Author: marcia.maxwell
Last saved by: Brown, Maia
Company: Florida Department of Education

_2026-2027

_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

_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, Florida Statutes (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:

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

https://www.congress.gov/113/bills/hr803/BILLS-113hr803enr.pdf

•	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 Educational Functioning Level (EFL) 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 EFLs 1-4 are not suited for enrollment in the ASB Program, which is specifically tailored for students at EFLs 5 and 6, equivalent to one and two levels above EFL 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 EFL 1-6 are not suited for enrollment in the ASB Program. This program is specifically tailored for students at ABE EFLs 5 and 6, equivalent to one and two levels above Adult ESOL EFL 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: 

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 EFL 5 or 6.

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

EFL | _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 _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

_ASB _RLA
_•	_School _Districts: _9900502
_•	_Florida _College _System: _ASB0200-ASB0299

_ABE _Level _5

_450 _Hours

| _ABE _Level _6 | _450 _Hours

ASSESSMENT
For guidance on the assessment guidelines and requirements for ASB 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 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 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.

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.

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 | _efl | _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 _EFLs _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 _EFLs _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

_EFL _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.

_EFL _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
_EFL _5 | _RLA.L5.F.1.4 | _Read _grade-level _texts _with _accuracy, _automaticity _and _appropriate _prosody _or _expression _to _support _comprehension.
_EFL _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 _EFLs _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
_EFL _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.
_EFL _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
_EFL _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.
_EFL _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
_EFL _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.
_EFL _6 | _RLA.L6.R.2.3 | _Evaluate _an _author’s _choices _in _establishing _and _achieving _purpose(s).
_Argument _R.2.4
_EFL _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.
_EFL _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
_EFL _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.
_EFL _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
_EFL _5 | _RLA.L5.R.3.1 | _Analyze _how _figurative _language _creates _mood _and _tone _in _text(s).
_EFL _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
_EFL _5 | _RLA.L5.R.3.2 | _Summarize _a _text _to _enhance _comprehension; _paraphrase _content _from _grade-level _texts.
_EFL _6 | _RLA.L6.R.3.2 | _Summarize _a _text _to _enhance _comprehension; _paraphrase _content _from _grade-level _texts.
_Comparative _Reading _R.3.3
_EFL _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.
_EFL _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
_EFL _5 | _RLA.L5.R.3.4 | _Analyze _an _author’s _use _of _rhetoric _in _a _text.
_EFL _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 _EFLs _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
_EFL _5 | _RLA.L5.C.1.2 | _Write _narratives _using _narrative _techniques, _varied _transitions _and _a _clearly _established _point _of _view.
_EFL _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
_EFL _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.
_EFL _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
_EFL _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.
_EFL _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
_EFL _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.
_EFL _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
_EFL _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.
_EFL _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
_EFL _5 | _RLA.L5.C.3.1 | _Follow _the _rules _of _standard _English _grammar, _punctuation, _capitalization _and _spelling _appropriate _to _grade _level.
_EFL _6 | _RLA.L6.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 _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.
_EFL _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
_EFL _5 | _RLA.L5.C.5.1 | _Create _digital _presentations _with _coherent _ideas _and _a _clear _perspective, _to _improve _understanding _of _findings, _reasoning _and _evidence.
_EFL _6 | _RLA.L6.C.5.1 | _Design _and _evaluate _digital _presentations _for _effectiveness.
_Technology _in _Communication _C.5.2
_EFL _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.
_EFL _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
_EFL _5 | _RLA.L5.V.1.1 | _Integrate _academic _vocabulary _appropriate _to _grade _level _in _speaking _and _writing.
_EFL _6 | _RLA.L6.V.1.1 | _Integrate _academic _vocabulary _appropriate _to _grade _level _in _speaking _and _writing.
_Morphology _V.1.2
_EFL _5 | _RLA.L5.V.1.2 | _Apply _knowledge _of _etymology _and _derivations _to _determine _meanings _of _words _and _phrases _in _grade-level _content.
_EFL _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.
_EFL _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.
_EFL _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 _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
_•	_FloridaAdultEducation@fldoe.org

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