Florida Department of Education
Adult General Education
Curriculum Framework

ADULT BASIC EDUCATION – REASONING THROUGH LANGUAGE ARTS	
Program Title	Adult Basic Education (ABE)	
Program Number 	9900000	
Course Title	Adult Basic Education Reasoning through Language Arts (RLA)	
Course Number	School Districts: 9900023
Florida College System: ABX0400-ABX0499	
CIP Number	1532010200	
Grade Equivalent	0.0 – 8.9	
Grade Level	30, 31	
Standard Length	Varies (See Program Length section)	

PURPOSE 
Adult General Education Program: The Florida Department of Education administers the Adult General Education Program under the authority of s. Florida Statute 1004.93, F.S., and the Workforce Investment and Opportunity Act (WIOA), 2014. The AGE Program has multiple purposes. Primarily, it provides instruction in reading and language and mathematics to students seeking to obtain a high school diploma or its recognized equivalent. Another purpose is to supports parents to become full partners in the educational development of their children and to improve the economic opportunities of their family. Finally, the AGE Program helps learners transition to postsecondary education and training and obtain employment.

Adult Basic Education Program: The purpose of the ABE Program is to provide standards that describe what students should know and be able to do in Reasoning through Language Arts (RLA) and Mathematics. The ABE RLA and Mathematics Standards serve several purposes:  

•	Ensure continuity with the K-12 Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards with the Adult Basic Education Program
•	Provide a common language for the ABE educational functioning levels among those of the other programs within AGE: AHS, Adult ESOL, and GED® Preparation
•	Provide basic skills instruction (Grade Equivalents 0.0 – 8.9) and critical thinking skills to prepare students for the GED® Preparation Program (Grade Equivalents 9.0 – 12.9) and for postsecondary education and employment
•	Assist local adult education agencies with ABE curriculum development
•	Provide guidance for ABE practitioners
•	Ensure quality instruction through professional development

STUDENTS
Students eligible to enroll in the ABE RLA course are those who: 

•	Are age 16 years or older
•	Are not enrolled in the K12 system
•	Score within the Educational Functioning Levels (EFL) 1 – 4 and the Grade Equivalents 0.0 – 8.9 of the ABE RLA course as measured by FDOE-approved assessments.

Note: Students may enroll in the ABE Mathematics and ABE RLA courses separately or in both courses simultaneously.

EDUCATIONAL FUNCTIONING LEVELS
The Workforce Investment and Opportunity Act defines the term Educational Functioning Level as “the ABE, ASE  and ESL literacy levels, as provided in the NRS Guidelines, that describe a set of skills and competencies that students demonstrate in the skill areas of the National Reporting System.” (Code of Federal Regulations Title 34 Subtitle B Chapter IV Part 462). The ABE RLA course is organized into four EFLs. 

Table 1 shows the four EFLs of the ABE RLA course, as provided in the NRS Guidelines. It also shows the corresponding Grade Equivalent levels.

Table 1: NRS EFLs for the ABE RLA Course showing the relation of levels to the Grade Equivalent for each EFL

NRS Educational Functioning Levels	Course Title and Levels	Grade Equivalent	
ABE Level 1	ABE RLA Level 1	0.0 – 1.9	
ABE Level 2	ABE RLA Level 2	2.0 – 3.9	
ABE Level 3	ABE RLA Level 3	4.0 – 5.9	
ABE Level 4	ABE RLA Level 4	6.0 – 8.9	

PROGRAM LENGTH
Table 2 illustrates the recommended maximum number of instructional hours for each level.  It is understood, however, that each student learns at their individual pace and there will be students who successfully complete the program or attain their educational goals in fewer (or more) than the recommended maximum hours noted.  

Table 2: Recommended Maximum Number of Hours by Educational Functioning Level

Course Title and Number	NRS Educational Functioning Levels	Recommended Maximum Hours	
Adult Basic Education Reasoning through Language Arts (RLA)
9900023
ABX0400-ABX0499	ABE RLA Level 1	450	
	ABE RLA Level 2	450	
	ABE RLA Level 3	300	
	ABE RLA Level 4	300	

CURRICULUM AND INSTRUCTION
The ABE RLA curriculum framework provides ABE instructors with the Anchor Standards in Reading, Writing and English Language Arts that the adult learner needs. With “framework” being the operative word, it is the basis for designing curriculum and to assisting programs and teachers with selecting or creating instructional materials, techniques, and ongoing assessment. 

The Florida DOE provides the ABE RLA curriculum framework to local programs across the state in order that local program personnel can design a curriculum that will serve the unique needs of their students and instructors. A fully developed curriculum at the local program will include the following elements, at a minimum. Program staff may contact the Florida DOE Bureau of Adult Education for additional information on developing an in-house curriculum.

•	A description of educational outcomes that students will be expected to achieve upon completion of the course
•	A set of core instructional materials (print and digital) aligned to the educational outcomes that students will be expected to have achieved upon completion of the course 
•	A series of needs assessment tools that helps teachers prioritize which standards are most relevant to the learning needs and educational goals of their students
•	Supplementary textbooks on grammar, pronunciation, vocabulary in the context of employment and life skills
•	Pacing guides and matrices that display the scope and sequence of the curriculum
•	A list of recommended websites, films, dictionaries available for teachers to select from
•	An overview of the content to be covered in the course 
•	A description of learning activities that may be used on a regular basis for reinforcement
•	Academic vocabulary (such as Averill’s Academic Word List)
•	Grammar and the conventions of standard English for each level of the course

Note: Instructors are not required to progress through the standards sequentially. The unique needs of each cohort of students can drive instruction and instructors may modify the sequence of teaching the standards.

ASSESSMENT
The Florida DOE has approved the following tests for the ABE RLA course: 

•	CASAS GOALS Reading 900 Series
•	TABE 11&12 Reading 
•	TABE 11&12 Language

References for Assessment and Reporting: For complete information regarding assessment procedures and policies, see the Florida DOE Assessment Technical Assessment Paper. For guidelines on the procedures for reporting data related to student test results, see the Florida DOE Division of Career and Adult Education (DCAE) Office of Research and Evaluation.

Pre-testing: Federal and state policies require local adult education agencies to pre-test all new students within the first 12 hours of enrollment activity. The Florida DOE defines a new student as one who is not found as having been enrolled at the local agency at any point during the current program year and/or the previous program year. All new ABE RLA students are required to pre-test in one of the following two skill areas: reading and language. The agency shall report the pre-test results for each skill area to the Florida DOE per the guidelines of the DCAE Office of Research and Evaluation.

Post-testing: After a student participates in instruction for the number of hours recommended by the test publisher, the local agency shall post-test the student per the guidelines of the Florida DOE Assessment Technical Assistance Paper. The agency shall report the post-test results to the Florida DOE per the guidelines of the DCAE Office of Research and Evaluation.

Course Completion: For state and federal reporting purposes, completion of the ABE RLA course occurs when the student’s post-test scores exceed NRS ABE level 4. The agency shall report the post-test results to the Florida DOE per the guidelines of the DCAE Office of Research and Evaluation.

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, provide documentation, and request such services. Students with disabilities may need accommodations in areas such as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology, and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS
As per s. Florida Statute 1012.39 (1)(b), F.S., each school district shall establish the minimal qualifications for part-time and full-time teachers in adult education programs.

INTEGRATED EDUCATION AND TRAINING (IET)
The Florida DOE Division of Career and Adult Education (DCAE) 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
•	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)
•	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
•	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. 

ADULT BASIC EDUCATION STANDARDS BACKGROUND 
In Program Year 2022-2023, the Florida DOE aligned the previous versions of its ABE Reading and Language Standards to Florida’s K-12 Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for English Language Arts in accordance with Executive Order 19-32 dated January 31, 2019. This curriculum framework of the ABE RLA Standards is the result of that alignment.  Professional curriculum writers developed the standards with extensive input from a team of Florida adult education practitioners to ensure that the standards address the high-priority skills and content that students need to advance toward their postsecondary and career goals.

ABE REASONING THROUGH LANGUAGE ARTS (RLA) STANDARDS
Table 3 illustrates the coding scheme used to indicate the Expectations, Strands, Standards, and Benchmarks in the ABE RLA Framework. An overarching set of Expectations runs through every component of the ABE RLA Curriculum Framework. The Standards are separated into four Strands: Foundations, Reading, Communication, and Vocabulary. Each Standard has one or more Benchmarks. The instructor may present topic-centered and/or project-based lessons that integrate standards from several strands.

Table 3: The Coding Scheme used in the ABE RLA Curriculum Framework 

ABE RLA Curriculum Framework Coding Scheme	
F = Foundations Strand
R = Reading Strand
C = Communication Strand
V = Vocabulary Strand	
Subject	NRS Level	Strand	Standard	Benchmark	
RLA	L1	R	2	1	
Example:
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.	

Table 4 below presents the RLA Expectations, which are those overarching skills that run through every component of the ABE RLA curriculum framework.

Table 4: RLA Expectations
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 (0.0 – 8.9)
Foundational skills are the building block skills for students functioning within NRS 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 for ABE EFLs 1 – 4 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	

Foundations (F)
Learning and Applying Foundational Reading Skills	
Print Concepts F.1.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.F.1.1	Demonstrate knowledge of the basic concepts of print.
a.	Locate a printed word on a page.
b.	Distinguish letters from words within sentences.
c.	Match print to speech to demonstrate that language is represented by print.
d.	Identify parts of a book (front cover, back cover, title page).
e.	Locate the title, table of contents, names of author(s) and illustrator(s), and glossary of books.
f.	Move top to bottom and left to right on the printed page, returning to the beginning of the next line.
g.	Identify all upper- and lowercase letters of the alphabet.
h.	Recognize that print conveys specific meaning and pictures may support meaning.	
NRS Level 2
GE: 2.0–3.9	N/A	None for this level	
NRS Level 3
GE: 4.0–5.9	N/A	None for this level	
NRS Level 4
GE: 6.0–8.9	N/A	None for this level	
Phonological Awareness F.1.2	
NRS Level 1
GE: 0.0–1.9	RLA.L1.F.1.2	Phonological Awareness: Demonstrate phonological awareness.
a.	Identify and produce alliterative and rhyming words.
b.	Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
c.	Segment spoken words into initial, medial, and final phonemes, including words with digraphs, blends, and trigraphs.
d.	Orally blend initial, medial, and final phonemes together to produce a single-syllable word that includes digraphs, blends, or trigraphs.
e.	Blend single-syllable spoken words with at least five phonemes.
f.	Segment single-syllable spoken words with at least five phonemes.
g.	Segment and blend phonemes in multi-syllable spoken words.	
NRS Level 2
GE: 2.0–3.9	N/A	None for this level	
NRS Level 3
GE: 4.0–5.9	N/A	None for this level	
NRS Level 4
GE: 6.0–8.9	N/A	None for this level	
Phonics and Word Analysis  F.1.3	
NRS Level 1
GE: 0.0–1.9	RLA.L1.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately.
a.	Demonstrate knowledge of the most frequent sound for each consonant.
b.	Demonstrate knowledge of the short and long sounds for the five major vowels.
c.	Decode and encode consonant-vowel-consonant (CVC) words.
d.	Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.
e.	Decode simple words with r-controlled vowels.
f.	Decode and encode regularly spelled one-syllable words.
g.	Decode words with inflectional endings.
h.	Decode two-syllable words with regular patterns by breaking the words into syllables.
i.	Decode words that use final –e and vowel teams to make long-vowel sounds.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. 
a.	Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow). 
b.	Decode regularly spelled two-syllable words with long and short vowels. 
c.	Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble). 
d.	Decode words with common prefixes and suffixes. 
e.	Decode words with silent letter combinations (e.g., knight, comb, island, ghost).
f.	Decode words with common Greek and Latin roots and affixes.  
g.	Decode words with common derivational suffixes and describe how they turn words into different parts of speech (e.g., -ful, -less, -est).
h.	Decode multisyllabic words.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.F.1.3	Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
a.	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.	
NRS Level 4
GE: 6.0–8.9	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 and encode single-syllable and multisyllabic words.
b.	Accurately read and comprehend multisyllabic words using a combined knowledge of all letter-sound correspondences and syllabication patterns.	
Fluency  F.1.4	
NRS Level 1
GE: 0.0–1.9	RLA.L1.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. 
a.	Recognize and read with automaticity the grade-level sight words.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.F.1.4	Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression to support comprehension.	

READING STRAND (0.0 – 8.9)
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 9 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	
	Connecting Ideas 	R.2.5	
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	

Reading (R)
Reading Informational Text	
Structure R.2.1	
NRS Level 1
GE: 0.0–1.9	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.	
NRS Level 2
GE: 2.0–3.9	RLA.L1.R.2.1	Explain how text features (print and digital) contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.R.2.1	Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.	
Central Idea R.2.2	
NRS Level 1
GE: 0.0–1.9	RLA.L1.R.2.2	Identify the topic of and relevant details in a text.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.2.2	Identify the central idea and explain how relevant details support that idea in a text.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.R.2.2	Explain how relevant details support the central idea(s), implied or explicit.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.R.2.2	Analyze two or more central ideas, implied or explicit, and their development throughout a text.	
Purpose and Perspective R.2.3	
NRS Level 1
GE: 0.0–1.9	N/A	None for this level	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.2.3	Explain an author’s purpose and its development in an informational text.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.R.2.3	Explain how an author establishes and achieves purpose(s) through diction, syntax, rhetorical appeals and/or figurative language.	
Argument R.2.4	
NRS Level 1
GE: 0.0–1.9	RLA.L1.R.2.4	Identify and explain an author’s opinion(s) and supporting evidence.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.2.4	Identify and explain an author’s claim and the reasons and evidence used to support the claim.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.R.2.4	Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.	
NRS Level 4
GE: 6.0–8.9	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.	
Connecting Ideas R.2.5	
NRS Level 1
GE: 0.0–1.9	RLA.L1.R.2.5	Describe the connection between two individuals, events, ideas, or pieces of information in a text.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.2.5	Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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).	

Reading (R)
Reading Across Genres	
Interpreting Figurative Language R.3.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.R.3.1	Identify and explain descriptive words and phrases, in text(s) and how people use them to communicate.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.3.1	Identify and explain similes, idioms, alliteration, metaphors, personification, and hyperbole in text(s).	
NRS Level 3
GE: 4.0–5.9	RLA.L3.R.3.1	Analyze and explain how figurative language contributes to meaning in text(s).	
NRS Level 4
GE: 6.0–8.9	RLA.L4.R.3.1	Analyze how figurative language contributes to tone and meaning and explain examples of allusions and symbolism in text(s).	
Paraphrasing and Summarizing R.3.2	
NRS Level 1
GE: 0.0–1.9	RLA.L1.R.3.2	Retell a text in oral or written form to enhance comprehension (use topic and relevant details for an informational text).	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.3.2	Retell a text to enhance comprehension (use the central idea and relevant details for an informational text).	
NRS Level 3
GE: 4.0–5.9	RLA.L3.R.3.2	Summarize a text to enhance comprehension (include the central idea and relevant details for an informational text).	
NRS Level 4
GE: 6.0–8.9	RLA.L4.R.3.2	Summarize a text to enhance comprehension; paraphrase content from grade-level texts.	
Comparative Reading R.3.3	
NRS Level 1
GE: 0.0–1.9	RLA.L1.R.3.3	Compare and contrast two texts on the same topic.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.R.3.3	Compare and contrast how two authors present information on the same topic or theme.
a.	Compare and contrast how authors from different time periods address the same or related topics.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.R.3.3	Compare and contrast primary and secondary sources related to the same topic or event.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.R.3.3	Compare and contrast how authors with differing perspectives address the same or related topics or themes.	
Understanding Rhetoric R.3.4	
NRS Level 1
GE: 0.0–1.9	N/A	None for this level	
NRS Level 2
GE: 2.0–3.9	N/A	None for this level	
NRS Level 3
GE: 4.0–5.9	N/A	None for this level	
NRS Level 4
GE: 6.0–8.9	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 (0.0 – 8.9)
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	

Communication (C)
Communicating Through Writing	
Handwriting C.1.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.1.1	Print all upper- and lowercase letters legibly.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.1.1	Write in cursive all upper- and lowercase letters, including fluently joining letters to create words.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.C.1.1	Demonstrate fluent and legible cursive writing skills.	
NRS Level 4
GE: 6.0–8.9	N/A	None for this level	
Narrative Writing C.1.2	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.1.2	Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.1.2	Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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.	
Argumentative Writing C.1.3	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.1.3	Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.1.3	Write opinions about a topic or text, include reasons supported by details from one or more sources, use transitions, and provide a conclusion.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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.	
Expository Writing C.1.4	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.1.4	Write expository texts about a topic, using a source, providing facts and a sense of closure.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.1.4	Write expository texts about a topic, using one or more sources, providing an introduction, facts and details, some elaboration, transitions, and a conclusion.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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.	
Improving Writing C.1.5	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.1.5	With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.1.5	Improve writing as needed by planning, revising, and editing with guidance and support from adults and feedback from peers.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.C.1.5	Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.C.1.5	Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity, cohesiveness, purpose, and audience.	

Communication (C)
Communicating Orally	
Oral Presentation C.2.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.2.1	Present information orally using complete sentences and appropriate volume.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.2.1	Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.C.2.1	Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.	
NRS Level 4
GE: 6.0–8.9	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.	

Communication (C)
Following Conventions	
Conventions C.3.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.	

Communication (C)
Researching	
Researching and Using Information C.4.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.4.1	Recall information or participate in research to gather information to answer a question about a single topic.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.4.1	Conduct research to answer a question, organizing information about the topic from multiple print and digital sources.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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.	

Communication (C)
Creating and Collaborating	
Multimedia C.5.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.5.1	Use a multimedia element to enhance oral or written tasks.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.5.1	Use two or more multimedia elements to enhance oral or written tasks.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.C.5.1	Arrange multimedia elements to create emphasis and/or clarity in oral or written tasks.	
NRS Level 4
GE: 6.0–8.9	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.	
Technology in Communication C.5.2	
NRS Level 1
GE: 0.0–1.9	RLA.L1.C.5.2	Identify and use a variety of technology and digital tools to produce and publish writing individually or with peers and with support from adults.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.C.5.2	Use digital writing tools individually or collaboratively to plan, draft, and revise writing.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.C.5.2	Use digital writing tools individually or collaboratively to plan, draft, and revise writing.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.C.5.2	Use a variety of digital tools to produce and collaborate with others to produce writing.	

VOCABULARY STRAND (0.0 – 8.9)
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	

Vocabulary (V)
Finding Meaning 	
Academic Vocabulary V.1.1	
NRS Level 1
GE: 0.0–1.9	RLA.L1.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
NRS Level 3
GE: 4.0–5.9	RLA.L3.V.1.1	Use grade-level academic vocabulary appropriately in speaking and writing.	
NRS Level 4
GE: 6.0–8.9	RLA.L4.V.1.1	Integrate academic vocabulary appropriate to grade level in speaking and writing.	
Morphology V.1.2	
NRS Level 1
GE: 0.0–1.9	RLA.L1.V.1.2	Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.V.1.2	Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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.	
Context and Connotation V.1.3	
NRS Level 1
GE: 0.0–1.9	RLA.L1.V.1.3	Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.	
NRS Level 2
GE: 2.0–3.9	RLA.L2.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.	
NRS Level 3
GE: 4.0–5.9	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.	
NRS Level 4
GE: 6.0–8.9	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.	

APPENDIX A: CONVENTIONS OF STANDARD AMERICAN ENGLISH – PROGRESSION BY NRS LEVEL

Standard Introduction Level	Symbol	
The skill has not been introduced.	-	
The skill is introduced.	I	
The skill is mastered.	M	
The skill should be reviewed as students encounter and create more complex text.	R	

Skill	Level 1	Level 2	Level 3	Level 4	Levels 5-6	
Begin each sentence with a capital letter and use ending punctuation.	I, M	R	R	R	R	R	R	R	R	R	R	R	R	
Capitalize the days of the week, the months of the year, and the pronoun I.	I, M	R	R	R	R	R	R	R	R	R	R	R	R	
Form regular plural nouns orally by adding /s/ or
/es/.	I, M	R	R	R	R	R	R	R	R	R	R	R	R	
Use interrogatives to ask questions.	I, M	R	R	R	R	R	R	R	R	R	R	R	R	
Capitalize proper nouns.	I	M	R	R	R	R	R	R	R	R	R	R	R	
Form and use simple verb tenses for regular verbs by adding the affix -ed.	I	M	R	R	R	R	R	R	R	R	R	R	R	
Form plurals -y to -ies.	-	I	M	R	R	R	R	R	R	R	R	R	R	
Form and use complete simple sentences.	I	M	R	R	R	R	R	R	R	R	R	R	R	
Use possessives.	I	M	R	R	R	R	R	R	R	R	R	R	R	
Use subject-verb agreement in simple sentences.	I	M	R	R	R	R	R	R	R	R	R	R	R	
Conjugate regular and irregular verb tenses.	-	I	I	M	R	R	R	R	R	R	R	R	R	
Form and use regular and frequently occurring irregular plural nouns.	-	I	I	M	R	R	R	R	R	R	R	R	R	
Form and use the past tense of frequently occurring irregular verbs.	-	I	I	M	R	R	R	R	R	R	R	R	R	
Use apostrophes to form contractions.	-	I	M	R	R	R	R	R	R	R	R	R	R	
Use interjections.	-	I	M	R	R	R	R	R	R	R	R	R	R	
Appropriately use pronouns.	-	I	M	R	R	R	R	R	R	R	R	R	R	
Use commas in a series.	-	I	M	R	R	R	R	R	R	R	R	R	R	
Use plural possessives.	-	I	M	R	R	R	R	R	R	R	R	R	R	
Maintain consistent verb tense across paragraphs.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Form and use irregular plural nouns.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Form and use the progressive and perfect verb tenses.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Use simple modifiers.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Use prepositions and prepositional phrases.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Form and use compound sentences.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Use quotation marks with dialogue and direct quotations.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Use commas to indicate direct address.	-	-	I	M	R	R	R	R	R	R	R	R	R	
Use subject-verb agreement with intervening clauses and phrases.	-	-	-	I	M	R	R	R	R	R	R	R	R	
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.	-	-	I	I	M	R	R	R	R	R	R	R	R	

APPENDIX A: CONVENTIONS OF STANDARD AMERICAN ENGLISH – PROGRESSION BY NRS LEVEL (Cont.)

Standard Introduction Level	Symbol	
The skill has not been introduced.	-	
The skill is introduced.	I	
The skill is mastered.	M	
The skill should be reviewed as students encounter and create more complex text.	R	

Skill	Level 1	Level 2	Level 3	Level 4	Levels 5-6	
Use conjunctions.	-	-	-	I	M	R	R	R	R	R	R	R	R	
Use principal modals to indicate the mood of a verb.	-	-	-	I	I	M	R	R	R	R	R	R	R	
Use appositives, main clauses, and subordinate clauses.	-	-	-	I	I	M	R	R	R	R	R	R	R	
Recognize and correct inappropriate shifts in tense and number	-	-	-	-	I	M	R	R	R	R	R	R	R	
Use conjunctions correctly to join words and phrases in a sentence.	-	-	-	-	I	M	R	R	R	R	R	R	R	
Use verbals including gerunds, infinitives, and  participle phrases.	-	-	-	-	I	I	M	R	R	R	R	R	R	
Use comparative and superlative forms of adjectives	-	-	-	-	-	I	M	R	R	R	R	R	R	
Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.	-	-	-	-	I	I	M	R	R	R	R	R	R	
Appropriately use colons.	-	-	-	-	-	-	I	M	R	R	R	R	R	
Appropriately use dangling modifiers.	-	-	-	-	-	-	I	M	R	R	R	R	R	
Appropriately use ellipses.	-	-	-	-	-	-	I	M	R	R	R	R	R	
Appropriately use hyphens.	-	-	-	-	-	-	I	M	R	R	R	R	R	
Vary sentence structure.	-	-	-	-	-	I	I	M	R	R	R	R	R	
Appropriately use passive and active voice.	-	-	-	-	-	-	-	I	M	R	R	R	R	
Use semicolons to form sentences.	-	-	-	-	-	-	-	I	M	R	R	R	R	
Use verbs with attention to voice and mood.	-	-	-	-	-	-	-	I	M	R	R	R	R	
Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.	-	-	-	-	-	-	-	I	I	I	M	R	R	
Use knowledge of usage rules to create flow in writing and presenting.	-	-	-	-	-	-	-	-	-	I	I	M	R