HS Spanish Guide

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Grades 9–12, English

What could this look like in practices in grades 9-12?* Have students regularly write informal and formal, on-demand and extended research responses to literary and informational text to broaden and strengthen their writing fluency. When reading mentor texts, have students evaluate the relevance of the author’s use of evidence and validity of reasoning. When reading mentor texts, have students analyze rhetorical strategies. Have students rewrite essays to adjust for a new audience or purpose. Discuss how the tone, meaning, or purpose of a sentence changes when a single word or phrase is altered. During a writing workshop, have students focus on improving their introduction and conclusion in an essay through constructive feedback from the teacher and peers. Have students engage in regular peer editing workshops. * Additional ideas for instructional practices can be found in the resource Ideas for Progress in College and Career Readiness on the ACT website.

ACT Readiness Standards: Snapshot of Expected Skills

Utah Core Standards: Snapshot of Expected Skills 9-10.W.2.a, 11-12.W.2.a* Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension. 9-10.W.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. 11-12.W.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. 9-10.W.2.f, 11-12.W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.