# High school: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 28 concepts ready. In the app: https://ai.page/roadmap/fl-ela-high-school

Part of: [Florida: English language arts](https://ai.page/roadmap/fl-ela.md)

Goal: Florida academic standards: English language arts, High school

## 1. Read with sufficient accuracy and fluency to support comprehension. (Fluency) · NRS Level 3 (4.0-5.9): Read with sufficient accuracy and fluency to support comprehension.

- [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader

## 2. Know and apply grade-level phonics and word analysis skills in decoding words. · NRS Level 3 (4.0-5.9): Know and apply NRS Level 1 phonics and word analysis skills in decoding words.

- [Applying Spelling Rules to Complex Words](https://ai.page/c/applying-spelling-rules-to-complex-words/index.md): Spell correctly and consistently, applying the spelling patterns and rules from KS1-2 to increasingly complex vocabulary encountered in KS3 reading and subject-specific study

## 3. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (Apply this standard to texts of appropriate complexity as outlined b

- [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail
- [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas

## 4. Assess how point of view or purpose shapes the content and style of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) · NRS Level 4 (6.0-8.9): Determine an a

- [Narrative Perspective and Unreliable Narrators](https://ai.page/c/narrative-perspective-and-unreliable-narrators/index.md): Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour

## 5. Assess how point of view or purpose shapes the content and style of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) · NRS Level 2 (2.0-3.9): Identify the m

- [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone

## 6. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (Apply this 

- [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony

## 7. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standa

- [Tracing Theme Across a Text](https://ai.page/c/tracing-theme-across-a-text/index.md): Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion

## 8. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (App

- [Using and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point

## 9. Language Arts Standards (LA) · NRS Level 4 (6.0-8.9): Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering 

- [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

## 10. Language Arts Standards (LA) · NRS Level 2 (2.0-3.9): Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs t

- [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features

## 11. Language Arts Standards (LA) · NRS Level 3 (4.0-5.9): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

- [Advanced Figurative Language](https://ai.page/c/advanced-figurative-language/index.md): Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words

## 12. Language Arts Standards (LA) · NRS Level 4 (6.0-8.9): Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

- [Vocabulary Strategies](https://ai.page/c/vocabulary-strategies/index.md): Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning

## 13. Language Arts Standards (LA) · NRS Level 3 (4.0-5.9): Use knowledge of language and its conventions when writing, speaking, reading, or listening.

- [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience

## 14. Language Arts Standards (LA) · NRS Level 2 (2.0-3.9): Use knowledge of language and its conventions when writing, speaking, reading, or listening.

- [Standard English](https://ai.page/c/standard-english/index.md): Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech

## 15. Language Arts Standards (LA) · NRS Level 4 (6.0-8.9): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

- [Advanced Punctuation for Clarity](https://ai.page/c/advanced-punctuation-for-clarity/index.md): Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements

## 16. Language Arts Standards (LA) · NRS Level 4 (6.0-8.9): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

- [Types of Sentences](https://ai.page/c/types-of-sentences/index.md): Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style
- [Verb Voice and Mood](https://ai.page/c/verb-voice-and-mood/index.md): Understand and use active and passive voice deliberately, and recognise verb moods (indicative, imperative, subjunctive, conditional) and their effects — choosing the appropriate voice and mood for purpose and audience

## 17. Speaking and Listening (SL) · NRS Level 4 (6.0-8.9): Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners, building on others’ ideas

- [Formal Debates](https://ai.page/c/formal-debates/index.md): Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion

## 18. Writing (WR) · NRS Level 3 (4.0-5.9): Draw evidence from literary or informational texts to support analysis, reflection, and research.

- [Evaluating Arguments in Non-Fiction](https://ai.page/c/evaluating-arguments-in-non-fiction/index.md): Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques

## 19. Writing (WR) · NRS Level 4 (6.0-8.9): Write informative and explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of releva

- [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary

## 20. Writing (WR) · NRS Level 4 (6.0-8.9): Write arguments to support claims with clear reasons and relevant evidence.

- [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement

## 21. Communication · Communicating Through Writing

- [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar
- [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion

## 22. Reading · Reading Across Genres

- [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures

## 23. Communication · Creating and Collaborating

- [Writing Across Genres](https://ai.page/c/writing-across-genres/index.md): Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each

## 24. Reading · Reading Prose and Poetry

- [Plot Structure and Character Development](https://ai.page/c/plot-structure-and-character-development/index.md): Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot
- [Poetic forms and conventions](https://ai.page/c/poetic-forms-and-conventions/index.md): Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect

## Health: 0 of 100

Of its 28 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version.

Findings (each is a task for anyone's AI):

- Wide Independent Reading Across Genres has no explanation yet
- Applying Spelling Rules to Complex Words has no explanation yet
- Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs
- Research & Source Evaluation has no explanation yet
- Analysing Text Structure has no explanation yet
- Narrative Perspective and Unreliable Narrators comes before Using and Evaluating Textual Evidence, which it needs
- Narrative Perspective and Unreliable Narrators comes before Plot Structure and Character Development, which it needs
- Narrative Perspective and Unreliable Narrators has no explanation yet
- Purpose, audience, and context has no explanation yet
- Figurative Language and Literary Devices has no explanation yet
- Tracing Theme Across a Text has no explanation yet
- Using and Evaluating Textual Evidence has no explanation yet
- Academic Vocabulary comes before Vocabulary Strategies, which it needs
- Academic Vocabulary has no explanation yet
- Literary and Language Terminology has no explanation yet
- Advanced Figurative Language has no explanation yet
- Vocabulary Strategies has no explanation yet
- Speaking Formally and Giving Presentations comes before Standard English, which it needs
- Speaking Formally and Giving Presentations has no explanation yet
- Standard English has no explanation yet
- Advanced Punctuation for Clarity has no explanation yet
- Types of Sentences has no explanation yet
- Verb Voice and Mood has no explanation yet
- Formal Debates has no explanation yet
- Evaluating Arguments in Non-Fiction has no explanation yet
- Developed Informational and Explanatory Writing has no explanation yet
- Persuasive Writing has no explanation yet
- Planning, Revising and Editing Writing has no explanation yet
- Writing Character & Dialogue has no explanation yet
- Critical comparison across texts has no explanation yet
- Writing Across Genres has no explanation yet
- Plot Structure and Character Development has no explanation yet
- Poetic forms and conventions has no explanation yet

Credit: The structure of Florida academic standards: English language arts (http://www.fldoe.org/core/fileparse.php/18736/urlt/ELAStandards.PDF); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.