Grade Nine & Ten English Language Arts Standards

Reading

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accordingly.

1.0 Word analysis, Fluency, and Systematic Vocabulary Development

Vocabulary and Concept Development

1.1 Identify and use the literal and figurative meanings of words and understand word derivations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students use a braille or large print dictionary, Franklin Dictionary, or on-line dictionary to define unfamiliar words for their meaning. (Academic/Compensatory)
Students will understand the derivation of commonly used words and phrases from other languages in social settings, (e.g. Que sera sera, carpe diem, RSVP). (Social)
Have students explain or define commonly used idioms in social situations, (e.g. break a leg, it's raining cats and dogs, xxx) (Social/R&L)

1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students define and describe words that denote feelings of happiness, sadness, anger, pain, (e.g. words that denote pain: anguish, retching, soreness) (Social)
Have students understand and explain the meaning of connotation. Have student generate words that provide a similar idea or meaning. (e.g. synonyms and antonyms) (Compensatory/Social)

1.3 Identify Greek, Roman, and Norse mythology and the use the knowledge to understand the origin and meaning of new words.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Introduce students to Greek, Roman, and Norse myths by reading these stories to students. Point out words from these stories that are used in everyday situations. (Compensatory/Social)

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade- level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections inRecommended Literature, Grades Nine Through Twelve (California Department of Education, 1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classics and contemporary literature, magazines, newspapers, and online information. In grade nine and ten, students make substantial progress toward this goal.

The grade-level-appropriate materialsmustbe made available in Braille to Braille readers in a timely manner.

Structural Features of Informational Materials

2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

Braille Standard

Using tactile graphics and transcriber’s notes,analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the feature to achieve their purpose.

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information.

Identify the location of desired information within a popular media source (FPI 12.1)
Use printed material to obtain information on desired item (FPI 12.2)
Use computer search engine to locate desired information (FPI 12.3)

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

Choose preferred activities using public documents (FPI 13.1)

Standard 24 - Apply appropriate interviewing techniques

Identify and relate work experiences/skills relevant to job (FPI 24.4)
Ask relevant questions during interview (FPI 24.5)

CSB Activities

Have students read/perform or verbally follow tasks listed on a written work charts. (Vocational/Compensatory)
Have students read/select activity from a written list of activities. (Compensatory/Social)
Have students read/answer questions about application forms. (Compensatory/Vocational)
Read/answer questions about registration forms (e.g. state ID, registration for rehabilitation services) (Compensatory/Vocational/Social)
Have students demonstrate their understanding of work related vocabulary for specific job tasks. (Compensatory/Vocational)
Have students read employment/job related signs (e.g. danger, entrance, exit) (Vocational/Social)
Have students read/listen to the newspaper want-ads for jobs. (Compensatory/Vocational)
Have students read/listen to the newspaper and answer questions about current events. (Compensatory/Social)
Have students use the Internet to find directions to a worksite or shopping destination. (Technology/Vocational/DLS)
Have students use the computer to learn about potential job using CareerConnect. (Technology/Vocational)
Using the computer, have students complete a variety of applications requiring personal information/compensation forms. (Technology/Vocational)
Using the computer, have students complete a resume or personal data sheet. (Technology/Vocational)
Have students become familiar with the format of worksheets, phonebooks, and address books (online yellow pages). (Technology/DLS)
Have students learn how to read schedules for BART, buses, and local transportation (online public transportation schedules). (O&M/DLS)
Students will be able to interpret IEP/ITP forms. (Compensatory/Vocational)

2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information.

Hdentify the location of desired information within a popular media source (FPI 12.1)
Use printed material to obtain information on desired item (FPI 12.2)
Use computer search engine to locate desired information (FPI 12.3)

CSB Activities

Have students explore a job using references in print, braille, and online. Explain and define the purpose of a bibliography. (Compensatory/Technology)
Have students demonstrate an understanding of/use information presented in a dictionary/sign dictionary to help in the development of a report and a reference list. (Compensatory)
Use an encyclopedia to locate reference materials for a specific report. (Compensatory)
Use other library reference materials/ online materials to assist in developing a reference list for jobs or other activities. (Compensatory/Technology)
Provide opportunities for students to research a variety of jobs via the Internet. (Vocational/Technology)
Have students develop a resource list of agencies and resources to assist persons with visual impairments to locate and find jobs.
Learn how to prepare a bibliography using a standard format such as MLA or APA format. (Academic)
Have students develop a resource file of agencies, equipment, training options to support finding and keeping a job, living options, or recreational opportunities. (Vocational/DLS/R&L)

Comprehension and Grade-Level-Appropriate Text

2.3 Generate relevant questions about readings on issues that can be researched.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 10 - Ask and Answer questions about essential elements of a text.

Answer “Wh” questions about materials read. (FPI 10.4)

Standard 22 - Ask questions for clarification and understanding

Ask “Wh” questions for clarification using gestures, actions, voice output device, or vocalizations (FPI 22.3)

CSB Activities

Have students research a topic of interest and have them demonstrate understanding by generating questions and information from an encyclopedia or on-line encyclopedia. (Academic/Technology)
Have students research a topic of choice by generating questions and information by completing an on-line search using the Internet. (Academic/Technology)
Have students research a topic of interest by generating questions and information from books, magazines, and periodicals found in a library. (Academic)
Have students research a specific job by generating questions and information from on-line searches, library searches, books, and pamphlets. (Vocational/Technology)
Be able to read a document and generate discussion questions. (Academic/Compensatory)
Have students take notes on a series of informational articles. (Academic)
Be able to summarize discussions in an appropriate medium. (Academic/Compensatory)
Identify topic sentence, main idea, opinion and conclusion. (Academic)
Student should be able to identify his/her own opinions and be open to other students’ opinions as well. (Compensatory/Social)

2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase sources and related topics to demonstrate comprehension.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

As a class group read/listen to stories/novels written by the same author. Have students verbally compare and contrast the stories and issues detected from the stories. (Compensatory)
Have students write/dictate a short paragraph about the issues faced by the characters in the stories. (Compensatory/Social)
Discuss the author's style with the students. Elicit what the students liked and disliked about the author's writing. (Compensatory)
Identify setting, plot, characters, author’s tone, writing style, themes, sequencing, speaker, bias, fiction vs. nonfiction, expository vs. narrative texts. (Academic)

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students demonstrate their understanding that job choices depend on aptitudes/interests by asking each student to verbally report on a job of interest. (Compensatory/Vocational)
Have students complete a job interest inventory and determine personal job interests/aptitudes. (Compensatory/Vocational)
Identify/visit job sites appropriate to students' interests/aptitudes. (Vocational/O&M)
Have students research their job of choice using on-line searches or library references (encyclopedias, books, and magazines). (Vocational/Technology)
Have students develop questions for a job shadow interview based on their research. (Vocational/Social)
Students will extend their understanding of a subject based on research, discussion, and questioning. (Academic)
Students understand how to use different mediums as a means for research (e.g. internet, books, articles, journals, or human resources. (Academic)
Students demonstrate turn taking, listening skills, appropriate questioning technique, proper etiquette, posture and body language, and public speaking skills. (Compensatory/Social)

2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web site on the Internet).

Braille Standard

Same as state content standard as written above.

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information.

Identify the location of desired information within a popular media source (FPI 12.1)
Use printed material to obtain information on desired item (FPI 12.2)
Use computer search engine to locate desired information (12.3)

Standard 16 - Demonstrate basic keyboarding skills and basic computer terminology.

Indicate awareness of computer (FPI 16.1)
Use an input device for cause and effect (FPI 16.2)
Make choices using single/multiple input device(s) (FPI 16.3)
Utilize keyboard/device to access software (FPI 16.4)
Utilize keyboards/device for writing functions (FPI 16.5)

CSB Activities

In the classroom/technology lab students show interest in computers and their use. (Technology/Compensatory)
In classroom math lessons or on community experiences students use talking calculators to assist with mathematical calculations including the use of money. (Technology/Compensatory)
Students demonstrate familiarity with various keyboards and their use. (Technology/Compensatory)
Students learn to identify which types of technology work best for them for writing, calculating, or listening to books or music. (Compensatory/Technology)
Students can demonstrate how to turn a computer on/off. (Technology)
Students can access and use screen reading or large print software with assistance or independently. (Technology/VE)
Students can access the Internet with assistance or independently. (Technology/VE)
Students can demonstrate how to safely close a program/file, and shut down the computer. (Technology/Compensatory)
Students understand and demonstrate use of disability specific technology (e.g. Braille Note). (Technology)

Expository Critique

2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 11 - Identify the main events of the plot, their causes, and their influence of each.

Sequence story line (FPI 11.1)
Predict what will happen next when given a short story or a social situation (FPI 11.2)
Determine cause by given effect, or determine effect by given cause (FPI 11.3)

CSB Activities

Have students demonstrate an understanding of a job termination notice. (Vocational)
Provide and discuss with students work rights. (Vocational)
Have students read, discuss, and demonstrate an understanding of labor laws. (Vocational)
Have students read or listen to stories about the union movement and demonstrate understanding of purposes of unions. (Vocational)
Discuss the importance of consumer organizations of and for the blind, and provide information about student membership. (Social)
Help students understand their individual rights as a person with a disability under the Americans with Disability Act (ADA). (Social/Vocational)
After reading/listening to biographies or autobiographies about heroes or famous people in history, students will identify the important people in their lives: family members, members of school community, close neighbors/family friends, and community helpers. (Compensatory/Social)
Have students compare and contrast their lifestyles with other countries, cultures, and ethnic groups. (Compensatory/Social)
Within the structure of current events, have students critique the role of leaders in government by demonstrating an understanding of mayor/governor/V.P./ President. (Compensatory)
Within the context of current events activities, have students provide their opinions about activities taking place in local, state, or federal government. (Compensatory/Social)
Assist students in understanding the purpose of voting and their role in the process. (Social)
Within the context of current events activities, have student discuss and demonstrate an understanding of the purpose for military service and registering for the Draft at age 18. (Compensatory)
Within the context of current events activities, students demonstrate an understanding of purposes for taxes and the Social Security system. (Vocational)

2.8: Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., professional journals, editorials, political speeches, primary source material).

BrailleStandard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

During a classroom activity where the newspaper is read, have students read/listen to an article and an editorial on a similar topic and discuss the differences. (Listening/Speaking)
Within the context of learning about events in history have students read/listen to information presented in a textbook, and compare and contrast similar information found in an encyclopedia or other reference materials. (Listening/Academic)
When learning about the structure of local, state, or federal government have students read/listen to information presented in a text and compare the information with the facts from a personal essay. (Academic)
Additional CSB activities provided in standard 2.7 can be used

3.0 Literary Response and Analysis

Students read and respond to historically culturally works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses recurrent patterns and themes. The selections inRecommended Literature, Grades Nine Through Twelveillustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Provide opportunities for students to read/listen to stories or plays that are comedies or tragedies. Discuss the differences between the two forms. (Compensatory)
Provide opportunities for students to read/listen to dramatic monologues. As a group, have students create a monologue or speech about an issue or theme (e.g. the food in the CSB dining hall or only healthy snacks on campus). (Social/DLS)
Have students experience (read, listen to, watch) classic literature (e.g.Diary of Ann Frank, RedBadge of Courage, Flowerfor Algernon), and discuss the differences in style and theme. (Listening/Social)
Students will be able to differentiate between types of literature. (Academic)

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

BrailleStandard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Provide opportunities for students to read/listen to a literary work and view the same work as depicted in a play or movie (e.g. Red Badge of Courage, Diary of Ann Frank, Shakespearian plays) (Compensatory/Social)

Narrative Analysis of Grade-Level-Appropriate Text

3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students describe the characters in a story or play. Query students about how the characters interacted with one another (e.g., did the character like one another in the story? If not, how did that affect the outcome of the story?) (Social)
Have students describe the emotions of the characters, and the influence of the characters' emotions on the story line or outcome. (Social)

3.4 Determine the characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, or soliloquy

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Discuss with students the characteristics or attributes of the characters in a story students have read or listened to in class. (Compensatory/Social)
Have students describe their own personal characteristics or attributes. Ask students to think about a character they identify with in a story they have read, or on a television show or movie they have seen. (Social/R&L)

3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: None that apply

3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing and flashbacks).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

After viewing a movie or dramatic work, have students determine the sequence of events throughout the movie or play. (Social/R&L)
Explain the concepts of foreshadowing and flashbacks to students. Ask if the authors used any of these devices in familiar movies or plays they have seen in class or in the community (e.g.,Finding Neverland,Finding Nemo). (Social/R&L)

3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities:None that apply

3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, incongruities in a text.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: None that apply

3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: None that apply

3.10 Identify and describe the function of dialogue, scene design, soliloquies, asides, and character foils in dramatic literature.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

After reading or listening to several types of plays (e.g., comedies, tragedies, historical), explain and define for students the use of dialogue, asides, and character foils in the dramatic process. (Compensatory)
After students have an understanding of these elements, have them experience using dialogue with one another or demonstrating an aside. (Compensatory/Social)

Literary Criticism

3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme using the terminology of literary criticism (Aesthetic approach).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: None that apply

3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period (Historical approach).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

After students read or listen to stories likeThe Red Badge of CourageorThe Underground Railroad, discuss the events that occurred during the Civil War. (Academic/Compensatory)
Have students listen to the "I Have a Dream" speech by Martin Luther King, and discuss the Civil Rights Movement. (Listening/Social)
Have students view the musical1776, and discuss the events of the Revolutionary War and the development of the Constitution of the United States. (Compensatory)

Writing

1.0 Writing Strategies

Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed.

Organization and Focus

1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students write a paragraph on a topic of interest without a model. (Academic/Braille/VE)
After completing the paragraph, have student proofread, edit, and make corrections to the document so it is clear and coherent. (Academic/Braille/VE)
Have students as a group select a topic for an essay (3-5 paragraphs) as determined by the students' level of writing skills, and create an essay with topic sentences and detail sentences to strengthen the purpose or argument of the essay. (Compensatory/Social)
Have students write a business letter that includes a greeting and a closing. (Compensatory/Social)
Have students write a business letter with the appropriate date, inside address, greeting, and closing. (Compensatory)

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students write a paragraph on a topic of interest without a model. (Academic/Braille/VE)
After completing the paragraph, have students proofread, edit, and make corrections to the document so it is clear and coherent. (Academic/Braille/VE)
Have students as a group select a topic for an essay (3-5 paragraphs) as determined by the students' level of writing skills, and create an essay with topic sentences and detail sentences to strengthen the purpose or argument of the essay. (Compensatory/Social)
When writing the essay as a group explain and demonstrate the difference in writing using the active voice versus the passive voice. Encourage students to use action verbs, and descriptive language when writing. (Academic/Social)

Research and Technology

1.3 Use clear research questions and suitable research methods (e.g. library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information.

Identify the location of desired information within a popular media source (FPI 12.1)
Use printed material to obtain information on desired item (FPI 12.2)
Use computer search engine to locate desired information (FPI 12.3)

Standard 16- Demonstrate basic keyboarding skills and familiarity with computer terminology.

Indicate awareness of computer (FPI 16.1)
Use an input device for cause and effect (FPI 16.2)
Make choices using single/multiple input device(s) (FPI 16.3)
Utilize keyboard/device to access software (FPI 16.4)
Utilize keyboards/device for writing functions (FPI 16.5)

CSB Activities

Have students demonstrate knowledge of keyboarding skills to complete school assignments, library research, and for practical applications (e.g., writing a shopping list, completing a job application, writing a letter) (Technology/DLS/Social)
Have students demonstrate his/her ability to turn computer on/off; insert a disk, CD, or DVD; open software program for use. (Technology)
Have students demonstrate the use of screen readers or large print software for use in completing library research. (Compensatory/Technology/VE
Have students demonstrate the use of Internet access to complete library research. (Compensatory/Technology)
Have students demonstrate understanding of/use information presented in dictionaries, encyclopedias, and other library reference materials/ systems. (Compensatory/Technology)
Have students use resource and reference materials to prepare reports, essays, or to seek information for jobs, independent living, or post-secondary school information. (Technology/DLS/Vocational)

1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students write a paragraph on a topic of interest without a model. (Compensatory/Academic)
After completing the paragraph, have students proofread, edit, and make corrections to the document so it is clear and coherent. (Compensatory/Academic)
Have students as a group select a topic for an essay (3-5 paragraphs) as determined by the students' level of writing skills, and create an essay with topic sentences and detail sentences to strengthen the purpose or argument of the essay. (Social/Compensatory)
Provide examples of how real life scenarios or commonly known beliefs could be used to strengthen the main ideas expressed in a paragraph or essay, (e.g., eating healthy food, and restricting the consumption of soda or fast food can help people lose weight (commonly know belief) could help support the main ideas in an essay on nutrition). (Social/DLS)

1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

Braille Standard

Synthesize information from multiple sources,using braille, optical aids, recorded aids, and electronic aids, and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents,and on-line resources).

SEACO: N/A

CSB Activities

As a group, have students determine a topic for an essay, and have each students use a different form of research materials. After reading/listening to the information, have students report verbally, or with the support of an assistive device, about their findings. Compare and contrast information. (Compensatory/Social)
Discuss the differences between opinion and fact. Explain how personal opinion or belief can be used in writing a paragraph or essay. (Academic/Social)

1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

During current events activities, explain the purpose of quotes, and provide examples from newspaper articles or magazines. Have students write their own quotes. (Compensatory)
While finding information for a report on the Internet, explain and demonstrate to students how citations are used in text. Explain to students the concept of plagiarism. (Technology/Social)

1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., The Modern Language Association Handbook or The Chicago Manual of Style).

Braille Standard

Locate, acquire, and useappropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g.,braille samples of theModern LanguageAssociation Handbook or The Chicago Manual of Style).

SEACO: N/A

CSB Activities: None that apply

1.8 Design and publish documents by using advanced publishing software and graphic programs.

Braille Standard

Design and publishprint and brailledocumentsthat are correctly formattedby using advanced publishing software and graphic programs

SEACO: N/A

CSB Activities

Have students create a flier for a class activity or fundraiser. (Technology/R&L/Social)
Have students participate in the design and development of a class newsletter. (Technology/Social)
Have students learn advanced publishing skills by participating in CSB technology classes, and by using the CSB Technology Curriculum. (Technology/Compensatory)

Evaluation and Revision

1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose and formality of the context.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

After students have written or dictated a paragraph or essay, have them proofread, and make corrections as needed. (Compensatory/Braille/VE)
As students proof and correct their documents, help them to sequence ideas and thoughts in a logical and sequential manner. (Compensatory)
For those students who use word processing programs with screen readers or large print software, teach them to use spell-check and grammar-check. (Technology/VE)

2.0 Writing Applications (Genres and Their Characteristics)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organization, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0 students effectively use braillewriters. Braille notetakers, notebook computers, screen readers, brailleprint translation softwear, scanners, printers, and Braille embossers. Students:

2.1 Write biographical or autobiographical narratives or short stories:

Relate a sequence of events and communicate the significance of the events to the audience.
Locate scenes and incidents in specific places.
Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.
Pace the presentation of actions to accommodate changes in time and mood.
Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 10 - Ask and answer questions about essential elements of a text.

Recall events/story (FPI 10.3)

Standard 11 - Identify the main events of the plot, their causes, and the influence of each.

Sequence story line (FPI 11.1)
Predict what will happen next when given a short story or a social situation (FPI 11.2)
Determine cause by given effect, or determine effect by given cause (FPI 11.3)

Standard 20 - Describe people, places, things, locations, and actions.

Describe a person, place, or thing by using two or more descriptors (FPI 20.4)
Share descriptive information about locations and actions (FPI 20.5)

Standard 23 - Recount experiences in a logical sequence

Identify next event in a sequence (FPI 23.2)
Respond to question about events or experiences (FPI 23.3)
Recount events of past experiences in logical, sequential order (FPI 23.4)

CSB Activities

Have students write/dictate an autobiography or a short story about an experience they have encountered at home, or in the community. (Compensatory/Social)
When writing/dictating the short story or autobiography have students identify events in sequence by first/middle/last. (Compensatory)
Have students evaluate the sequence of events in their story and identify events in a sequence that may not belong. (Compensatory)
As students write/dictate their autobiography or story, have them identify possible outcomes. (Compensatory)
Have students identify possible cause of a given outcome. (Compensatory/Social)
When writing/dictating a short story or autobiography, have the students Identify possible consequences of a given behavior, action, or situation. (Compensatory/Social)

2.2 Write responses to literature

Demonstrate a comprehensive grasp of the significant ideas of literary works.
Support important ideas and viewpoints through accurate and detailed references to the text or other works.
Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.
Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students write/dictate a book report about a literary selection of their choice. (Compensatory/R&L)
When writing/dictating a book report, have students comment on the author's style, use of characters, and descriptions of settings within the story content. (Compensatory/Social)
After presenting their book reports, have students discuss similarities and differences between literary selections and authors' styles. (Compensatory/Social)

2.3 Write expository compositions, including analytical essays and research reports:

Marshal evidence in support of a thesis and related claims, including information on relevant perspectives.
Convey information and ideas from primary and secondary sources accurately and coherently.
Anticipate and address readers' potential misunderstandings, biases, and expectations.
Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.
Anticipate and address readers' potential misunderstandings, biases, and expectations.
Use technical termsand notations accurately.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

As a group or individually, have students undertake a research project to examine jobs or interest, independent living programs for blind and visually impaired persons, or regulations or requirements for securing SSI. (Vocational/DLS)
Have students use the Internet, websites, library resources, telephone interviews, and agency brochures to seek information. (Technology/O&M)
Have students develop a written or oral report about their research citing references, clearing up misconceptions, and providing accurate information. (Compensatory)

2.4 Write persuasive compositions:

Structure ideas and arguments in a sustained and logical fashion.
Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical beliefs; relate a personal anecdote, case study, or analogy).
Clarify and defend positions with precise and relevant evidence, including facts, expert opinion, quotations, and expressions of commonly accepted beliefs and logical reasoning.
Address readers' concerns, counterclaims, biases, and expectations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students write/dictate a paragraph or essay about where a position on an issue relevant to the student must be taken. (Compensatory/Social)
Have students provide factual information to back up their position. (Compensatory/Technology)
Have students use personal experiences and anecdotes to persuade others that their position is correct. (Social)

2.5 Write business letters:

Provide clear and purposeful information and address the intended audience appropriately.
Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.
Highlight central ideas or images.
Follow a conventional style with page formats, fonts, and spacing that that contribute to the documents' reliability and impact.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students discriminate between a business and a personal letter. (Compensatory)
Have students identify headings/greetings/body/salutations/closing signature for a business letter and for a personal letter. (Compensatory)
Have students write/dictate a personal letter having a greeting and a closing. (Compensatory/Social/Braille/VE)
Have students write/dictate a business letter that includes a return address, date, greeting, body, closing, and signature. (Compensatory/Braille/VE)

2.6 Write technical documents (e.g., a manual on rules of behaviors for conflict resolution, procedures for conducting a meeting, minutes of a meeting):

Report information and convey ideas logically and correctly.
Offer detailed and accurate specifications.
Include scenarios, definitions, and examples to aid comprehension (e. g., troubleshooting guide).
Anticipate readers' problems, mistakes, and misunderstandings.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

As a class group have students write/dictate rules for appropriate work behavior including clothing and supplies needed to complete the job. (Social/Vocational/DLS)
As a group, have students develop classroom rules for resolving interpersonal conflicts. Have students write/dictate the rules insuring clarity and understanding by all participants. (Social/Compensatory)
As a group, have students write/dictate consequences of specific actions like being late to work or school, getting into a fight with another student, being disrespectful to an adult, or leaving school without permission. (Social/Vocational)
During classroom meetings or student council, appoint a student to take notes or minutes using braille, print, or a recording to gather accurate information. (Braille/VE/Compensatory)

Written and Oral English Language Conventions

The standards for oral and written English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English.

Grammar and Mechanics of Writing

1.1 Identify and correctly use clauses, phrases and mechanics of punctuation.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

When writing a paragraph or essay, students use appropriate punctuation for sentences, questions, and exclamations. (Academic/Compensatory)
As students are engaged in the writing process explain the difference between a phrase and a sentence. Provide examples, and have students demonstrate the use of phrases in their writing. (Academic/Compensatory)
Demonstrate the use of clauses in writing, and have students develop sentences using clauses. (Academic/Compensatory)

1.2 Understand sentence construction

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

During a class discussion or through the writing process students will use complex semantics, syntax, and sentence structure. (Social/Compensatory)
Students will understand that every sentence must have a subject (noun) and a predicate (verb). (Academic/Compensatory)

1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph, and sentence structure, diction and syntax.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Have students write/dictate a speech on a favorite topic using correct English language structure and grammar. (Compensatory/Social)
Ask students to present their speech orally to the class using correct English language structure, grammar, and diction. (Speaking/Social)

Manuscript Form

1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

When completing written assignments in class, student will spell words at the appropriate development level and seek help when needed. (Compensatory/Technology)
When completing written/braille assignments in class, students will use a print/braille/audible dictionary, trying alternative spellings, as needed. (Technology/Braille/VE)
When completing class assignments in print/braille, students will use correct capitalization and punctuation in their writing. (Braille/VE)

1.5 Reflect appropriate manuscript requirements including title page presentation, pagination, spacing and margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with direct citations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

When students complete reports, documents, or class assignments using computer software, screen readers, or large print software, provide opportunities for students to learn to paginate their work using key commands. (Technology/VE)
When students complete reports, documents, or class assignments, provide opportunities for them to learn how to set page margins and develop a title page using computer software. (Technology)

Listening and Speaking

1.0 Listening and Speaking Strategies

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

Comprehension

1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

In a class discussion about making healthy food choices for cooking activities, have students present why one food choice is healthier than another food choice. For example, baking cookies versus making a fruit salad. (DLS)
In a class discussion regarding various career choices for students with visual impairments, have students present their views about whether they could perform certain job tasks (e.g., being a truck driver, performing a clerical job, working on a construction site). (Vocational/Social)

1.2 Compare and contrast the ways in which media genres cover the same event.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information

Identify the location of desired information within a popular media source (FPI 12.1)
Use printed material to obtain information on desired item (FPI 12.2)
Use computer search engine to locate desired information (FPI 12.3)

CSB Activities

During current events activities in class have students read/listen to the newspaper and compare it to the information presented on a news broadcast in the areas of national and world news, weather, movies and other art events. (Compensatory/R&L)
During current events in class have students read/listen to the newspaper, and compare/contrast that information with articles found in news magazines (Time,Newsweek,Scholastic News). (Compensatory/Listening)

Organization and Delivery of Oral Communication

1.3 Choose logical patterns of organization to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 19 - Share information and ideas, speaking audibly in complete, coherent, sentences.

Communicate information using a complete sentence using gestures, actions, voice output device, or vocalizations (FPI 19.5)

Standard 21 - Stay on topic when speaking.

Attend and respond to speaker (FPI 21.1)
Interact with person or group regarding specific topic (FPI 21.2)
Participate in communicative dialogue with person or group on specific topic (FPI 21.3)

CSB Activities

During class discussions on topics related to current events, school activities, career choices, opportunities for independent living, decisions about dress and appearance, encourage students to state an opinion. (DLS/Vocational/Social)
During class discussions on topics of interest (see above) encourage interactive dialogue where students have a chance to agree or disagree. Encourage students to substantiate their perspective with facts. (Compensatory/Social)
In a classroom setting and out in the community work with students to use assertive statements when interacting with others. Help students understand the difference between assertive, passive, and aggressive communication styles. (Social/Vocational/R&L)

1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

Braille Standard

Same as state content standard as written above.

SEACO

Standard 19 - Share information and ideas, speaking audibly in complete, coherent, sentences.

Communicate information using a complete sentence using gestures, actions, voice output device, or vocalizations (FPI 19.5)

Standard 21 - Stay on topic when speaking.

Participate in communicative dialogue with person or group on specific topic (FPI 21.3)

CSB Activities

Encourage students to make organized oral presentations to the class about topics of interest (e.g. a special family event, an experience in the community, an election speech) by developing an introduction using an anecdote. Social/Speaking/O&M)
Create opportunities for students to present oral presentations in class or to the CSB community in an organized manner by including a conclusion that ends with a quote or an anecdote about themselves. (Speaking/Social)

1.5 Recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: N/A

1.6 Advance and present a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities: N/A

1.7 Use props, visual aids, and electronic media to enhance the appeal and accuracy of presentations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

When students present a speech, poem, or reading to the class or a school assembly encourage them to use props or objects that are representative of their experience when appropriate. (Compensatory/Technology)
When students prepare a formal presentation, encourage them to use pictures or tactile graphics generated through assistive technology in the school's computer lab. (Technology)
Introduce students, when appropriate, to use power point in formal class presentations. (Technology/VE)

1.8 Produce concise notes for extemporaneous delivery.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Encourage opportunities for extemporaneous presentations by students during a class meeting, after a book or play is read, or after engaging in a community experience. (Social/R&L/O&M)
After a class discussion, reading a book, or participating in a community experience, have students take notes in braille, print, or through dictation, and have each student present specific information to the class. (Compensatory/Braille/VE)

1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques

Braille Standard

Analyze the occasion and the interests of the audience and choose effective verbal and nonverbaltechniques (e.g. voice, gestures,facing the audience) for presentations

SEACO:

Standard 19 - Share information and ideas, speaking audibly in complete, coherent, sentences.

Communicate information using a complete sentence using gestures, actions, voice output device, or vocalizations (FPI 19.5)

Standard 21 - Stay on topic when speaking.

Interact with person or group regarding specific topic (FPI 21.2)
Participate in communicative dialogue with person or group on specific topic (FPI 21.3)

CSB Activities

During class discussions and presentations students will use face to face contact when speaking to one another. (Social/Compensatory)
During class discussions and presentations students will practice using appropriate facial expressions to express a range of feelings (e.g., smiling, frowning, expressions of anger, expressions of surprise). (Compensatory/Social)
During class discussions and presentations students will practice using hand gestures to express ideas or feelings (e.g., pointing to another person, motioning to come closer, waving, thumbs up). (Compensatory/Social)
During a class discussion or presentation students will listen to themselves speaking and interacting with one another using an audio or video tapes in order to understand and analyze voice tone ( e.g., quiet/shy voice, whinny voice, loud/angry voice). (Compensatory/Social)
During a class discussion, class presentation, or social interaction with another students or teacher, students will practice using appropriate social distance. (Compensatory/Social)
During class discussion, class presentation, or social interaction with another student or teacher, students will practice using body posture that is erect and assertive (e.g., head up, stance is straight and forward, shoulders are back). (Compensatory/Social)

Analysis and Evaluation of Oral and Media Communications

1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address", Martin Luther King Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

Provide opportunities for students to listen to famous speeches via audio or video recordings. Assist students in defining the content of the speech, and encourage discussion and comments from students about the significance of the speech. (Listening/Academic)

1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

Braille Standard

Same as state content standard written above

SEACO: N/A

CSB Activities

After listening or famous speeches, have students identify the feelings of the speaker (e.g., happiness, joy, sadness, defeat, anger). (Social)

1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

Braille Standard

Same as state Content standard as written above

SEACO: N/A

CSB Activities: N/A

1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version)

Braille Standard

Same asstate content standard as written above

SEACO: N/A

CSB Activities: N/A

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Students speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0

2.1 Deliver narrative presentations:

Narrate a sequence of events and communicate their significance to the audience.
Locate scenes and incidents in specific places.
Describe with correct sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters.
Pace the presentation of actions to accommodate time or mood changes.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

2.2 Deliver expository presentations:

Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
Convey information and ideas from primary and secondary sources accurately and coherently.
Make distinctions between the relative value and significance of specific data, facts, and ideas.
Include visual aids by employing appropriate technology to organize and display information.
Anticipate and address the listener's potential misunderstandings, biases, and expectations.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

2.3 Apply appropriate interviewing techniques:

Prepare and ask relevant questions.
Make notes of responses.
Use language that conveys maturity, sensitivity, and respect.
Respond correctly and effectively to questions.
Demonstrate knowledge of the subject or the organization.
Compile and report responses.
Evaluate the effectiveness of the interview.

Braille Standard

Same as the state content standard as written above

SEACO: N/A

CSB Activities

Develop questions for an informational or job interview. (Vocational)
Role play an informational interview. (Vocational/Social/R&L)
Role play a job interview. (Vocational/Social)
Video tape a mock interview. (Technology/Social)
With the assistance of the teacher and classmates, critique the interview by providing useful feedback. (Social)
Have the student evaluate his/her own performance being interviewed. (Social)
With the assistance of a teacher or job coordinator, schedule and carry out an interview with a potential employer. (Vocational/O&M)

2.4 Deliver oral responses to literature:

Advance a judgment demonstrating a comprehensive grasp of the significant ideas of works or passages (i.e., make and support warranted assertions about the text).
Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.
Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects):

Structure ideas and arguments in a coherent, logical fashion.
Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy).
Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
Anticipate and address the listener's concerns and counterarguments.

Braille Standard

Same as state standard as written above

SEACO: N/A

CSB Activities: N/A

2.6 Deliver descriptive presentations:

Establish clearly the speaker's point of view on the subject of the presentation.
Establish clearly the speaker's relationship with that subject (e.g., dispassionate observation, personal involvement).
Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities: N/A

ACSA Selected Standards for Grade Nine and Ten

Reading

Word Analysis, Fluency, Voc. Dev.

Vocabulary and Concept Development

9/10.1.1

Reading Comprehension

Structural Features of Informational Materials

9/10.2.1
9/10.2.2

Comprehension and Analysis of Grade Appropriate Text

9/10.2.3
9/10.2.6

Literary Response and Analysis

9/10.3.3

Writing

Writing Strategies

9/10.1.2

Research and Technology

9/10.1.3
9/10.1.8

Writing Applications

9/10.2.5

Written and Oral English language Conventions

Grammar and Mechanics of Writing

9/10.1.3

Manuscript Form

9/10.1.4
9/10.1.5

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