The major purpose of this semester course is to provide additional academic reading and writing support for those students in the 11th grade who have not passed the California High School Exit Exam (CAHSEE). Because the CAHSEE is based on 9th/10th grade reading/language arts content standards, the work in this course focuses on those standards in the CAHSEE blueprint. Focused instruction should include strands in which students demonstrate high areas of need, particularly Reading Comprehension of Informational Materials (R 2.0), Literary Response and Analysis (R 3.0), Writing Strategies (WS 1.0), Written Language Conventions (LC 1.0), and Writing Applications (W 2.0). This intervention course earns graduation credit only (non A-G course).
Focus Standards Reading Grades 9/10
R 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 purpose.
R 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the idea and connect them to other sources and related topics to demonstrate comprehension.
R 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
R 2.7 Critique the logic of functional documents by examining the sequence of
information and procedures in anticipation of possible reader misunderstandings.
R 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 the tone of the text (e.g., in professional journals, editorials, political
speeches, primary source materials).
R 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.
R 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.
R 3.4 Determine characters’ traits by what the characters say about themselves in
narration, dialogue, dramatic monologue, and soliloquy.
R 3.6 Analyze and trace and author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).
R 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
8R 3.7 Analyze a work of literature, showing how it reflects the heritage, traditions,
attitudes, and beliefs of its author (Biographical approach).
R 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions,
ironies, and incongruities in a text.
R 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of the text.
Writing Grades 9/10
W 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.
W 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.
W 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
W 1.9 Revise writing to improve the logic and coherence of the organization and
e. Anticipate and address readers’ potential misunderstandings, biases, and
f. Use technical terms and notations accurately.
W 2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic
through reasoning; appeal to emotion or ethical belief; relate a personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including
facts, expert opinions, quotations, and expressions of commonly accepted
beliefs and logical reasoning.
d. Address readers’ concerns, counter-claims, biases, and expectations.
Grades are based on the A-F grading scale. Work Habits/Cooperation
A 90 – 100% Outstanding E Excellent
B 80-89% Excellent S Satisfactory
C 70 – 79% Average U Unsatisfactory
D 60 – 69% Below Average
F 50 – 59% Failing
Essays and Writing Assignments 25% of total grade
Reading 25% of total grade
Revolution Assignments 25% of total grade
Classwork 25% of total grade
If a student gets a passing grade on the CAHSEE test during the semester of this class, they will have the opportunity to earn an A in this class, as long as they continue working diligently on an individualized assignment throughout the final days of the class.
CAHSEE English-language arts (ELA) scores are reported on a scale ranging from 250 to 450. Scores on the writing task are “weighted” to account for 20 percent of the ELA scale score. Multiple-choice scores for reading and writing are summed and then weighted to account for the remaining 80 percent of each student’s scale score. A scaled score of 350 or higher is required to pass the ELA portion of the CAHSEE.
1. Be in assigned seat ready to read when the bell rings.
2. Bring required books and materials daily.
3. Respect school property and the rights and property of others.
CAHSEE Success Skills and Strategies for English-Language Arts