Author: Philip.Anderson@fldoe.org
Last saved by: Brown, Maia
Company: Florida Department of Education

_2026-2027

_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 | _1532010100
_Grade _Equivalent | _0.0 _– _8.9
_Grade _Level | _30, _31

PURPOSE

_Adult _Basic _Education _Program: _The _ABE _Program _is _a _non-credit _Adult _General _Education _program _designed _to _maintain _alignment _and _ensure _educational _continuity _with _Florida’s _K-12 _Benchmarks _for _Excellent _Student _Thinking _(B.E.S.T.) _Standards. _The _ABE _Program _consists _of _two _courses, _ABE _Reasoning _through _Language _Arts _(RLA) _and _ABE _Mathematics. _Students _may _enroll _in _each _course _independently _or _in _both _courses _simultaneously.

_In _accordance _with _s. _1004.02, _Florida _Statutes _(F.S.),  _the _ABE _Program _is _guided _by _the _following _objectives:

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1004/Sections/1004.02.html

•	Provide educational services that will enable adults to acquire:
o	The skills necessary to attain basic and functional literacy.
o	A high school diploma by completing the AHS program or by passing a high school equivalency examination.
o	An educational foundation that will enable them to become more employable, productive and self-sufficient citizens.
•	Provide educational opportunities for adults who have earned a diploma or high school equivalency diploma but who lack the basic skills necessary to function effectively in everyday situations, to enter the job market or to enter career certificate instruction.
•	Provide academic services to students in the following priority:
o	Students who demonstrate skills at less than a fifth-grade level, as measured by tests approved for this purpose by the State Board of Education and who are studying to achieve basic literacy.
o	Students who demonstrate skills at the fifth-grade level or higher, but below the ninth-grade level, as measured by tests approved for this purpose by the State Board of Education and who are studying to achieve functional literacy.
o	Students who are earning credits that are required for a high school diploma or who are preparing for the high school equivalency examination.
o	Students who have earned high school diplomas and require specific improvement to:
•	Obtain or maintain employment or benefit from certificate career education programs.
•	Pursue a postsecondary degree.
•	Develop competence in the English language to qualify for employment.

_The _ABE _RLA _Program _is _guided _by _the _following _objectives:

_•	_Provide _academic _instruction _and _education _services _below _the _postsecondary _level _that _increase _an _individual’s _ability _to:
_o	_Read, _write _and _speak _in _English _or _other _activities _necessary _for _the _attainment _of _a _secondary _school _diploma _or _its _recognized _equivalent.
_o	_Progress _to _postsecondary _education _and _training.
_o	_Obtain _employment.

_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 _ABE _RLA _course _are _those _who: 

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

•	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 _Educational _Functioning _Level _(EFL) _1 _– _4.

_Table _1: _EFLs _for _the _ABE _RLA _Course _in _relation _to _the _Grade _Equivalent _for _each _level.

EFL | _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

_The _maximum _number _of _instructional _hours _recommended _by _the _Florida _Department _of _Education _(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 _EFL

_Course _Title _and _Number | _EFL | _Recommended _Maximum _Hours

_ABE _RLA
_•	_School _Districts: _9900023
_•	_Florida _College _System: _ABX0400-ABX0499

_ABE _Level _1

_450

| _ABE _Level _2 | _450
| _ABE _Level _3 | _300
| _ABE _Level _4 | _300

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

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

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.

https://www.fldoe.org/academics/career-adult-edu/career-adult-edu-technical-assistance-.stml

https://www.fldoe.org/academics/career-adult-edu/research-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 ABE RLA students are required to pre-test in the reading 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. 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 ABE RLA course occurs when the student’s post-test scores exceed EFL 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.

_ABE _RLA _STANDARDS _FOR _ADULT _EDUCATION

_The _ABE _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 _in _the _ABE _RLA _Curriculum _Framework 

Coding Scheme used in the ABE RLA Strands and Standards
Subject | EFL | Strand | Standard | Benchmark
RLA | L1 = EFL 1 | R = Reading | 2 = Reading Informational Text | 1 = Structure

Strands

F = Foundations Strand
R = Reading Strand
C = Communication Strand
V = Vocabulary Strand

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: _Overarching _Expectations _found _in _each _component _of _the _ABE _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 _(0.0 _– _8.9)

_Foundational _skills _are _the _building _block _skills _for _students _functioning _within _EFL _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

EFL 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.

EFL 2
GE: 2.0–3.9

N/A

None for this level

EFL 3
GE: 4.0–5.9

N/A

None for this level

EFL 4
GE: 6.0–8.9

N/A

None for this level

Phonological Awareness F.1.2

EFL 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.

EFL 2
GE: 2.0–3.9

N/A

None for this level

EFL 3
GE: 4.0–5.9

N/A

None for this level

EFL 4
GE: 6.0–8.9

N/A

None for this level

Phonics and Word Analysis  F.1.3

EFL 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.

EFL 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.

EFL 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.

EFL 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

EFL 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.

EFL 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.

EFL 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.

EFL 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. 

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

EFL 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.

EFL 2
GE: 2.0–3.9

RLA.L_2.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.

EFL 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.

EFL 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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.R.2.2

_Identify _the _topic _of _and _relevant _details _in _a _text.

_EFL _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.

_EFL _3
_GE: _4.0–5.9

_RLA.L3.R.2.2

_Explain _how _relevant _details _support _the _central _idea(s), _implied _or _explicit.

_EFL _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

_EFL _1
_GE: _0.0–1.9

_N/A

_None _for _this _level

_EFL _2
_GE: _2.0–3.9

_RLA.L2.R.2.3

_Explain _an _author’s _purpose _and _its _development _in _an _informational _text.

_EFL _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.

_EFL _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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.R.2.4

_Identify _and _explain _an _author’s _opinion(s) _and _supporting _evidence.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _2
_GE: _2.0–3.9

_RLA.L2.R.3.1

_Identify _and _explain _similes, _idioms, _alliteration, _metaphors, _personification _and _hyperbole _in _text(s).

_EFL _3
_GE: _4.0–5.9

_RLA.L3.R.3.1

_Analyze _and _explain _how _figurative _language _contributes _to _meaning _in _text(s).

_EFL _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

_EFL _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).

_EFL _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).

_EFL _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).

_EFL _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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.R.3.3

_Compare _and _contrast _two _texts _on _the _same _topic.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _1
_GE: _0.0–1.9

_N/A

_None _for _this _level

_EFL _2
_GE: _2.0–3.9

_N/A

_None _for _this _level

_EFL _3
_GE: _4.0–5.9

_N/A

_None _for _this _level

_EFL _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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.C.1.1

_Print _all _upper- _and _lowercase _letters _legibly.

_EFL _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.

_EFL _3
_GE: _4.0–5.9

_RLA.L3.C.1.1

_Demonstrate _fluent _and _legible _cursive _writing _skills.

_EFL _4
_GE: _6.0–8.9

_N/A

_None _for _this _level

_Narrative _Writing _C.1.2

_EFL _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.

_EFL _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.

_EFL _3
_GE: _4.0–5.9

_RLA.L3.C.1.2

_Write _personal _or _fictional _narratives _using _a _logical _sequence _of _events _and _demonstrating _effective _use _of _techniques _such _as _dialogue, _description _and _transitional _words _and _phrases.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.C.2.1

_Present _information _orally _using _complete _sentences _and _appropriate _volume.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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.

_See _Appendix _A: _Conventions _Progression _by _EFL

_Communication _(C)
_Researching

_Researching _and _Using _Information _C.4.1

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.C.5.1

_Use _a _multimedia _element _to _enhance _oral _or _written _tasks.

_EFL _2
_GE: _2.0–3.9

_RLA.L2.C.5.1

_Use _two _or _more _multimedia _elements _to _enhance _oral _or _written _tasks.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _2
_GE: _2.0–3.9

_RLA.L2.C.5.2

_Use _digital _writing _tools _individually _or _collaboratively _to _plan, _draft _and _revise _writing.

_EFL _3
_GE: _4.0–5.9

_RLA.L3.C.5.2

_Use _digital _writing _tools _individually _or _collaboratively _to _plan, _draft _and _revise _writing.

_EFL _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

_EFL _1
_GE: _0.0–1.9

_RLA.L1.V.1.1

_Use _grade-level _academic _vocabulary _appropriately _in _speaking _and _writing.

_EFL _2
_GE: _2.0–3.9

_RLA.L2.V.1.1

_Use _grade-level _academic _vocabulary _appropriately _in _speaking _and _writing.

_EFL _3
_GE: _4.0–5.9

_RLA.L3.V.1.1

_Use _grade-level _academic _vocabulary _appropriately _in _speaking _and _writing.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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

_EFL _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.

_EFL _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.

_EFL _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.

_EFL _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 _EFL

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 _EFL _(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

Additional Information

_ACCOMMODATIONS 

_Federal _and _state _legislation _requires _the _provision _of _accommodations _for _students _with _disabilities _to _address _individual _needs _and _guarantee _equal _access. _Adult _students _with _disabilities _are _required _to _self-identify, _submit _documentation _and _request _the _necessary _accommodations. _Accommodations _for _students _with _disabilities _may _be _necessary _in _various _areas, _including _instructional _methods _and _materials, _assignments _and _assessments, _time _constraints _and _schedules, _learning _environments, _assistive _technology _and _special _communication _systems. _Documentation _detailing _the _requested _and _provided _accommodations _should _be _securely _stored _in _a _confidential _file.

_ADULT _EDUCATION _INSTRUCTOR _CERTIFICATION _REQUIREMENTS

_As _per _s. _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.

https://www.flsenate.gov/laws/statutes/2011/1012.39

_TECHNICAL _ASSISTANCE

_For _technical _assistance, _please _visit _the _FDOE _Career _& _Adult _Education _Technical _Assistance _Page, _or _contact _the _office _at:
_•	_850-245-0450
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