.2	Summarize a text to enhance comprehension; paraphrase content from grade-level texts.	
ESOL Level	RLA Code	Comparative Reading Benchmark R.3.2	
5	RLA.L3.R.3.3	Compare and contrast primary and secondary sources related to the same topic or event.	
6	RLA.L4.R.3.3	Compare and contrast how authors with differing perspectives address the same or related topics or themes.	
ESOL Level	RLA Code	Understanding Rhetoric Benchmark R.3.4	
5	N/A	None for this level.	
6	RLA.L4.R.3.4	Identify rhetorical appeals in a text; explain how an author uses rhetorical devices to support or advance an appeal.	

COMMUNICATION STRAND
The Communication Standards cover the development of critical writing skills (including narrative, argumentative, and expository writing) as well as skills in presentation, research and use of multimedia and technology. Interwoven in the standards are benchmarks that address the writing process as well as grammar and conventions.

The Communication (C) strand includes 5 standards and 10 benchmarks.

STANDARD	BENCHMARK	CODE	
Communicating Through Writing	Handwriting 	C.1.1	
	Narrative Writing 	C.1.2	
	Argumentative Writing 	C.1.3	
	Expository Writing 	C.1.4	
	Improving Writing 	C.1.5	
Communicating Orally 	Oral Presentation	C.2.1	
Following Conventions 	Conventions	C.3.1	
Researching 	Researching and Using Information 	C.4.1	
Creating and Collaborating 	Multimedia 	C.5.1	
	Technology in Communication 	C.5.2	

Strand: Communication (C)
Standard: Communicating Through Writing	
ESOL Level	RLA Code	Handwriting Benchmark C.1.1	
5	RLA.L3.C.1.1	Demonstrate fluent and legible cursive writing skills.	
6	N/A	None for this level.	
ESOL Level	RLA Code	Narrative Writing Benchmark C.1.2	
5	RLA.L3.C.1.2	Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.	
6	RLA.L4.C.1.2	Write personal or fictional narratives using narrative techniques, varied transitions, precise words and phrases, figurative language, and a clearly established point of view.	
ESOL Level	RLA Code	Argumentative Writing Benchmark C.1.3	
5	RLA.L3.C.1.3	Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.	
6	RLA.L4.C.1.3	Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from multiple sources, elaboration, and using a logical organizational structure with varied transitions.	
ESOL Level	RLA Code	Expository Writing Benchmark C.1.4	
5	RLA.L3.C.1.4	Write expository texts about a topic using multiple sources and including an introduction, organizational structure, relevant elaboration, varied transitions, precise language and domain-specific vocabulary, and a conclusion.	
6	RLA.L4.C.1.4	Write expository texts to explain and analyze information from multiple sources, using an introduction, relevant supporting details, logical organization, varied purposeful transitions, precise language and domain-specific vocabulary, a formal style, and a conclusion.	
ESOL Level	RLA Code	Improving Writing Benchmark C.1.5	
5	RLA.L3.C.1.5	Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.	
6	RLA.L4.C.1.5	Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity, cohesiveness, purpose, and audience.	

Strand: Communication (C)
Standard: Communicating Orally	
ESOL Level	RLA Code	Oral Presentation Benchmark C.2.1	
5	RLA.L3.C.2.1	Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.	
6	RLA.L4.C.2.1	Present information orally, in a logical sequence, supporting the central idea with credible evidence, using formal English, nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.	

Strand: Communication (C)
Standard: Following Conventions	
ESOL Level	RLA Code	Conventions Benchmark C.3.1	
5	RLA.L3.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
6	RLA.L4.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	

Strand: Communication (C)
Standard: Researching	
ESOL Level	RLA Code	Researching and Using Information Benchmark C.4.1	
5	RLA.L3.C.4.1	Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid (print and digital) sources.	
6	RLA.L4.C.4.1	Conduct research to answer a question, drawing on multiple reliable and valid (print and digital) sources, refocusing the inquiry when appropriate, and generating additional questions for further research.	

Strand: Communication (C)
Standard: Creating and Collaborating	
ESOL Level	RLA Code	Multimedia Benchmark C.5.1	
5	RLA.L3.C.5.1	Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks.	
6	RLA.L4.C.5.1	Integrate diverse digital media to enhance audience engagement, build cohesion, and emphasize the relevance of a topic or idea in oral or written tasks.	
ESOL Level	RLA Code	Technology in Communication Benchmark C.5.2	
5	RLA.L3.C.5.2	Use digital writing tools individually or collaboratively to plan, draft, and revise writing.	
6	RLA.L4.C.5.2	Use a variety of digital tools to produce and collaborate with others to produce writing.	

VOCABULARY STRAND
The vocabulary standards focus on understanding words and phrases and their nuances and relationships, and on acquiring new vocabulary particularly general academic words and phrases.

The Vocabulary (V) Strand has 1 standard and 3 benchmarks.

STANDARD	BENCHMARK	CODE	
Finding Meaning	Academic Vocabulary 	V.1.1	
	Morphology 	V.1.2	
	Context and Connotation 	V.1.3	

Strand: Vocabulary (V)
Standard: Finding Meaning	
ESOL Level	RLA Code	Academic Vocabulary Benchmark (V.1.1)	
5	RLA.L3.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
6	RLA.L4.V.1.1	Integrate academic vocabulary appropriate to grade level in speaking and writing.	
ESOL Level	RLA Code	Morphology Benchmark (V.1.2)	
5	RLA.L3.V.1.2	Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.	
6	RLA.L4.V.1.2	Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.	
ESOL Level	RLA Code	Context and Connotation Benchmark (V.1.3)	
5	RLA.L3.V.1.3	Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.	
6	RLA.L4.V.1.3	Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.	

ENGLISH LANGUAGE PROFICIENCY STANDARDS	
ELP Anchor Standard 1	Construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing.	
ELP Anchor Standard 2	Participate in level appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.	
ELP Anchor Standard 3	Speak and write about level-appropriate complex literary and informational texts and topics.	
ELP Anchor Standard 4	Construct level-appropriate oral and written claims and support them with reasoning and evidence.	
ELP Anchor Standard 5	Conduct research and evaluate and communicate findings to answer questions or solve problems.	
ELP Anchor Standard 6	Analyze and critique the arguments of others orally and in writing.	
ELP Anchor Standard 7	Adapt language choices to purpose, task, and audience when speaking and writing.	
ELP Anchor Standard 8	Determine the meaning of words and phrases in oral presentations and literary and informational text.	
ELP Anchor Standard 9	Create clear and coherent level-appropriate speech and text.	
ELP Anchor Standard 10	Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing.	

English Language Proficiency Anchor Standard	ESOL Level	English Language Proficiency Level-Specific Standard
	
		By the end of the ELP level standard, an ELL can:	
Anchor Standard 1
Construct meaning from oral presentations and literary and informational text through level-appropriate listening, reading, and viewing.	5	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.	
	6	Use a wide range of strategies to:
•	Determine central ideas or themes 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.	
Anchor Standard 2
Participate in level-appropriate oral and written exchanges of information, ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions	5	•	Participate in 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 expressed.	
	6	•	Participate in conversations, extended discussions, and written exchanges about a range of substantive topics, texts, and issues.
•	Build on the ideas of others.
•	Express his or her own ideas clearly and persuasively.
•	Refer to specific and relevant evidence from texts or research to support his or her ideas.
•	Ask and answer questions that probe reasoning and claims.
•	Summarize the key points and evidence discussed.	
Anchor Standard 3
Speak and write about level-appropriate complex literary and informational texts and topics.	5	•	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. 	
	6	•	Deliver oral presentations
•	Compose written informational texts.
•	Fully develop the topic with relevant details, concepts, examples, and information.
•	Integrate graphics or multimedia when useful about a variety of texts, topics, or events.	
Anchor Standard 4
Construct level-appropriate oral and written claims and support them with reasoning and evidence. 	5	•	Construct a claim about a variety of topics.
•	Introduce the topic.
•	Provide logically ordered reasons or facts that effectively support the claim.
•	Provide a concluding statement.	
	6	•	Construct a substantive claim about a variety of topics.
•	Introduce the claim.
•	Distinguish it from a counter-claim.
•	Provide logically ordered and relevant reasons and evidence to support the claim and to refute the counterclaim.
•	Provide a conclusion that summarizes the argument presented.	
Anchor Standard 5
Conduct research and evaluate and communicate findings to answer questions or solve problems. 	5	•	Carry out both 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.
•	Synthesize information from multiple print and digital sources.
•	Integrate information into an organized oral or written report.
•	Include illustrations, diagrams, or other graphics as appropriate.
•	Cite sources appropriately.	
	6	•	Carry out both short and more sustained research projects to answer a question or solve a problem.
•	Gather information from multiple print and digital sources.
•	Evaluate the reliability of each source.
•	Use advanced search terms effectively.
•	Synthesize information from multiple print and digital sources.
•	Analyze and integrate information into clearly organized spoken and written texts.
•	Include illustrations, diagrams, or other graphics as appropriate.
•	Cite sources appropriately.	
Anchor Standard 6 Analyze and critique the arguments of others orally and in writing.	5	•	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.	
	6	•	Analyze and evaluate the reasoning in persuasive spoken and written texts.
•	Determine whether the evidence is sufficient to support the claim.
•	Cite specific textual evidence to thoroughly support the analysis.	
Anchor Standard 7
Adapt language choices to purpose, task, and audience when speaking and writing	5	•	Adapt language choices and style according to purpose, task, and audience in 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.	
	6	•	Adapt language choices and style according to purpose, task, and audience with ease in various social and academic contexts.
•	Use a wide variety of complex general academic and content-specific words and phrases.
•	Employ both formal and more informal styles and tones effectively in spoken and written texts, as appropriate.	
Anchor Standard 8
Determine the meaning of words and phrases in oral presentations and literary and informational text.	5	Using context, questioning, and an increasing knowledge of 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.	
	6	Using context, questioning, and consistent knowledge of English morphology,
•	Determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and idiomatic expressions in spoken and written texts about a variety of topics, experiences, or events.	
Anchor Standard 9 Create clear and coherent level-appropriate speech and text. 	5	•	Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or 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.
•	Provide a concluding section or statement.	
	6	•	Recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order.
•	Introduce and effectively develop an informational topic with facts, details, and evidence.
•	Use complex and varied transitions to link the major sections of speech and text and to clarify relationships among events and ideas.
•	Provide a concluding section or statement.	
Anchor Standard 10
Demonstrate command of the conventions of standard English to communicate in level-appropriate speech and writing. 	5	•	Use increasingly complex phrases.
•	Use increasingly complex clauses.
•	Produce and expand simple, compound, and complex sentences.	
	6	•	Use complex phrases and clauses.
•	Produce and expand simple, compound, and complex sentences.	

CIVICS AND CITIZENSHIP STANDARDS
The following section of Civics and Citizenship Standards can be used for creating thematic lessons resources. The U.S. Citizenship and Immigration Services (https://www.uscis.gov/citizenship). USCIS has developed a variety of materials to help educators supplement classroom instruction to prepare their students for the naturalization process and English and civics test. In addition to beginning and intermediate lesson plans, there are general materials that can help support ELCATE programs, including videos, program development guides, tip sheets and idea boards.

CIVICS AND CITIZENSHIP STANDARDS	
A.	Identify and communicate information about the Principles of American government	
1.	The form of government of the United States	
2.	The Supreme Law of the Land of the United States	
3.	The U.S. Constitution, what it does and how changes are made to the Constitution	
4.	The amendments to the Constitution (10th, 14th, 19th)	
5.	The Bill of Rights	
6.	The Declaration of Independence	
7.	The economic system of the United States	
8.	The meaning of the rule of law	
B.	Identify and communicate information in relation to the American System of Government	
9.	The three branches of government, the names and what each branch does	
10.	The U.S. Congress, its powers, how many parts it has and what each part does	
11.	The U.S. Senate, the number and duties of senators, name of your senators	
12.	The U.S. House of Representatives, the number and duties of representatives, name of your representative	
13.	The U.S. President, the name, duties and powers of the president	
14.	The U.S. Vice-President, the name, duties and powers of the vice-president	
15.	The President’s Cabinet, positions and duties	
16.	The Electoral College, role and importance	
17.	The Judicial branch, parts, role and importance	
18.	The Supreme Court, number of justices, duties, term of service	
19.	The Chief Justice of the Supreme Court, name and duties	
20.	The powers of the federal government	
21.	The powers of state governments	
22.	The governor and capital of your state	
C.	Identify and communicate information in relation to Rights and Responsibilities	
23.	The four amendments of the U.S. Constitution pertaining to who can vote	
24.	The three rights of everyone living in the United States	
25.	The two promises that new citizens make in the Oath of Allegiance	
26.	The Pledge of Allegiance 	
27.	The steps to become a U.S. citizen	
28.	The purpose and importance of taxes paid to the federal government 	
29.	The U.S. Selective Service	
D.	Identify and communicate information in relation to American History	
30.	The Colonial Period, the Revolutionary War and Independence	
31.	The reasons the colonists came to America	
32.	The peoples who inhabited the land before Europeans arrived	
33.	The peoples who were enslaved	
34.	The Declaration of Independence, date of adoption, the author and the reasons for independence stated in it	
35.	The 13 original states	
36.	The Federalist Papers, purpose, impact and author	
37.	The role and impact of George Washington, Benjamin Franklin, Thomas Jefferson, James Madison and Alexander Hamilton	
38.	The purchase of the Louisiana Territory, date and impact	
39.	The wars fought by the U.S. in the 1800s	
40.	The Civil War, at least one event that occurred during the war and one outcome that resulted from the war	
41.	The role and impact of President Abraham Lincoln with relation to the Civil War and the Emancipation Proclamation	
42.	The Women’s Rights movement of the 1800s, leaders and outcomes of the movement	
43.	The wars fought by the U.S. in the 1900s	
44.	The World War I, reasons for U.S. engagement in the war and outcomes of the war	
45.	The World War II, reasons for U.S. engagement in the war and outcomes of the war	
46.	The Korean War, reasons for U.S. engagement in the war and outcomes of the war	
47.	The Vietnam War, reasons for U.S. engagement in the war and outcomes of the war	
48.	The Cold War, concerns of the U.S during the war	
49.	The wars and conflicts that resulted from the 9/11 attacks on the U.S.	
50.	The American Indian tribes in the United States, names and locations	
51.	The innovations of Americans, names of inventors and inventions	
E.	Identify and communicate information in relation to Symbols and Holidays of the United States	
52.	The capital of the United States	
53.	The Statue of Liberty	
54.	The flag of the United States, reason for 13 stripes and 50 stars	
55.	The national anthem of the United States	
56.	The nation’s first motto, “E Pluribus Unum” 	
57.	The national holidays of the United States	
58.	The Memorial Day holiday, purpose and meaning	
59.	The Veterans Day holiday, purpose and meaning