Course Requirements - TN

Course Code(s):TBDPrerequisite(s):English language arts I or AAD English language arts ICredit:1Grade Level:9-12GraduationRequirements:This course satisfies one of four English language arts creditrequirements for the alternate academic diplomaPrograms of Study andSequence:This is the second English language arts high school courseTeacher Endorsement(s):TBDCourse RequirementsEnglish Language Arts IIAnchor Conventions of Standard English (CSE): Demonstrate command of standardEnglish grammar when speaking or writing.AAD.ELA2.L.CSE.1AAD ELA2.L.CSE.2AAD ELA2.L.CSE.3AAD ELA2.L.CSE.4AAD ELA2.L.CSE.5AAD ELA2.L.CSE.6AAD ELA2.L.CSE.7Demonstrate understanding of a phrase or sentence in isolation.Understand and use present and past tense of verbs includingirregular and commonly used linking verbs (i.e. is/was, has/had,do/did).Speak or write using complete sentences with subject-verbagreement.Produce a variety of written communication intended for areader including email, completing an application or survey,resume, making a request, and/or a letter.Speak or write sentences related to an informative topicresearched or experienced.Speak or write sentences related to a narrative, opinion, ororiginal story.Use capitalization at the beginning of sentences, personal names,geographic places, days of the week, and months of the year andending punctuation correctly.

English Language Arts IIAnchor Knowledge of Language (KL): Apply knowledge of language to comprehend morefully when reading or listeningUnderstand simple and compound sentences within a contextheard and/or read.Use non-verbal cues and tone to determine the intent of aAAD ELA2.L.KL.2speaker when listening.Use text features (i.e. charts, diagrams, photos) and/or referenceAAD ELA2.L.KL.3materials (i.e. dictionary, internet) to determine and clarifymeaning.Distinguish between declarative and interrogative sentencesAAD ELA2.L.KL.4heard and/or read.Respond appropriately to declarative and interrogativeAAD ELA2.L.KL.5sentences heard and/or read.Anchor Vocabulary Acquisition and Use (VAU): Acquire, use, define or clarify the meaningof words and phrases using context cues, meaningful word parts, and referencematerials, as appropriateUse a demonstrated strategy to acquire the meaning of anAAD ELA2.L.VAU.1unknown word or phrase within context. 910.RWL.b1Use newly acquired word(s) or phrase(s) appropriately whenAAD ELA2.L.VAU.2speaking or writing.Use a reference material (i.e. dictionary) to confirm or clarify theAAD ELA2.L.VAU.3meaning of a word.Use age-appropriate content specific vocabulary correctly whenAAD ELA2.L.VAU.4speaking or writing.Determine the intended meaning of a multi-meaning word withinAAD ELA2.L.VAU.5the provided context.AAD ELA2.L.VAU.6Identify synonym(s) for newly acquired vocabulary.AAD ELA2.L.KL.1Standards Numbering NotesThe numbering is not exactly parallel to the state standards but is designed to create someconsistency across disciplines for the special education teachers who may be teaching multiplesubjects.The following system was used to number the English language arts standards:AAD.ELA1.L.KL.16Alternate academic diploma (AAD) standardsEnglish language arts I (ELA1) is the coursePage 2

Language (L) is the conceptual categoryAnchor Knowledge of language (KL) is the domain.1 is the standard number in the domain (standards numbered consecutively within each cluster)For standards that align to the MSAA Core Content Connectors (CCC), the code for that connectorwill appear after the standard and either begins with an “H” indicating high school level.Foundational Literacy StandardsStudents who are assessed on the alternate assessment may require foundational literacy skillsinstruction and support in addition to the course requirements. The following is intended as aninstructional guide to support literacy development. The skills are listed in order of least to mostcomplex within each skill domain.Foundational Literacy StandardsAnchor Print Concepts (PC): Understand and recognize the symbolic representation of soundsand words through printStandardsFollow words and pictures from top to bottom, left to right, andpage by page.AAD.FL.PC.2Identify upper and lower case letters.AAD.FL.PC.3Differentiate between a letter, word, phrase, sentence as depictedby print features such as spacing and punctuation.AA.FL.PC.4Recognize the distinguishing features on print such as capitalizingfirst word, proper nouns, “I” and ending punctuation variation (., !,?).Anchor Phonological Awareness (PA): Demonstrate understanding of relationship betweensounds, words, and 2AAD.FL.PA.3AAD.FL.PA.4AAD.FL.PA.5AAD.FL.PA.6Page 3Identify the consonant, blend or digraph sound heard in the initial,medial, and/or final position of a spoken word.Identify the medial vowel sound heard in a word.Identify the number of sounds in a spoken word when segmented.Recognize rhyming words.Identify the number of syllables or segments within a word.Identify the word created by blending spoken phonemes.

Foundational Literacy StandardsAnchor Phonics and Word Recognition (PWR): Demonstrate ability to decode isolated wordsand within text.StandardsAAD.FL.PWR.1Read common high-frequency words by sight, includingenvironmental text and personally significant words such as familymember names.AAD.FL.PWR.2Distinguish between similarly spelled words by identifying theletter(s) that are different.AAD.FL.PWR.3Decode regularly spelled one-syllable words including long and shortvowel sounds.AAD.FL.PWR.4Decode words that include prefixes and/or common Latin suffixes.AAD.FL.PWR.5Decode multisyllabic regularly spelled words.AAD.FL.PWR.6Use context cues, syllabication patterns and morphology to decodewords within text.Anchor Word Composition (WC): Application of phonics and word analysis to the encoding .WC.8Write a string of letters for each word being communicated.Write some common and frequently used words (am, and, like, the,student’s name).Spell untaught words phonetically using phonemic awareness andspelling conventions.Spell one-syllable words with common vowel spelling patternsincluding, VC, CVC, CVCe, common vowel teams, and final-y.Consult a dictionary or other reference material to determinecorrect spelling of a word.Us convention spelling for one-syllable words including complexconsonant blends, less common long vowel teams, r-controlledvowels, contractions, plurals, and possessives.Use conventional spelling for two- and three-syllable wordscontaining combined syllable types, compounds, and commonprefixes and/or suffixes.Spell multi-syllabic words correctly using spelling patterns andconsulting references as needed.Anchor Fluency (F): Read with sufficient accuracy and fluency to comprehend text.Page 4

Foundational Literacy StandardsStandardsAAD.FL.F.1AAD.FL.F.2Demonstrate the meaning of pictures or picture symbols.Demonstrate the meaning of common high frequency andenvironmental text.AAD.FL.F.3Read a rebus (some less common/decodable words are replacedwith a picture or symbol) with purpose and understanding.AAD.FL.F.4Use context cues to confirm or self-correct word recognition andunderstandingAAD.FL.F.5Read text with accuracy and at an appropriate rate given repeatedreading of the same passage.AAD.FL.F.6Read text with purpose and understanding given repeated readingof the same passage.AAD.FL.F.7Use text features (chart, picture, caption) to confirm understanding.AAD.FL.F.8Independently self-correct word recognition and understanding.Anchor Sentence Composition (SC): Demonstrate conventions of standard English whencommunicating both when speaking (orally, with low tech communication system, or speechgenerating device) and in 12Page 5Produce a simple declarative sentence in speech and in writing.Use frequently occurring pronouns when speaking.Use regular plural nouns when speaking.Capitalize the beginning of a sentence and use ending punctuationin writing.Capitalize names of people, months of the year, and days of theweek in writing.Produce and expand a simple declarative, exclamatory, andinterrogative sentence.Use articles, frequent conjunctions, and possessive and personalpronouns in speech and in writing.Use single and plural nouns with correct verbs in basic spoken andwritten sentences.Write a simple sentence to a topic or prompt.Capitalize holidays and geographic names.Use adjectives and adverbs correctly when speaking or writing.Use past tense of verbs including frequently used irregular verbswhen speaking or writing.

Foundational Literacy SC.20AAD.FL.SC.21AAD.FL.SC.22Form and use frequently occurring irregular plural nouns whenspeaking or writing.Write two or more sentences about a single topic.Write a cohesive paragraph including main idea and details.Form and use comparative and superlative adjectives and adverbscorrectly when speaking and writing.Produce simple, compound, and complex sentences when speakingand writing.Form and use multiple verb tenses including past and progressivewhen speaking or writing.Use commas in addresses, dates, and in a series.Capitalize appropriate words in titles.Write two or more cohesive paragraphs on a topic.Use quotation marks in dialogue.Anchor Vocabulary Acquisition (VA): Determine or clarify the meaning of an unknown wordor multiple meaning word using context cues and/or reference L.VA.8AAD.FL.VA.9AAD.FL.VA.10AAD.FL.VA.11Page 6Make a real life connection between a word and its use, location inthe environment, picture symbol, demonstration, or similar meaningword.Sort common objects into categories by form, function, or feature.Sort words into categories by concept.Define and use the two or more meanings of a multi-meaning word(bat flying animal or sports equipment).Use reference material (glossary, dictionary, etc.) to determine andclarify the meaning of an unknown words. 910.RWL.a1,1112.RWL.a1Use sentence level context to determine the meaning of anunknown word.Use a root word to determine the possible meaning of an unknownword.Use context to determine the possible meaning of an unknownword. 910.RWL.b1, 1112.RWL.b1Use suffix and/or prefix to determine the meaning of unknownword.Use newly acquired vocabulary word correctly when speaking.910.RWL.b2, 1112.RWL.b2Interpret figurative language including metaphors and similes.

Foundational Literacy StandardsAAD.FL.VA.12AAD.FL.VA.13AAD.FL.VA.14Page 7Use reference materials to identify a synonym, antonym and/or partof speech for an unknown word. 910.RWL.a2, 910.RWL.a3,910.RWL.a4, 1112.RWL.a2, 1112.RWL.a3, 1112.RWL.a4Use newly acquired vocabulary correctly within writing. 910.RWL.b2,1112.RWL.b2Use similes, metaphors, or analogies within writing. 1112.RWL.b3

resume, making a request, and/or a letter. AAD ELA2.L.CSE.5 Speak or write sentences related to an informative topic researched or experienced. AAD ELA2.L.CSE.6 Speak or write sentences related to a narrative, opinion, or original story. AAD ELA2.L.CSE.7 Use capi