Literacy Standards
Reading
LITERACY STANDARDS FOR GRADES 6-12: HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
College- and Career-Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College- and Career-Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College- and Career-Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College- and Career-Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
•Key Ideas and Details (RST 1-3)
•Craft and Structure (RST 4-6)
•Integration of Knowledge and Ideas (RST 7-9)
•Range of Reading and Level of Text Complexity (RST 10)
(select 198766
•667891 from DUAL)
1
1
1
1
1
1
1
1
1
Writing
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12
The standards below begin at Grade 6; standards for K-5 writing in history/social studies, science, and technical subjects are integrated into the K-5 writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college- and career-readiness expectations—the former providing broad standards, the latter providing additional specificity.
The standards below begin at Grade 6; standards for K-5 writing in history/social studies, science, and technical subjects are integrated into the K-5 writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college- and career-readiness expectations—the former providing broad standards, the latter providing additional specificity.
•Text Types and Purposes (WHST 1-3)
•Production and Distribution of Writing (WHST 4-6)
•Research to Build and Present Knowledge (WHST 7-9)
•Range of Writing (WHST 10)
(select 198766
•667891 from DUAL)
1
1
1
1
1
1
1
1
1
Biology Standards
Biology
2023 ACOS Biology Standards
Biology is an inquiry-based course focused on providing all high school students with foundational life science content about the patterns, processes, and interactions among living organisms. It emphasizes depth and detail in a limited number of core ideas rather than memorization of broad factual content.
Each standard’s foundational knowledge is integrated with the science and engineering practices to provide students with opportunities to engage in scientific inquiry. Students use both new and prior knowledge to build conceptual understandings based on evidence from their own and others’ investigations. They use their own learning and experiences to support claims and engage in argument from evidence and to produce innovative solutions that reflect how scientists formulate explanations.
The standards provide opportunities to create deeper conceptual understanding and foster scientific literacy for college, career, and citizenship. Resources specific to the local area, scholarly resources (including evidenced-based literature from scientific journals, real-world data, industry studies, and scientific reports), and laboratory investigations should be used to extend and increase the complexity of the core ideas.
The Biology course incorporates safe laboratory investigations where students can actively explore the aspects of living things. Students are encouraged to apply evidence-based reasoning to investigate various structures, processes, and interactions in organisms. Hands-on experiences in the lab spark curiosity and build interest in learning about living things and are especially valuable for students interested in biology-related science, technology, engineering, and mathematics (STEM) careers.
Content standards within this course are organized according to the disciplinary core ideas for the life sciences domain. The first core idea, “From Molecules to Organisms: Structures and Processes,” emphasizes the structure of cells and how their functions are necessary for supporting life, growth, behavior, and reproduction. The second core idea, “Ecosystems: Interactions, Energy, and Dynamics,” investigates the positive and negative interactions between living organisms and other biotic and abiotic factors, as well as investigating and celebrating Alabama’s biodiversity.
The third core idea, “Heredity: Inheritance and Variation of Traits,” centers on the formation of proteins that affect trait expression (also known as the central dogma of molecular biology); the passing of genetic information through generations; and how environmental factors and errors in DNA replication can contribute to genetic variation. The fourth core idea, “Unity and Diversity,” examines the variation of traits within a population that results in diversity among organisms over a long period of time. This core idea also focuses on analyzing the relatedness between organisms and groups of organisms using phylogenetic trees and cladograms. This approach moves away from the shifting nomenclature in hierarchical taxonomies toward the use of technologies to determine species relatedness.
Biology is an inquiry-based course focused on providing all high school students with foundational life science content about the patterns, processes, and interactions among living organisms. It emphasizes depth and detail in a limited number of core ideas rather than memorization of broad factual content.
Each standard’s foundational knowledge is integrated with the science and engineering practices to provide students with opportunities to engage in scientific inquiry. Students use both new and prior knowledge to build conceptual understandings based on evidence from their own and others’ investigations. They use their own learning and experiences to support claims and engage in argument from evidence and to produce innovative solutions that reflect how scientists formulate explanations.
The standards provide opportunities to create deeper conceptual understanding and foster scientific literacy for college, career, and citizenship. Resources specific to the local area, scholarly resources (including evidenced-based literature from scientific journals, real-world data, industry studies, and scientific reports), and laboratory investigations should be used to extend and increase the complexity of the core ideas.
The Biology course incorporates safe laboratory investigations where students can actively explore the aspects of living things. Students are encouraged to apply evidence-based reasoning to investigate various structures, processes, and interactions in organisms. Hands-on experiences in the lab spark curiosity and build interest in learning about living things and are especially valuable for students interested in biology-related science, technology, engineering, and mathematics (STEM) careers.
Content standards within this course are organized according to the disciplinary core ideas for the life sciences domain. The first core idea, “From Molecules to Organisms: Structures and Processes,” emphasizes the structure of cells and how their functions are necessary for supporting life, growth, behavior, and reproduction. The second core idea, “Ecosystems: Interactions, Energy, and Dynamics,” investigates the positive and negative interactions between living organisms and other biotic and abiotic factors, as well as investigating and celebrating Alabama’s biodiversity.
The third core idea, “Heredity: Inheritance and Variation of Traits,” centers on the formation of proteins that affect trait expression (also known as the central dogma of molecular biology); the passing of genetic information through generations; and how environmental factors and errors in DNA replication can contribute to genetic variation. The fourth core idea, “Unity and Diversity,” examines the variation of traits within a population that results in diversity among organisms over a long period of time. This core idea also focuses on analyzing the relatedness between organisms and groups of organisms using phylogenetic trees and cladograms. This approach moves away from the shifting nomenclature in hierarchical taxonomies toward the use of technologies to determine species relatedness.
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
xfs.bxss.me
1
1
1
1
1
1
1
1
1
1
)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
1
1
1K5AA9YYO0
1
1
'"