Florida Department of Education
Adult General Education
Curriculum Framework

ACADEMIC SKILLS BUILDING REASONING THROUGH LANGUAGE ARTS	
Program Title	Academic Skills Building (ASB)	
Program Number 	9900500	
Course Title	Academic Skills Building Reasoning through Language Arts (RLA)	
Course Number	School Districts: 9900502
Florida College System: ASB0200-ASB0299	
CIP Number	1532010101	
Grade Equivalent	9.0-12.9	
Grade Level	30, 31	
Standard Length	Varies	

PURPOSE

Adult General Education Program: The Florida Department of Education (FDOE) administers the Adult General Education (AGE) Program in accordance with the statutory framework outlined in the following state and federal laws: Section (s.) 1004.02, Florida Statutes (F.S.), s. 1004.93, F.S., and Title II of the Workforce Investment and Opportunity Act (WIOA), also known as the federal Adult Education and Family Literacy Act (AEFLA).

As administered by the FDOE, the AGE Program encompasses the following programs, services and activities:

•	Academic Skills Building (ASB) Program
•	Adult Basic Education (ABE) Program
•	Adult High School (AHS) Program
•	Adult English for Speakers of Other Languages (ESOL) Program
•	GED® Preparation Program
•	Integrated Education and Training (IET) Service Approach
•	Integrated English Literacy and Civics Education (IELCE) Service Approach
•	Two-Generation and Family Literacy Service Approaches
•	Workforce Preparation Activities

The AGE Program is designed to serve the following objectives:

•	Provide literacy instruction to adults to obtain the knowledge and skills necessary for employment and economic self-sufficiency.
•	Facilitate adult learners to attain a secondary school diploma and progress to postsecondary education and training, including career pathways.
•	Empower parents to obtain the education and skills that are necessary to participate as full partners in the educational development of their children and to achieve sustainable economic opportunities for their families.
•	Deliver English language instruction to adult English language learners whose native language is other than English or who live in a family or community environment where a language other than English is the dominant language, to achieve competence in reading, writing, speaking and comprehension of the English language.

Academic Skills Building Program: The ASB Program is designed to maintain alignment and ensure educational continuity with Florida’s K-12 Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards. The ASB Program consists of two courses, ASB Reasoning through Language Arts (RLA) and ASB Mathematics. Students may enroll in each course independently or in both courses simultaneously.

In alignment with Florida Statute 1004.02, F.S., and AEFLA, the primary objective of the ASB Program is to provide academic and workforce preparation services to individuals who have a high school diploma, but find themselves needing to enhance their educational skills to:

•	Attain advanced proficiency in RLA and/or Mathematics.
•	Pursue a secondary career and technical education certificate.
•	Achieve or advance in employment.

Although the primary objective of the ASB Program is to provide academic and workforce preparation services to students who have attained a high school diploma, agencies may enroll individuals who have not attained a high school diploma in one or both courses of the program, ASB RLA and ASB Mathematics, if they meet the following criteria for enrollment:

•	Have the goal to attain advanced proficiency in RLA and/or Mathematics.
•	Obtain a pre-test score that places them within National Reporting System (NRS) ABE Level 5 or 6.
•	Have a goal to obtain or advance in employment.

The ASB Program is designed to function independently of other adult education programs, allowing students to concentrate on the specific educational skills they require in the skill areas of RLA and Math. As a stand-alone program, ASB is intended to be offered independently from the ABE, AHS, Adult ESOL and GED® Programs.

•	ABE ≠ ASB: It is not intended that students be enrolled simultaneously in ABE and ASB. The ASB Standards are written at a substantially higher level than the ABE Standards, demanding a greater level of rigor and cognitive effort. As a result, students testing at ABE NRS levels 1-4 are not suited for enrollment in the ASB Program, which is specifically tailored for students at ABE NRS Levels 5 and 6, equivalent to one and two levels above ABE NRS Level 4. 
•	AHS ≠ ASB: It is not intended that students be enrolled simultaneously in AHS and ASB. The ASB Standards are written at a comparable level of rigor and cognitive demand as those of the AHS Program. However, the ASB Program is not structured to prepare students to obtain a State of Florida high school diploma through concurrent or sequential enrollment in the AHS Program. There are noteworthy distinctions in the standards between the ASB Program and the AHS Program. The AHS program mirrors Florida's B.E.S.T K-12 high school standards precisely and teachers in the AHS Program must hold certification in the courses they teach. In contrast, the standards in ASB's RLA and Mathematics courses represent a subset derived from Florida’s B.E.S.T. K-12 high school standards, designed to assist adult education learners in acquiring specific skills as outlined by state-approved adult education assessments.
•	Adult ESOL ≠ ASB: It is not intended that students be enrolled simultaneously in Adult ESOL and ASB. The ASB Standards are written at a substantially higher level than the Adult ESOL Standards, demanding a greater level of rigor and cognitive effort. As a result, students operating at Adult ESOL NRS levels 1-6 are not suited for enrollment in the ASB Program. This program is specifically tailored for students at ABE NRS Levels 5 and 6, equivalent to one and two levels above Adult ESOL NRS level 6.
•	GED® ≠ ASB: It is not intended that students be enrolled simultaneously in GED® and ASB. The ASB Program does not aim to facilitate obtaining a State of Florida high school equivalent through concurrent or sequential enrollment in the GED® Preparation Program. Furthermore, as a standalone program, ASB is not designed to prepare students to pass the GED® tests. The ASB Standards are written at a comparable level of rigor and cognitive demand as those of the GED® Program. However, the curriculum frameworks and standards of the GED® Preparation Program are based on the GED® Tests and their sole purpose is to prepare students to pass the full battery of the GED® Tests. The ASB RLA and Mathematics curriculum frameworks and standards are based on Florida’s B.E.S.T. Standards. As such, they are designed to support the adult education learner in becoming proficient in the skills taught in the ASB RLA and the ASB Mathematics courses.

STUDENTS

Per State Board Rule 6A-6.014, Florida Administrative Code (F.A.C.) - General Requirements for Adult General Education, students eligible to enroll in the ASB Program are those who: 

•	Are 16 years of age or older.
•	Are not enrolled in the K-12 educational system.
•	May or may not have a high school diploma.
•	Obtain pre-test scores that place them within NRS ABE Level 5 or 6.

EDUCATIONAL FUNCTIONING LEVELS

Educational Functioning Level (EFL) is a term found in WIOA (Code of Federal Regulations Title 34 Subtitle B Chapter IV Part 462) that refers to the literacy levels in the ASB RLA program. The ASB RLA course has 2 EFLs, each representing a specific set of ASB RLA skills. Additional information on the term EFL is available in the official NRS Technical Assistance Guide.
Table 1: NRS Educational Functioning Levels for the ASB RLA Course in relation to the Grade Equivalent for each level

NRS Educational Functioning Levels	Course Title and Levels	Grade Equivalent	
ABE Level 5	ASB RLA Level 5	9.0 – 10.9	
ABE Level 6	ASB RLA Level 6	11.0 – 12.9	

PROGRAM LENGTH

The maximum number of instructional hours recommended by the FDOE is 450 hours per EFL. Acknowledging the individualized nature of learning, some students may finish an EFL in fewer (or more) hours than the recommended maximum duration indicated.

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

Course Title and Number	NRS Educational Functioning Levels	Recommended Maximum Hours	
ASB RLA
•	School Districts: 9900502
•	Florida College System: ASB0200-ASB0299	ABE Level 5	450 Hours	
	ABE Level 6	450 Hours	

CURRICULUM AND INSTRUCTION

The ASB RLA curriculum framework provides instructors with the Anchor Standards in Reading, Writing and English Language Arts that the adult learner needs. Emphasizing the term “framework,” it serves as the cornerstone for designing curriculum, aiding agencies and teachers in the selection or creation of instructional materials, techniques and continuous assessment. The FDOE disseminates the ASB RLA curriculum framework to agencies statewide, empowering local agency personnel to craft a curriculum relevant to the objectives of their students and instructors. Below is a structured outline of elements to consider when creating the local agency’s curriculum:

1.	Educational Outcomes:
•	Clearly define the educational outcomes that students are expected to achieve upon completion of the course. 
2.	Core Instructional Materials:
•	Develop or select a set of core instructional materials (both print and digital) that are aligned with the defined educational outcomes. This can include textbooks, workbooks, online resources and multimedia materials.
3.	Needs Assessment Tools:
•	Create a series of needs assessment tools to help teachers identify the specific learning needs and educational goals of individual students. This will aid in prioritizing standards and tailoring instruction to meet the varying needs of learners.
4.	Supplementary Workbooks:
•	Provide workbooks covering grammar, pronunciation and vocabulary within the context of academia, careers and the workforce.
5.	Pacing Guides and Matrices:
•	Develop pacing guides and matrices that clearly outline the scope and sequence of the curriculum. This aids in organizing content over the duration of the course and ensures a logical progression of skills.
6.	Recommended Resources:
•	Compile a list of recommended websites, films and digital learning tools that can be utilized by teachers to supplement the curriculum. Ensure that these resources are relevant, up-to-date and support the varying needs of adult learners.
7.	Overview of Content:
•	Provide an overview of the content to be covered in the course, including RLA standards and any additional content created or collected by instructors.
8.	Learning Activities:
•	Describe a variety of learning activities that can be used regularly for reinforcement. Include a mix of individual and group activities, hands-on projects and real-world application exercises.

It is recommended to continuously assess and update the agency’s curriculum based on feedback, changes in educational standards and the evolving needs of learners. Regular collaboration with instructors and seeking input from the FDOE Bureau of Adult Education can further enhance the quality and effectiveness of the agency’s curriculum.

Instructors are not obligated to follow the standards sequentially. The distinct needs of each group of students can guide instruction, empowering instructors to modify the sequence of teaching the standards and benchmarks.

ASSESSMENT
For guidance on the assessment guidelines and requirements for ASB RLA, see State Board Rule 6.A-6.014, F.A.C.

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

Pre-testing: Federal and state regulations mandate that local adult education agencies conduct pre-tests for all new students within the initial 12 hours of enrollment activity. The FDOE defines a new student as someone not previously enrolled in the local agency during the current or preceding program year. New ASB RLA students are required to pre-test in the RLA skill area. The agency is responsible for submitting the pre-test results to the FDOE in accordance with the guidelines outlined by the DCAE Office of Research and Evaluation.

Post-testing: Once a student completes the recommended instructional hours specified by the test publisher, the local agency will administer post-tests in reading and listening. Subsequently, the agency is required to submit the post-test results to the FDOE in accordance with the guidelines established by the DCAE Office of Research and Evaluation.

Course Completion: For state and federal reporting purposes, completion of the ASB RLA course occurs when the student’s post-test scores exceed NRS ABE level 4. The agency is responsible for reporting the post-test results to the FDOE following the guidelines outlined by the DCAE Office of Research and Evaluation.

Documentation of Progression of ASB RLA Students in IET Programs: Agencies are required to also submit documentation to FDOE when ASB RLA students, participating in a state approved IET program, make progress through one or more of the following methods:
•	Enroll in a postsecondary program after exit and by end of the program year.
•	Earn an industry certification on the Master Credential List.
•	Earn an industry certification on the Perkins Recognized Postsecondary Credential List.
•	Complete one year of an apprenticeship program.
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 

As per 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 agencies.
	
FLORIDA DOE IET SERVICE APPROACH

The FDOE promotes the planning, development and implementation of an 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. 

Florida’s IET service approach is well-suited for meeting the specific needs of ASB students. Agencies are encouraged to create opportunities that seamlessly integrate education and career-focused content and deliver workforce preparation and training for ASB students.

The IET service approach provides students at all levels of adult education with the opportunity to acquire the skills needed to:

•	Shift to and complete postsecondary education and training programs.
•	Obtain employment 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 as noted in the following sections of WIOA.
•	Adult education and literacy activities (WIOA Section 203(2)).
•	Workforce preparation activities (WIOA Section 203(17)).
•	Workforce training services (one or more) for a specific occupation or occupation cluster (WIOA Section 134(c)(3)(D)).

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 occupationally relevant instructional materials.

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

ASB STANDARDS BACKGROUND

In Program Year 2022-2023, the FDOE aligned its ABE Standards to Florida’s K-12 Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards in accordance with Executive Order 19-32 dated January 31, 2019. This current version of the ASB Standards is the result of that alignment.  Professional curriculum writers developed the current set of standards with extensive input from a team of Florida Adult Education practitioners who thoroughly reviewed the standards. The current standards address the high-priority skills and content that students need to advance toward their postsecondary and career goals.

ASB RLA STANDARDS FOR ADULT EDUCATION

The ASB RLA curriculum framework has these components: Strands, Standards and Benchmarks. The Strands include Foundations, Reading, Communication and Vocabulary. Each Standard is associated with one or more Benchmarks. Instructors may present topic-centered and/or project-based lessons that integrate standards from multiple strands.

Table 3: The Coding Scheme used to indicate the Strands, Standards and Benchmarks in the ASB RLA Framework 

ASB RLA Curriculum Framework Coding Scheme	
F = Foundations Strand
R = Reading Strand
C = Communication Strand
V = Vocabulary Strand	
Subject	NRS Level	Strand	Standard	Benchmark	
RLA	L5	F	1	4	
Example:
RLA.L5.F.1.4 Read grade-level texts with accuracy, automaticity and appropriate prosody or expression to support comprehension.	

Table 4: Overarching Expectations found in each component of the ASB RLA Curriculum Framework. 

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 (9.0–12.9)

Foundational skills are the building block skills for students functioning within NRS Levels 1–4. These skills are not an end in and of themselves; rather, 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. For students in NRS Levels 5–6, foundational reading standards are included for those students who need targeted instruction in these specific skills. Teachers can integrate these standards into instruction, if needed, specifically for ASB students who may not yet be proficient in all of these skills.

The Foundations (F) strand for Levels 5 and 6 includes 1 standard and 2 benchmarks.

STANDARD	BENCHMARK	CODE	
Learning and Applying
Foundational Reading Skills	Phonics and Word Analysis 	F.1.3	
	Fluency 	F.1.4	

Foundations (F)
Learning and Applying Foundational Reading Skills	
Phonics and Word Analysis  F.1.3	
NRS Level 5
	RLA.L5.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.	Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences and syllabication patterns.
c.	Use an array of strategies to accurately encode single-syllable and multisyllabic words.	
NRS Level 6	RLA.L6.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.	Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences and syllabication patterns.
c.	Use an array of strategies to accurately encode single-syllable and multisyllabic words.	
Fluency  F.1.4	
NRS Level 5
	RLA.L5.F.1.4	Read grade-level texts with accuracy, automaticity and appropriate prosody or expression to support comprehension.	
NRS Level 6	RLA.L6.F.1.4	Read grade-level texts with accuracy, automaticity and appropriate prosody or expression to support comprehension.	

READING STRAND (9.0–12.9)

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 with increasingly complex readings, students gain the ability to evaluate, analyze and synthesize arguments and challenges posed by complex text. In NRS Levels 5–6, students engage in deeper layers of analysis with more complex texts, examining and evaluating particular techniques an author uses to convey purpose and meaning. 

The Reading (R) strand for Levels 5 and 6 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 5
	RLA.L5.R.2.1	Analyze the impact of multiple text structures and the use of features in text(s) to convey purpose and/or meaning in texts.	
NRS Level 6	RLA.L6.R.2.1	Evaluate the structure(s) and features in text(s), identifying how the author could make the text(s) more effective.	
Central Idea R.2.2	
NRS Level 5
	RLA.L5.R.2.2	Analyze the central idea(s), implied or explicit, and their development throughout a text, particularly in historical American speeches and essays as well as those from the Classical Period.	
NRS Level 6	RLA.L6.R.2.2	Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.	
Purpose and Perspective R.2.3	
NRS Level 5
	RLA.L5.R.2.3	Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language, particularly in historical American speeches and essays as well as those from the Classical Period.	
NRS Level 6	RLA.L6.R.2.3	Evaluate an author’s choices in establishing and achieving purpose(s).	
Argument R.2.4	
NRS Level 5
	RLA.L5.R.2.4	Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.	
NRS Level 6	RLA.L6.R.2.4	Compare the development of multiple arguments on the same topic or in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.	
Connecting Ideas R.2.5	
NRS Level 5
	RLA.L5.R.2.5	Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.	
NRS Level 6	RLA.L6.R.2.5	Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the text.	

Reading (R)
Reading Across Genres	
Interpreting Figurative Language R.3.1	
NRS Level 5	RLA.L5.R.3.1	Analyze how figurative language creates mood and tone in text(s).	
NRS Level 6	RLA.L6.R.3.1	Analyze and evaluate the author’s use of figurative language to create mood and tone in text(s).	
Paraphrasing and Summarizing R.3.2	
NRS Level 5
	RLA.L5.R.3.2	Summarize a text to enhance comprehension; paraphrase content from grade-level texts.	
NRS Level 6	RLA.L6.R.3.2	Summarize a text to enhance comprehension; paraphrase content from grade-level texts.	
Comparative Reading R.3.3	
NRS Level 5
	RLA.L5.R.3.3	Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time-period.	
NRS Level 6	RLA.L6.R.3.3	Analyze seventeenth-, eighteenth- and nineteenth-century foundational U.S. documents of historical significance, including how they address related concepts.	
Understanding Rhetoric R.3.4	
NRS Level 5	RLA.L5.R.3.4	 Analyze an author’s use of rhetoric in a text.	
NRS Level 6	RLA.L6.R.3.4	Evaluate rhetorical choices across multiple texts.	

COMMUNICATION STRAND (9.0–12.9)

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. In NRS Levels 5–6, the benchmarks detail rigorous expectations regarding the intentional organization and development of ideas, strategic use of details and evidence and advanced utilization of technology.

The Communication (C) strand for Levels 5 and 6 includes 5 standards and 9 benchmarks.

STANDARD	BENCHMARK	CODE	
Communicating Through Writing	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	
Narrative Writing C.1.2	
NRS Level 5
	RLA.L5.C.1.2	Write narratives using narrative techniques, varied transitions and a clearly established point of view.	
NRS Level 6	RLA.L6.C.1.2	Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.	
Argumentative Writing C.1.3	
NRS Level 5
	RLA.L5.C.1.3	Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions and maintaining a formal and objective tone.	
NRS Level 6	RLA.L6.C.1.3	Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration and demonstrating a thorough understanding of the subject.	
Expository Writing C.1.4	
NRS Level 5
	RLA.L5.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 tone and voice appropriate to the task and a conclusion.	
NRS Level 6	RLA.L6.C.1.4	Write expository texts to explain and analyze information from multiple sources, demonstrating a thorough understanding of the subject and using an introduction, relevant supporting details, logical organization, varied purposeful transitions, precise language and domain-specific vocabulary, a tone and voice appropriate to the task and a conclusion.	
Improving Writing C.1.5	
NRS Level 5
	RLA.L5.C.1.5	Improve writing by planning, editing, considering feedback from adults, peers, and/or online editing tools and revising for clarity, cohesiveness, purpose and audience.	
NRS Level 6	RLA.L6.C.1.5	Improve writing by planning, editing, considering feedback from adults, peers, and/or online editing tools and revising to enhance purpose, clarity, structure and style.	

Communication (C)
Communicating Orally	
Oral Presentation C.2.1	
NRS Level 5
	RLA.L5.C.2.1	Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective, with substance and style that are appropriate to purpose, audience and task.	
NRS Level 6	RLA.L6.C.2.1	Present information orally, with a logical organization, coherent focus and credible evidence while employing effective rhetorical devices where appropriate, with substance and style that are appropriate to purpose, audience and task.	

Communication (C)
Following Conventions	
Conventions C.3.1	
NRS Level 5
	RLA.L5.C.3.1	Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade level.	
NRS Level 6	RLA.L6.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 5
	RLA.L5.C.4.1	Conduct research to answer a question, refining the scope of the question to align with findings and synthesizing information from multiple reliable and valid (print and digital) sources.	
NRS Level 6	RLA.L6.C.4.1	Conduct research on a topical issue to answer a question and synthesize information from a variety of (print and digital) sources.	

Communication (C)
Creating and Collaborating	
Multimedia C.5.1	
NRS Level 5
	RLA.L5.C.5.1	Create digital presentations with coherent ideas and a clear perspective, to improve understanding of findings, reasoning and evidence.	
NRS Level 6	RLA.L6.C.5.1	Design and evaluate digital presentations for effectiveness.	
Technology in Communication C.5.2	
NRS Level 5
	RLA.L5.C.5.2	Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.	
NRS Level 6	RLA.L6.C.5.2	Create, publish and share multimedia texts, tailored to a specific audience, through a variety of digital formats.	

VOCABULARY STRAND (9.0-12.9)

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. In Levels 5–6, instruction should include increasingly complex academic and technical vocabulary.

The Vocabulary (V) strand for Levels 5 and 6 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 5	RLA.L5.V.1.1	Integrate academic vocabulary appropriate to grade level in speaking and writing.	
NRS Level 6	RLA.L6.V.1.1	Integrate academic vocabulary appropriate to grade level in speaking and writing.	
Morphology V.1.2	
NRS Level 5
	RLA.L5.V.1.2	Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.	
NRS Level 6	RLA.L6.V.1.2	Apply knowledge of etymology, derivations and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.	
	
NRS Level 5
	RLA.L5.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.	
NRS Level 6	RLA.L6.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 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