CCR Adult Education Content Standards Level 5 Adult Secondary Education

214 Pages·2014·3.19 MB·English

by  Barber, Dianne Bodiford

North
 Carolina
 Community
 College
 System

 College
 and
 Career
 Readiness

Adult
 Secondary
 Education

Content
 Standards

Level
 5,
 Grade
 Levels
 9.0
 –
 12.9

Prepared
 by:

Dianne
 B.
 Barber
 &
 Steven
 J.
 Schmidt

Adult
 Basic
 Skills
 Professional
 Development

Appalachian
 State
 University

Boone,
 NC

Prepared
 for:

North
 Carolina
 Community
 College
 System

Department
 of
 College
 and
 Career
 Readiness

September
 2014

Introduction

This
 notebook
 contains
 standards
 to
 help
 instructors
 understand
 what
 adult
 secondary
 students
 should

know
 and
 be
 able
 to
 do
 in
 the
 four
 content
 areas
 of
 language
 arts,
 math,
 science,
 and
 social
 studies.

Adult
 secondary
 students
 function
 in
 grade
 level
 equivalents
 9.0
 to
 12.9
 and
 study
 in
 adult
 high
 school

diploma
 and
 high
 school
 equivalency
 programs.

 These
 standards
 should
 guide
 programs
 as
 they
 create

and
 align
 their
 curricula.

Language
 Arts
 and
 Math
 Standards

The
 language
 arts
 and
 math
 standards
 come
 from
 the
 College
 and
 Career
 Readiness
 Standards
 for
 Adult

Education
 (CCR)
 which
 were
 released
 by
 The
 Office
 of
 Career,
 Technical,
 and
 Adult
 Education
 (OCTAE)
 in

April
 2013.

 The
 CCR
 Standards
 were
 distilled
 from
 the
 Common
 Core
 State
 Standards
 and
 reflect
 the

essential
 skills
 and
 knowledge
 that
 adult
 students
 should
 have
 to
 be
 prepared
 for
 postsecondary

education
 and
 training,
 work,
 and
 citizenship.

 The
 CCR
 standards
 recognize
 that
 adult
 learners
 need
 a

manageable
 set
 of
 standards
 since
 adult
 learners
 usually
 attend
 class
 less
 than
 100
 hours
 over
 the

course
 of
 a
 program
 year,
 have
 some
 prior
 schooling,
 and
 benefit
 from
 previous
 life
 experiences.

Language
 arts
 encompass
 standards
 from
 speaking
 and
 listening,
 reading,
 writing,
 and
 language.

Students
 are
 expected
 to
 read
 increasingly
 complex
 texts
 and
 gain
 the
 ability
 to
 evaluate
 arguments

while
 understanding
 challenging
 works.

 Writing
 standards
 guide
 students
 as
 they
 learn
 to
 create

arguments
 and
 write
 informative,
 explanatory,
 and
 narrative
 texts.

 Language
 standards
 provide
 rules

for
 written
 and
 spoken
 English
 as
 well
 as
 for
 acquiring
 new
 vocabulary.

The
 language
 arts
 and
 math
 standards
 have
 both
 been
 divided
 into
 four
 parts
 based
 on
 the
 North

Carolina
 Community
 College
 System
 Career
 and
 College
 Readiness
 Adult
 Secondary
 Education
 Credential

courses
 facilitated
 by
 Adult
 Basic
 Skills
 Professional
 Development
 at
 Appalachian
 State
 University.

 These

divisions
 are
 as
 follows,
 and
 each
 course
 covers
 these
 topics:

Language
 Arts

ASE
 LA
 1-­‐Production
 and
 Distribution
 of
 Writing:
 How
 to
 write
 informative
 and
 narrative
 texts

ASE
 LA
 2-­‐Using
 Research
 in
 Writing
 Endeavors:
 How
 to
 conduct
 research,
 evaluate
 sources
 and

create
 argument
 based
 writing

ASE
 LA
 3-­‐Understanding
 and
 Analyzing
 Literature:
 How
 to
 analyze
 and
 understand
 literature

including
 poetry
 and
 prose

ASE
 LA
 4-­‐Understanding
 and
 Analyzing
 Informational
 Texts:
 How
 to
 analyze
 and
 understand

informative
 texts

Math

ASE
 MA
 1-­‐Algebraic
 Concepts
 and
 Expressions:
 How
 to
 understand
 and
 solve
 radical
 expressions

along
 with
 performing
 operations
 on
 polynomial
 and
 rational
 expressions

ASE
 MA
 2-­‐Algebraic
 Equations
 and
 Inequalities:
 How
 to
 create,
 represent,
 explain,
 and
 solve

algebraic
 equations
 and
 inequalities

ASE
 MA
 3-­‐Algebraic
 Functions
 and
 Models:
 How
 to
 interpret
 and
 evaluate
 functions
 and
 model

mathematical
 expressions
 in
 various
 forms

ASE
 MA
 4-­‐Geometry,
 Probability,
 and
 Statistics:
 How
 to
 interpret
 and
 solve
 problems
 in

geometry,
 probability,
 and
 statistics
Science
 and
 Social
 Studies
 Standards

As
 the
 College
 and
 Career
 Readiness
 Standards
 for
 Adult
 Education
 only
 cover
 math
 and
 language
 arts,

the
 science
 and
 social
 studies
 standards
 are
 based
 on
 the
 North
 Carolina
 Essential
 Standards
 and
 the

Next
 Generation
 Science
 Standards.

 The
 Essential
 Standards
 guide
 secondary
 instruction
 for
 North

Carolina
 high
 school
 students
 and
 were
 developed
 by
 the
 North
 Carolina
 Department
 of
 Public

Instruction.

 These
 Essential
 Standards
 were
 adopted
 to
 ensure
 the
 most
 rigorous
 and
 relevant

standards
 to
 guide
 instruction
 for
 21st
 Century
 students.

 The
 Next
 Generation
 Science
 Standards
 were

developed
 by
 teams
 of
 writers
 from
 26
 states.

 The
 standards
 include
 the
 core
 ideas
 science
 students

should
 know,
 the
 practices
 scientists
 engage
 in
 as
 they
 work,
 and
 the
 crosscutting
 concepts
 that
 link
 the

different
 domains
 of
 science.

The
 science
 and
 social
 studies
 standards
 have
 both
 been
 divided
 into
 four
 parts
 based
 on
 the
 North

Carolina
 Community
 College
 System
 Career
 and
 College
 Readiness
 Adult
 Secondary
 Education
 Credential

courses
 facilitated
 by
 Adult
 Basic
 Skills
 Professional
 Development
 at
 Appalachian
 State
 University.

 These

divisions
 are
 as
 follows:

Science

ASE
 SC
 1-­‐Living
 Organisms
 and
 Ecosystems:
 How
 to
 understand
 various
 life
 forms
 as
 they

interact
 with
 each
 other
 across
 the
 Earth

ASE
 SC
 2-­‐Genetics,
 Molecular
 Biology,
 and
 Evolution:
 How
 genetic
 material
 and
 molecules

function
 on
 Earth

ASE
 SC
 3-­‐Physical
 Science:
 How
 to
 conduct
 scientific
 inquiry
 while
 understanding
 the
 physical

principles
 and
 chemistry
 of
 the
 natural
 world

ASE
 SC
 4-­‐Environmental,
 Earth
 and
 Space
 Science:
 How
 the
 atmosphere,
 hydrosphere,
 oceans,

and
 biosphere
 work
 together
 on
 Earth
 and
 other
 planets

Social
 Studies

ASE
 SS
 1-­‐US
 History
 (Colonial
 Period
 to
 1877):
 How
 to
 understand,
 see
 the
 relevance
 of,
 and

think
 about
 the
 major
 events
 in
 United
 States
 history
 from
 early
 exploration
 through

Reconstruction

ASE
 SS
 2-­‐Modern
 US
 History
 (1877
 to
 the
 Present):
 How
 to
 understand,
 see
 the
 relevance
 of,

and
 think
 about
 the
 major
 events
 in
 United
 States
 history
 from
 Reconstruction

through
 recent
 events

ASE
 SS
 3-­‐Civics
 and
 Economics:
 How
 to
 understand
 and
 apply
 fundamental
 concepts
 in
 civics
 and

economics
 including
 personal
 finance
 applications

ASE
 SS
 4-­‐World
 History:
 How
 to
 understand,
 see
 the
 relevance
 of,
 and
 think
 about
 the
 major

events
 in
 world
 history
 from
 the
 mid-­‐1500s
 through
 recent
 events

All
 areas
 of
 the
 Adult
 Secondary
 Education
 Standards
 have
 checklists
 that
 both
 instructors
 and
 students

can
 use
 to
 track
 their
 progress
 of
 standard
 mastery.

 These
 checklists
 appear
 at
 the
 end
 of
 each
 of
 the

four
 major
 sections.
North
 Carolina
 Community
 College
 System

 College
 and
 Career
 Readiness

Adult
 Secondary
 Education
 Content
 Standards

Level
 5,
 Grade
 Levels
 9.0
 –
 12.9

Language
 Arts

Speaking
 and
 Listening

 -­‐
 1.3

ASE
 LA
 1:
 Production
 and
 Distribution
 of
 Writing

 Standards
 –
 1.5

  Instructor
 Checklist
 –
 1.23

  Student
 Checklist
 –
 1.30

ASE
 LA
 2:
 Using
 Research
 in
 Writing
 Endeavors

 Standards
 –
 1.9

  Instructor
 Checklist
 –
 1.26

  Student
 Checklist
 –
 1.33

ASE
 LA
 3:
 Understanding
 and
 Analyzing
 Literature

 Standards
 –
 1.11

  Instructor
 Checklist
 –
 1.27

  Student
 Checklist
 –
 1.34

ASE
 LA
 4:
 Understanding
 and
 Analyzing
 Informational
 Text

Standards
 –
 1.15

  Instructor
 Checklist
 –
 1.28

  Student
 Checklist
 –
 1.35

Updated:
 September
 2014

  Language
 Arts-­‐1.1
Updated:
 September
 2014

  Language
 Arts-­‐1.2
Adult
 Secondary
 Education
 Speaking
 and
 Listening
 Standards

Including,
 but
 not
 limited
 to,
 skills
 necessary
 for
 formal
 presentations,
 the
 Speaking
 and
 Listening
 Standards

require
 students
 to
 develop
 a
 range
 of
 broadly
 useful
 oral
 communication
 and
 interpersonal
 skills.
 The

standards
 ask
 students
 to
 learn
 to
 work
 together,
 express
 and
 listen
 carefully
 to
 ideas,
 integrate
 information

from
 oral,
 visual,
 quantitative,
 and
 media
 sources,
 evaluate
 what
 they
 hear,
 use
 media
 and
 visual
 displays

strategically
 to
 help
 achieve
 communicative
 purposes,
 and
 adapt
 speech
 to
 context
 and
 task.
 These
 standards

should
 be
 integrated
 though
 out
 Language
 Arts
 instruction.

CCR
 Anchor
 1:
 Prepare
 for
 and
 participate
 effectively
 in
 a
 range
 of
 conversations
 and
 collaborations
 with

diverse
 partners,
 building
 on
 others’
 ideas
 and
 expressing
 their
 own
 clearly
 and
 persuasively.

Initiate
 and
 participate
 effectively
 in
 a
 range
 of
 collaborative
 discussions
 (one-­‐on-­‐one,
 in
 groups,
 and
 teacher-­‐
led)
 with
 diverse
 partners,
 building
 on
 others’
 ideas
 and
 expressing
 their
 own
 clearly
 and
 persuasively.

a. Come
 to
 discussions
 prepared,
 having
 read
 and
 researched
 material
 under
 study;
 explicitly
 draw
 on

that
 preparation
 by
 referring
 to
 evidence
 from
 texts
 and
 other
 research
 on
 the
 topic
 or
 issue
 to

stimulate
 a
 thoughtful,
 well-­‐reasoned
 exchange
 of
 ideas.

b. Work
 with
 peers
 to
 set
 rules
 for
 collegial
 discussions
 and
 decision-­‐making
 (e.g.,
 informal
 consensus,

taking
 votes
 on
 key
 issues,
 presentation
 of
 alternate
 views),
 clear
 goals
 and
 deadlines,
 and
 individual

roles
 as
 needed.

c. Propel
 conversations
 by
 posing
 and
 responding
 to
 questions
 that
 relate
 the
 current
 discussion
 to

broader
 themes
 or
 larger
 ideas;
 actively
 incorporate
 others
 into
 the
 discussion;
 and
 clarify,
 verify,
 or

challenge
 ideas
 and
 conclusions.

d. Respond
 thoughtfully
 to
 diverse
 perspectives,
 summarize
 points
 of
 agreement
 and
 disagreement,

and,
 when
 warranted,
 qualify
 or
 justify
 their
 own
 views
 and
 understanding
 and
 make
 new

connections
 in
 light
 of
 the
 evidence
 and
 reasoning
 presented.
 (SL.9-­‐10.1)

CCR
 Anchor
 2:
 Integrate
 and
 evaluate
 information
 presented
 in
 diverse
 media
 and
 formats,
 including

visually,
 quantitatively,
 and
 orally.

Integrate
 multiple
 sources
 of
 information
 presented
 in
 diverse
 formats
 and
 media
 (e.g.,
 visually,

quantitatively,
 orally)
 in
 order
 to
 make
 informed
 decisions
 and
 solve
 problems,
 evaluating
 the
 credibility
 and

accuracy
 of
 each
 source
 and
 noting
 any
 discrepancies
 among
 the
 data.
 (SL.11-­‐12.2)

CCR
 Anchor
 3:
 Evaluate
 a
 speaker’s
 point
 of
 view,
 reasoning,
 and
 use
 of
 evidence
 and
 rhetoric.

Evaluate
 a
 speaker’s
 point
 of
 view,
 reasoning,
 and
 use
 of
 evidence
 and
 rhetoric,
 assessing
 the
 stance,

premises,
 links
 among
 ideas,
 word
 choice,
 points
 of
 emphasis,
 and
 tone
 used.
 (SL.11-­‐12.3)

CCR
 Anchor
 4:
 Present
 information,
 findings,
 and
 supporting
 evidence
 such
 that
 listeners
 can
 follow
 the
 line

of
 reasoning
 and
 the
 organization,
 development,
 and
 style
 are
 appropriate
 to
 task,
 purpose,
 and
 audience.

Present
 information,
 findings,
 and
 supporting
 evidence
 clearly,
 concisely,
 and
 logically
 such
 that
 listeners
 can

follow
 the
 line
 of
 reasoning
 and
 the
 organization,
 development,
 substance,
 and
 style
 are
 appropriate
 to

purpose,
 audience,
 and
 task.
 (SL.9-­‐10.4)

CCR
 Anchor
 5:
 Make
 strategic
 use
 of
 digital
 media
 and
 visual
 displays
 of
 data
 to
 express
 information
 and

enhance
 understanding
 of
 presentations.

Make
 strategic
 use
 of
 digital
 media
 (e.g.,
 textual,
 graphical,
 audio,
 visual,
 and
 interactive
 elements)
 in

presentations
 to
 enhance
 understanding
 of
 findings,
 reasoning,
 and
 evidence
 and
 to
 add
 interest.
 (SL.11-­‐12.5)

CCR
 Anchor
 6:
 Adapt
 speech
 to
 a
 variety
 of
 contexts
 and
 communicative
 tasks,
 demonstrating
 command
 of

formal
 English
 when
 indicated
 or
 appropriate.

Adapt
 speech
 to
 a
 variety
 of
 contexts
 and
 tasks,
 demonstrating
 a
 command
 of
 formal
 English
 when
 indicated

or
 appropriate.
 (SL.11-­‐12.6)

Updated:
 September
 2014

  Language
 Arts-­‐1.3
Updated:
 September
 2014

  Language
 Arts-­‐1.4
ASE
 LA
 1:
 Production
 and
 Distribution
 of
 Writing

LA.1.1:
 Write
 informative/explanatory
 texts
 to
 examine
 and
 convey
 complex
 ideas
 and
 information
 clearly
 and
 accurately
 through

the
 effective
 selection,
 organization,
 and
 analysis
 of
 content.
 CCR
 Anchor
 2

What
 Learner
 Should
 Know,
 Understand,

Objectives
  Teaching
 Notes
 and
 Examples

and
 Be
 Able
 to
 Do

Write
 informative/explanatory
 texts
 to
  Students
 are
 expected
 to
 write
  Writing
 Expository
 (Informative)
 Texts

examine
 and
 convey
 complex
 ideas,
  informative
 texts
 that
 examine
 and
  https://owl.english.purdue.edu/owl/resou
concepts,
 and
 information
 clearly
 and
  communicate
 complex
 ideas,
 concepts,
 or
  rce/685/02/

accurately
 through
 the
 effective
 selection,
  information
 clearly
 and
 accurately.
 They

organization,
 and
 analysis
 of
 content.

  should
 effectively
 select,
 organize,
 and

Examples
 of
 Informative/Explanatory

a. Introduce
 a
 topic;
 organize
 complex
  analyze
 their
 content.

  Essay

ideas,
 concepts,
 and
 information
 to
  Selecting
 includes:

http://achievethecore.org/page/504/com
make
 important
 connections
 and
  • Using
 relevant
 and
 sufficient
 facts,
  mon-­‐core-­‐informative-­‐explanatory-­‐writing

distinctions;
 include
 formatting
 (e.g.,
  definitions,
 details,
 and
 quotes

See
 the
 grade
 9-­‐10
 example
 Gains
 of
 the

headings),
 graphics
 (e.g.,
 figures,

• Using
 sources
 that
 are
 appropriate
 to
  Great
 Depression
 that
 shows
 examples
 of

tables),
 and
 multimedia
 when
 useful
 to

task,
 audience,
 and
 purpose
  each
 objective

aiding
 comprehension.

• Choosing
 precise
 words
 and
 domain-­‐

b. Develop
 the
 topic
 with
 well-­‐chosen,

specific
 vocabulary
  Expository
 Essay

relevant,
 and
 sufficient
 facts,
 extended

definitions,
 concrete
 details,
  Organizing
 includes:

  https://www.youtube.com/watch?v=i_tZL
quotations,
 or
 other
 information
 and
  • Introducing
 a
 topic
  tmwesU

examples
 appropriate
 to
 the
 audience’s
  • Arranging
 ideas,
 concepts,
 and

knowledge
 of
 the
 topic.
  information
 to
 show
 interrelationships
  Note:
 To
 be
 college-­‐
 and
 career-­‐ready

c. Use
 appropriate
 and
 varied
 transitions
  • Formatting
 effectively
  writers,
 students
 must
 take
 task,
 purpose,

to
 link
 the
 major
 sections
 of
 the
 text,
  and
 audience
 into
 careful
 consideration,

• Developing
 a
 topic

create
 cohesion,
 and
 clarify
 the
  choosing
 words,
 information,
 structures,

relationships
 among
 complex
 ideas
 and
  • Organizing
 graphics

  and
 formats
 deliberately.
 These
 skills
 work

concepts.
  • Providing
 multimedia
 when
 useful
  in
 tandem
 with
 reading
 expectations-­‐-­‐as

d. Use
 precise
 language
 and
 domain-­‐ • Using
 transitions
 to
 link
 together
 the
  expressed
 in
 the
 reading
 standards
 for

specific
 vocabulary
 to
 manage
 the
  major
 sections
 of
 the
 text
  informational
 texts-­‐-­‐so
 that
 students
 are

complexity
 of
 the
 topic.
  • Writing
 a
 concluding
 statement
 that
  examining
 authors’
 craft
 and
 style
 and

applying
 what
 they
 have
 observed
 to
 their

e. Establish
 and
 maintain
 a
 formal
 style
  supports
 the
 information
 presented

own
 writing.
 In
 the
 ninth
 grade
 as
 students

and
 objective
 tone
 while
 attending
 to
  • Choosing
 a
 formal
 style
 and
 objective

explore
 writing
 informational
 text
 they

the
 norms
 and
 conventions
 of
 the
  tone

need
 to
 learn
 how
 to
 make
 deliberate

discipline
 in
 which
 they
 are
 writing.

Analyzing
 includes:
  choices
 as
 writers.
 They
 need
 to

f. Provide
 a
 concluding
 statement
 or

• Deciding
 what
 organization
 is
 most
  understand
 that
 establishing
 task,

section
 that
 follows
 from
 and
 supports

effective
 for
 purpose,
 audience,
 and
  audience,
 and
 purpose
 prior
 to
 writing
 will

the
 information
 or
 explanation

task
  then
 influence
 their
 word
 choice,
 the

presented
 (e.g.,
 articulating

• Determining
 how
 many
 facts,
  supporting
 details
 they
 choose,
 the
 tone

implications
 or
 the
 significance
 of
 the

definitions,
 details,
 quotations
 and
  they
 use,
 and
 the
 organizational
 features

topic).

other
 information
 are
 needed
  they
 will
 need
 to
 effectively
 communicate.

Ninth
 graders
 should
 learn
 how
 to

organize
 their
 writing.
 Often
 students
 do

not
 see
 the
 correlation
 between

developing
 a
 topic
 and
 organizing
 a
 paper.

As
 students
 become
 more
 skilled
 with

writing
 informational
 texts,
 they
 should

pay
 more
 attention
 to
 the
 words
 they
 use

to
 communicate
 ideas.
 They
 should

develop
 a
 strong
 formal
 style
 appropriate

for
 their
 task.
 They
 should
 be
 able
 to

maintain
 a
 tone
 that
 is
 free
 of
 bias.
 They

should
 learn
 how
 to
 integrate
 multimedia

when
 appropriate
 and
 effective.

Updated:
 September
 2014

  Language
 Arts-­‐1.5
LA.1.2:
 Write
 narratives
 to
 develop
 real
 or
 imagined
 experiences
 or
 events
 using
 effective
 technique,
 well-­‐chosen
 details,
 and
 well-­‐
structured
 event
 sequences.
 CCR
 Anchor
 3

What
 Learner
 Should
 Know,
 Understand,

Objectives
  Teaching
 Notes
 and
 Examples

and
 Be
 Able
 to
 Do

Write
 narratives
 to
 develop
 real
 or
  Students
 are
 expected
 to
 write
 narratives
  Narrative
 Essays

imagined
 experiences
 or
 events
 using
  –
 conveying
 an
 experience
 that
 is
 real
 or
  https://owl.english.purdue.edu/owl/resou
effective
 technique,
 well-­‐chosen
 details,
  imagined
 –
 and
 using
 time
 as
 its
 deep
  rce/685/04/

and
 well-­‐structured
 event
 sequences.

  structure.
 The
 writing
 should
 have
 form
 or

a. Engage
 and
 orient
 the
 reader
 by
 setting
  structure
 based
 on
 a
 progression
 of
 events

Narrative
 Essay
 Example

out
 a
 problem,
 situation,
 or
  that
 build
 upon
 each
 other.
 As
 with
 all

http://achievethecore.org/page/505/com
observation,
 establishing
 one
 or
  good
 writing,
 students
 should
 select

multiple
 point(s)
 of
 view,
 and
  effective
 details
 using
 precise
 language.
  mon-­‐core-­‐narrative-­‐writing-­‐list-­‐pg

introducing
 a
 narrator
 and/or
  They
 should
 establish
 point
 of
 view(s),
  Scroll
 down
 to
 find
 “The
 Day
 the
 Tractor

characters;
 create
 a
 smooth
  introduce
 a
 narrator,
 provide
 characters,
  Came”
 example

progression
 of
 experiences
 or
 events.

  and
 present
 a
 situation.
 Students
 should

be
 aware
 of
 and
 apply
 narrative

b. Use
 narrative
 techniques,
 such
 as
  Narrative
 Writing

techniques
 including
 dialogue,
 description,

dialogue,
 pacing,
 description,
  https://www.youtube.com/watch?v=DTft-­‐
and
 plot
 in
 order
 to
 develop
 experiences,

reflection,
 and
 multiple
 plot
 lines,
 to
  l5LTG4

events,
 and/or
 characters
 choosing
 words

develop
 experiences,
 events,
 and/or

that
 create
 vivid
 pictures.
 Students
 should

characters.

provide
 a
 conclusion
 to
 the
 events
 they
 set

c. Use
 a
 variety
 of
 techniques
 to
 sequence

out
 at
 the
 beginning
 of
 their
 narrative.

events
 so
 that
 they
 build
 on
 one

another
 to
 create
 a
 coherent
 whole.

d. Use
 precise
 words
 and
 phrases,
 telling

details,
 and
 sensory
 language
 to
 convey

vivid
 picture
 of
 the
 experiences,
 events,

setting,
 and/or
 characters.

e. Provide
 a
 conclusion
 that
 follows
 from

and
 reflects
 on
 what
 is
 experienced,

observed,
 or
 resolved
 over
 the
 course

of
 the
 narrative.

LA.1.3:
 Produce
 clear
 and
 coherent
 writing
 in
 which
 the
 development,
 organization,
 and
 style
 are
 appropriate
 to
 task,
 purpose,
 and

audience.
 CCR
 Anchor
 4

What
 Learner
 Should
 Know,
 Understand,

Objectives
  Teaching
 Notes
 and
 Examples

and
 Be
 Able
 to
 Do

Produce
 clear
 and
 coherent
 writing
 in
  Students
 are
 expected
 to
 produce
 writing
  Analyzing
 a
 Writing
 Prompt
 to
 Determine

which
 the
 development,
 organization,
 and
  that
 is
 clear
 and
 understandable
 to
 the
  Task,
 Audience,
 and
 Purpose

style
 are
 appropriate
 to
 task,
 purpose,
 and
  reader.
 Task
 (type
 of
 writing
 assignment),
  https://learnzillion.com/lessons/2244-­‐
audience.
  audience
 (the
 intended
 reader),
 and
  analyze-­‐a-­‐writing-­‐prompt-­‐to-­‐determine-­‐

  purpose
 (the
 writer’s
 designated
 reason
  the-­‐task-­‐purpose-­‐and-­‐audience

for
 writing)
 should
 be
 reflected
 in
 the

student’s
 style,
 organization,
 and

development
 of
 a
 topic.

Updated:
 September
 2014

  Language
 Arts-­‐1.6