The Standards define what students should understand and be able to do by the end of each grade band. As students progress towards the successful culmination of their high school careers, they will consolidate and internalize all of the skills instilled through the full progression of the GSE. High school students will employ strong, thorough, and explicit textual evidence in their literary analyses and technical research. They will understand the development of multiple ideas through details and structure and track the development of complex characters and advanced elements of plot such as frame narratives and parallel storylines.
Print this page The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document.
As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary.
More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance.
They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task.
They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence e.
They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. Students cite specific evidence when offering an oral or written interpretation of a text. They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline.
They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds.
They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.How was the OELPA developed?
The OELPA was developed by the English Language Proficiency Assessment for the 21 st Century (ELPA21) consortium through a federal Enhanced Assessment Grant.
Eight states belong to the consortium: Arkansas, Iowa, Louisiana, Nebraska, Ohio, Oregon, Washington and West Virginia. The Georgia Standards of Excellence require that students gain, evaluate, and present increasingly complex information, ideas and evidence through listening and speaking as well as through media.
The SAT (/ ˌ ɛ s ˌ eɪ ˈ t iː / ess-ay-TEE) is a standardized test widely used for college admissions in the United arteensevilla.comuced in , its name and scoring have changed several times; originally called the Scholastic Aptitude Test, it was later called the Scholastic Assessment Test, then the SAT I: Reasoning Test, then the SAT Reasoning Test, and now, simply the SAT.
§ Accommodations. (a) Testing accommodations on the assessments administered under the Texas Education Code (TEC), Chapter 39, Subchapter B, are permitted for any student unless they would make a particular test invalid. Contents 1 Introduction 5 Why choose AQA for GCSE English Language 5 Support and resources to help you teach 6 2 Specification at a glance 8.
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