prentice hall literature common core edition ©2012 grade...

A Correlation of

Prentice Hall Literature Common Core Edition

©2012 Grade 11

to the

Mississippi COMMON CORE STATE STANDARDS

FOR ENGLISH LANGUAGE ARTS Grade Eleven

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Introduction

This document demonstrates how Prentice Hall Literature Common Core Edition ©2012 meets the objectives of the Mississippi Common Core State Standards for English Language Arts. Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.

Prentice Hall Literature Common Core Edition

Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You’ll find everything you need to provide differentiated instruction combined with powerful progress monitoring.

Prentice Hall Literature Common Core Edition is designed to motivate and inspire today’s digital natives—your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies—informational nonfiction such Web sites and newspapers—allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia.

Meet the Challenges of the Common Core

• In-depth support for seamless integration of the Common Core State Standards • Comprehensive coverage of the standards • Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments • Leading author team featuring key contributors to the Common Core

Ensure All Students Achieve

• Systematic approach to helping students read texts of increasing complexity • Scaffolding and modeling ensure that all students can meet the rigors of the Common Core • Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century • Independent reading strand featuring content-area readings and rich literature

Differentiate Instruction and Track Progress

• Online student edition with built-in differentiated instruction • Award-winning technology that automatically matches instruction and text levels to students’ abilities.

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Table of Contents

STRAND Reading Standards for Literature................................................................................. 4 STRAND Reading Standards for Informational Text................................................................. 15 STRAND Writing Standards...................................................................................................... 27 STRAND Speaking and Listening Standards ............................................................................. 53 STRAND Language Standards .................................................................................................. 62 STRAND Language Progressive Skills ...................................................................................... 76

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PEARSON Prentice Hall Literature Common Core Edition ©2012

CORRELATION TO THE COMMON CORE STATE STANDARDS FOR ELA

GRADE ELEVEN STRAND Reading Standards for Literature

Pupil Edition Page References

ATE Teacher Edition Page References

Key Ideas and Details Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Comprehending Complex Texts, CC64–CC65; Reading Strategies (Preparing to read complex texts): Inference, draw, 270, 275, 277, 279, 285, 1346, 1355, Sentences, break down long, 291, 298, 304, 308, 313, 318, Essential message, determine, 334, 342, 349, 356, Philosophical argument, analyze, 626, 633, 784, 793, Meaning, clarify, 650, 659, 660, 662,

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(Continued)

(Continued) Paraphrase to determine meaning, 778, 781, 783, Conclusions, draw, 1010, 1015, 1020, 1024, Cause and effect, analyze/identify, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390

Standard 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355, Themes, 1408, 1421; also see: Writing an Objective Summary, CC62–CC63; Common Core Assessment Workshop: Analyze the Development of Theme and Central Ideas, 204, Analyze Development of Theme, 960;

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(Continued)

(Continued) Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334

Standard 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SE/TE: Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Gothic literature, 291, 296, 299, 301, 302, 306, 309, 312, 314, 315, 318, 322, 323, 326, 327, 328, 330; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Setting, 594, 611, 640, 648, 797, 1080, 1083, 1084,

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(Continued)

(Continued) 1086, 1091; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308; also see: , Common Core Assessment Workshop: Analyze the Development of a Story, 456, Analyze Characterization in a Story, 684, Analyze Story Elements, 1272

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Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

SE/TE: Building Academic Vocabulary: Critical Thinking Terms, CC60–CC61; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Simile, 784, 793, 1050, 1055; Personification, 866, 871; Connotation, 909, 1050; also see: Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078,

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(Continued)

(Continued) 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop, 198–199, 450–451, 678–679, 954–955, 1266–1267, 1458–1459

Standard 5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

SE/TE: Plot, 648, 1032, 1034, 1037, 1038, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Structure/meaning, evaluate, 772, 776; Resolution and conflict, 796, 814, 826, 830, 1026, 1123, 1449; Tragedy, 1116, 1216, 1221, 1223, 1227, 1231, 1232, 1234; Plot device, 1296, 1299, 1300, 1303, 1308; also see: Syntax, 74, 79, 448, 516, 778, 796, 1374

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Standard 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SE/TE: Elliptical phrasing, 407; Irony, 449, 594, 604, 609, 611, 626, 630, 633, 1186, 1193, 1194, 1195, 1200, 1207, 1212, 1214; Humor, 569, 574, 578, 579, 582, 587; Satire, 772, 776, 1382, 1390; Understatement, 858; Satirical essay, 1375

Integration of Knowledge and Ideas Standard 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

SE/TE: Communications Workshop: Oral Interpretation of Literary Work, 676–677: Arthur Miller’s Stars, 1122; Speaking and Listening: Analyzing Interpretations (view productions of “The Crucible”), 1185

Standard 8 (Not applicable to literature)

(Not applicable to literature)

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Standard 9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SE/TE: This standard is covered throughout the text. For features that help students deepen their knowledge of these foundational works and understand their place in the literary history of the United States, see the following: Snapshot of the Period, 2–3, 210–211, 462–463, 690–691, 966–967, 1278–1279; Historical Background, 4–5, 212–213, 464–465, 692–693, 968–969, 1280–1281; Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291;

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(Continued)

(Continued) Integrate and Evaluate Information, 16, 224, 476, 704, 980, 1292 Particular texts, by time period, include the following: Eighteenth-Century Foundational Works • Patrick Henry, “Speech in the Virginia Convention” (p. 100) • Olaudah Equiano, from The Interesting Narrative of the Life of Olaudah Equiano (p. 170)

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(Continued)

(Continued) Nineteenth-Century Foundational Works • Washington Irving, “The Devil and Tom Walker” (p. 228) • Henry David Thoreau, from Walden (p. 378) • Emily Dickinson, Poetry (p. 408) • Walt Whitman, from “Song of Myself” (p. 428) • Frederick Douglass, from My Bondage and My Freedom (p. 520) • Abraham Lincoln, The Gettysburg Address (p. 538) • Kate Chopin, “The Story of an Hour” (p. 628)

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(Continued)

(Continued) Early-Twentieth-Century Foundational Works • T.S. Eliot, “The Love Song of J. Alfred Prufrock” (p. 708) • William Carlos Williams, “The Red Wheelbarrow” (p. 723) • William Faulkner, “A Rose for Emily” (p. 816)

Range of Reading and Level of Text Complexity Standard 10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Preparing to Read Complex Texts, 207, 459, 687, 1274, 1467

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STRAND Reading Standards for Informational Text



Key Ideas and Details Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Comprehending Complex Texts: Close Read the Text (nonfiction), CC66–CC67; Ask Questions, CC68–CC69; Analyzing Arguments, CC70–CC71; The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Analyzing Legal Meanings and Reasoning, CC74–CC75; Preparing to Read Complex Texts (nonfiction): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Sentences, break down long, 56, 64, 66;

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(Continued)

(Continued) Paraphrase to determine meaning, 74, 76, 79; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152, 858, 860, 865; Summarize, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Informational Texts: inferences, draw, 764–771; Main idea and supporting details, 1102, 1110, 1113; Conclusions, draw, 1392, 1393, 1401

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Standard 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

SE/TE: Summarize to identify main idea, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Common Core Assessment Workshop: Analyze the Development of Central Ideas, 204; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Main idea and supporting details, 1102, 1110, 1113; also see: Comparing Literary Works: Writer's Views/Insights, 536, 543, Social Commentary, 1346, 1355

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Standard 3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

SE/TE: Exploration narratives, 46, 50, 51, 55; Ethical appeal/argument, 97, 110, 196, 448, 1258; Autobiography, 139, 141, 143, 145, 152, 165, 518, 528, 928, 937; Slave narrative, 168, 176; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Cause and effect, analyze/identify, 858, 860, 865; Organizational patterns, analyze, 1094, 1098, 1101; Main idea and supporting details, 1102, 1110, 1113; Expository essay, 1375, 1376, 1381; Conclusions, draw, 1392, 1393, 1401

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Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Common Core Workshop: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Signal words, recognize, 46, 49, 54, 55; Loaded words, 97, 1260; Word choice, analyze, 110, 114, 120; Vocabulary Workshop, 198–199, 450–451, 678–679, 954–955, 1266–1267, 1458–1459; Figurative language, 364, 369, 403, 449; Connotation, 909, 1050; Informational Texts: clarify using rereading and context clues, use, 1442–1447; also see: Vocabulary Acquisition and

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(Continued)

(Continued) Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440

Standard 5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

SE/TE: Common Core Workshop: Analyzing Arguments, CC70–CC71, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73, Analyzing Legal Meanings and Reasoning, CC74–CC75; Speeches, 96, 101, 102, 108, 614; Logical appeal/argument, 97, 110, 196, 448,

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(Continued)

(Continued) 1258, 1260; Rhetorical question, 98, 102, 108, 449, 1070, 1077; Social commentary, 569, 582, 1346, 1354; Exposition, 796, 1026, 1038, 1449, R27; Humorous essay, 858, 860, 865, 1375; Argument/support structure, 1102, 1113; Organizational patterns, analyze, 1094, 1098, 1101; Expository essay, 1375, 1376, 1381; Persuasive essay, 1256, 1375; Outline, 1408, 1421; Common Core Assessment Workshop: Analyze and Evaluate Rhetoric, 1464

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Standard 6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

SE/TE: Common Core Workshop: The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Philosophical assumptions, analyze, 40, 43, 45; Rhetorical devices, analyze/compare, 97, 392, 1102, 1113; Appeal to audience, critique, 98, 105, 108; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 518, 928, 933, 934, 937, 1375; Speaker's attitude, compare and contrast, 406, 420; Questions, generate, 492; Writer's views/insights,

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(Continued)

(Continued) compare, 536, 543; Author’s general purpose for writing, 552; Philosophical argument, analyze, 626, 633, 784, 793; Arguments, evaluate, 1186, 1190, 1192, 1194, 1198, 1201, 1203, 1207, 1214; Social commentary, compare, 1346, 1355; also see: Informational Texts: philosophical assumptions, analyze, 614–623, symbols, evaluate persuasive use of, 1000–1007, fact and opinion, distinguish between, 1250–1255

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Integration of Knowledge and Ideas Standard 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

SE/TE: Reading for Information, 128–133, 178–186, 242–254, 392–397, 492–504, 558–563, 614–623, 764–770, 938–943, 1000–1007, 1250–1255, 1398–1406, 1442–1447; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Communications Workshop: Political Advertisement (nonprint) Analysis, 952–953, Entertainment Media Analysis/Evaluation, 1264–1265, Print Media Coverage Comparison, 1456–1457

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Standard 8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

SE/TE: Political assumptions, analyze, 98, 108; Main idea and supporting details, 1102, 1110, 1113; and for related texts, please see the following: • Patrick Henry, “Speech in the Virginia Convention” (p. 100) • Benjamin Franklin, “Speech in the Convention” (p. 105) • Thomas Paine, from “The American Crisis” (p. 117) • John F. Kennedy, “Inaugural Address” (p. 1104)

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Standard 9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

SE/TE: Political assumptions, analyze, 98, 108; Writer's views/insights, compare, 536; Main idea and supporting details, 1102, 1110, 1113; and for related texts, please see the following: • Thomas Jefferson, “The Declaration of Independence” (p. 112) • Abraham Lincoln, “The Gettysburg Address” (p. 538) • John F. Kennedy, “Inaugural Address” (p. 1104)

Range of Reading and Level of Text Complexity Standard 10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Preparing to Read Complex Texts, 207, 459, 687, 1274, 1467

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STRAND Writing Standards



Text Types and Purposes Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SE/TE: Common Core Workshop: Composing an Argument, CC76–CC77; Write a Persuasive Essay (Argument), 1256–1263; Writing Lesson: Editorial (Argumentative Text), 121, 391, 663, Persuasive Letter (Argumentative Text), 1183, Argument, 1255; Timed Writing: Persuasive essay, 562

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Standard 1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

SE/TE: Common Core Workshop: Composing an Argument (introducing the claim), CC76; Persuasive Essay: issue, analyze both sides of, 1257, introduction / body / conclusion, 1258, Professional Models: using historical facts (miller), 1259, argument, 1260, student models: persuasive essay, 1262; also see: Writing lesson skills: evidence, factual, 200, 663, arguments, 391, 612, 666, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, counterargument, 1215

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Standard 1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

SE/TE: Common Core Workshop: Composing an Argument (developing the claim), CC76; Persuasive Essay: evidence, 1257, appeals, effective, 1258, professional models: using historical facts (miller), 1259, argument, 1260; also see: Writing lesson skills: facts, verify/clarify, 177, evidence, factual, 200, 663, opinion, form/summarize/support, 357, 373, 663, 1322, arguments, 391, 612, 666, 1215, 1391, position statement, 515, 639, 1061, 1332, facts, relevant, 557, opinion, state/support, 715, 887, evidence, 1183, 1257, counterargument, 1215

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Standard 1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Persuasive Essay: Organization method, 1258, Transitional words/phrases, 1260; also see: Writing Lesson skills: Position, support/outline, 391, 1215

Standard 1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Persuasive Essay: Appeals, effective, 1258, Professional Models (Miller), 1259, Peer review, use, 1260; also see: Writing Lesson skills: Evidence, factual, 200, 663, Logic, clarify, 320, 1260, 1345, Position statement, 515, 639, 1061, 1332, Facts, relevant, 557, Opinion, state/support, 715, 887, Rhetorical devices, 1183

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Standard 1.e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Common Core Workshop: Composing an Argument (concluding section), CC76; Persuasive Essay: Introduction / body / conclusion, 1258; also see: Writing Lesson skills: Argument summary, 373, Opinion, form/summarize/support, 357, 663, 1322

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Standard 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

SE/TE: Common Core Workshop: Writing an Objective Summary, CC62–CC63; Writing Workshop: Write a Reflective Essay, 440–447, Historical Investigation Report (Write a Research Report), 664–675, Write a Multimedia Presentation, 944–951; also see: Writing (explanatory and informative texts), 79, 83, 109, 268, 373, 421, 491, 515, 529, 543, 557, 593, 727, 754, 763, 777, 783, 794, 807, 865, 871, 919, 927, 999, 1025, 1055, 1069, 1101, 1159, 1249, 1332, 1345, 1355, 1369, 1381, 1397, 1422; Performance Tasks: Writing essays, 204, 456, 684, 960, 1272,

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(Continued)

(Continued) 1464; Research Task: Write a biographical narrative, 255, Write a research report on women and the Civil War, 505

Standard 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 (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Reflective Essay: Choosing your topic, 441, Start with a strong lead, 442; Historical Investigation Report: Topic, choose/narrow, 665, Thesis, 666, Organization method, 667, Source material, integrate, 668, Professional Models: Using Research (Painter), 669, Citations, 670, 671; Multimedia Presentation, 944–951; also see: Writing Lesson skills: Ideas, 109,

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(Continued)

(Continued) 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078; Organization method, 320, 584, 633, 667, 1236, 1258, 1345, 1361

Standard 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.

SE/TE: Reflective Essay: Gathering details, 441, Providing elaboration, 442; Historical Investigation Report: Evidence, factual, 665, Elaboration, Outline, 666, Organization method, 667, Citations, 668, Professional Models: Using Research (Painter), 669, Citations, 670, 671; also see: Writing Lesson skills: Details, gather, 55, 67, 79, 83, 189, 241, 421, 441, 442, 529, 612,

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(Continued)

(Continued) 663, 665, 910, 1039, 1257, 1309, 1322, 1332, 1361, 1449; Facts, 177, 557; Evidence, 200, 663, 1183, 1257

Standard 2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: Reflective Essay: Use the SEE technique, 442, Revising overall structure, 444; Historical Investigation Report: Outline, 666, Organization method, 667; also see: Writing Lesson skills: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391

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Standard 2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

SE/TE: Reflective Essay: Developing your style, 445; Historical Investigation Report: Word choice, 668; also see: Writing Lesson skills: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Language, 121, 663, 1452

Standard 2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Reflective Essay: Developing your style, 445; Historical Investigation Report: Word choice, 668; also see: Writing Lesson skills: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Language, 121, 663, 1452; Modifiers, replace weak, 1322

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Standard 2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: Reflective Essay: Use the SEE technique, 442, Revising overall structure, 444; Historical Investigation Report: Outline, 666, Organization method, 667; also see: Writing Lesson skills: Introduction/body/conclusion, 93, 154, 373, 391, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422

Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Short Story, 1448–1455; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440

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Standard 3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Autobiographical Narrative: Narrowing your topic, Find the turning point, 189, Begin with a strong lead, 190, Use subordination to give characters depth, 192; Short Story: Focus on a conflict, 1449, Establish point of view, 1450, Show instead of tell, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440

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Standard 3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Autobiographical Narrative: Find the turning point, 189, Order your events, 190; Short Story: Create a story chart, 1449, Establish tense, 1450, Revising overall structure, 1452, Using punctuation in dialogue, 1453, 1455; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440

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Standard 3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

SE/TE: Autobiographical Narrative: Make memory notes, Find the turning point, 189, Order your events, 190, Connect the past to the present, 192; Short Story: Create a story chart, 1449, Establish tense, 1450, Revising overall structure, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440

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Standard 3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Autobiographical Narrative: Improving word choice, 193; Short Story: Show instead of tell, Revise word choice, & Revise to add sensory language, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440

42

Standard 3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: For related material see: Autobiographical Narrative: Revising your overall structure & Connect the past to the present, 192; Short Story: Create a story chart, 1449, Revising overall structure, 1452; also see: Writing Lessons: Short story, update, 241; Outline for short story, 649; Sequel, 857; Short story (retell) from different point of view, 1309; Memoir, 1440

43

Production and Distribution of Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Common Core Workshop: Writing an Objective Summary, CC62–CC63, Composing an Argument, CC76–CC77; Writing Workshop, 188–195, 440–447, 664–675, 944–951, 1256–1263, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Common Core Performance Tasks: Writing, 204, 456, 684, 960, 1272, 1464

44

Standard 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SE/TE: Writing Workshop: Prewriting, 189, 441, 665, 945, 1257, 1449, Drafting, 190, 442, 666, 946, 1258, 1450, Revising, 192, 444, 948, 1260, 1452, Editing and Proofreading, 195, 447, 675, 1263, 1455, Publishing and Presenting, 195, 447, 675, 951, 1263, 1455; also see: Writing Lesson (prewriting, drafting, revising), 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440

45

Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Writing Workshop: Publishing and Presenting, 195, 447, 675, 1263, 1455; Multimedia Presentation, 944–951; also see: Research Task: Construct an illustrated timeline, 187, Create a computer slide show, 1008; Writing Lesson: Electronic Slide Presentation, 535, Formal Oral Presentation, 565, Multi-Genre Response to Literature, 910, Multi-Genre Response to Poetry, 1078, Ad Campaign, 1363

46

Research to Build and Present Knowledge Standard 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Workshop: Historical Investigation Report, 664–675, Multimedia Presentation, 944–951; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407

47

Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.

SE/TE: Historical Investigation Report: Details, gather, 665, Sources, 666, Citations, 668, Professional Models: Using Research (Painter), 669, Plagiarism, avoid, 670, Works cited list (MLA style), 671; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Informational Texts: letters, floor plan (primary sources), 178–187, government document, field report, 242–255, public, government documents (abstract, government form), 558–563, personal

48

(Continued)

(Continued) history, speech (primary sources), 614–623, photographs, ballad (primary sources), 764–771, digital reference tools (online citation organizer, online encyclopedia), 938–943, poster, editorial cartoon, editorial (primary sources), 1000–1007, oral history transcript, e-mail (primary sources), 1392–1401, workplace documents ( online technical report, Internet policy statement), 1442–1447

49

Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SE/TE: Common Core Assessment Workshop: Writing about literature and informational texts, 204, 456, 684, 960, 1272, 1464; also see: Writing lessons, 109, 154, 320, 357, 373, 491, 515, 593, 715, 763, 777, 807, 831, 871, 887, 910, 1025, 1055, 1061, 1069, 1078, 1249, 1322, 1381

50

Standard 9.a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

SE/TE: Writing lessons: response to literature, 154, 910, 1078, character study, 357, critical essay, 491, 807, 887, essay in response to criticism, 515, character types essay, 593, character analysis, 715, essay about historical context, 763, approaches to literary criticism, 777, 1069, critical review, 831, 1322, poetry essay, 871, 1055, essay of interpretation, 1025; also see: Common Core Assessment Workshop: Writing about literature, 204, 456, 684, 960, 1272, 1464

51

Standard 9.b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

SE/TE: Common Core Assessment Workshop: Writing about informational texts, 204, 456, 684, 960, 1272, 1464; also see: Comparison-and-contrast essay: speeches, 109; Evaluation essay of differing views, 320; Evaluation of philosophical essay, 373; Historical context essay, 763; Essay: comparing science to poetry, 1061; Comparison-and-contrast essay: authors' political viewpoints, 1249; Research paper on word origins, 1381

52

Range of Writing Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SE/TE: Common Core Workshop: Writing an Objective Summary, CC62–CC63, Composing an Argument, CC76–CC77; Writing Workshop, 188–195, 440–447, 664–675, 944–951, 1256–1263, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Common Core Performance Tasks: Writing, 204, 456, 684, 960, 1272, 1464

53

STRAND Speaking and Listening Standards



Comprehension and Collaboration Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457

54

Standard 1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; also see: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53

55

Standard 1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SE/TE: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457

56

Standard 1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; also see: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53

57

Standard 1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SE/TE: Collaboration: Respond thoughtfully to different opinions and perspectives, 15, Make sure all opinions are heard, 1291; Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; also see: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53

58

Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; also see: Communications Workshop: Political Ad (nonprint), 952–953, Entertainment Media Analysis, 1264–1265, Print Media Comparison, 1456–1457

Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SE/TE: Communications Workshop: evaluate a persuasive speech, 196–197, peer evaluation for persuasive speech, 449, evaluation form oral interpretation, entertainment media analysis, 1264–1265; also see: Collaboration: Respond thoughtfully to different opinions and perspectives,

59

(Continued)

(Continued) 15, Make sure all opinions are heard, 1291

Presentation of Knowledge and Ideas Standard 4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; Writing Workshop: Multimedia Presentation, 944–951; also see: Speaking and Listening: Oral Presentation, 16, 476, Media review, 135, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion,

60

(Continued)

(Continued) 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465

Standard 5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SE/TE: Speaking and Listening: Media review, 135, Slide presentation, 224, Multimedia presentation, 704; Multimedia Presentation, 944–951; Writing Lesson: electronic slide presentation, 535, multi-genre response to literature, 910, multi-genre response to poetry, 1078, ad campaign, 1363

61

Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; Writing Workshop: Multimedia Presentation, 944–951; also see: Speaking and Listening: Oral Presentation, 16, 476, Media review, 135, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465

62

STRAND Language Standards



Conventions of Standard English Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: Editing/ Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56–R63

Standard 1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

SE/TE: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Diction, 425, 429,

63

(Continued)

(Continued) 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Dialect, 569, 582, 858, 928, 937, 1310, 1316, 1319, 1321; Commonly Confused Words, R60–R61; also see: Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459

64

Standard 1.b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

SE/TE: Commonly Confused Words, R60–R61; Writing Workshops: Editing / Proofreading, 195, 447, 675, 951, 1263, 1455; Life of the English Language: Using a Dictionary and Thesaurus, R14; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323

Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SE/TE: Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56–R63

65

Standard 2.a Observe hyphenation conventions.

SE/TE: For related material see: Grammar, Usage and Mechanics Handbook: Punctuation, R61–R62

Standard 2.b Spell correctly.

SE/TE: Spelling, 195, 447, 675, 1263, 1455; Spelling Rules, R63; also see: Vocabulary Acquisition and Use (word analysis), 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440

66

Knowledge of Language Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Dialect, 569, 582, 858, 928, 937, 1310, 1316, 1319, 1321; Commonly Confused Words, R60–R61; also see: Vocabulary

67

(Continued)

(Continued) Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459

Standard 3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

SE/TE: Sentences, combine, 31, 94, 1237, 1323; Sentences, vary, 192, 444, 613, 1114; Sentence fragments, 447, 951, 1237; Sentence Fluency, 1453; Grammar, Usage, and Mechanics Handbook, R57–R58

68

Vocabulary Acquisition and Use Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

SE/TE: Multiple-meaning words, 439, 663, 1069, 1345; also see: Vocabulary Acquisition and Use (word analysis), 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440

Standard 4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Vocabulary Acquisition and Use (context clues), 199, 451, 679, 955, 1267, 1459; also see: Use context clues (reading strategy), 84, 90, 92, 1442

69

Standard 4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

SE/TE: Vocabulary Acquisition and Use (orthographic patterns): Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183

70

Standard 4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

SE/TE: Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450, Scientific, Medical, Mathematical Terms, 954; also see: Vocabulary Acquisition and Use: Using resources to build vocabulary, 319, 582, 1235, gather vocabulary knowledge, 323, 587, 1239, use dictionary & etymology study, 504, 999, 1007, 1309, 1361, 1406; Life of the English Language: Using a Dictionary and Thesaurus, R14

71

Standard 4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: Vocabulary Acquisition and Use (context clues), 199, 451, 679, 955, 1267, 1459; also see: Vocabulary Acquisition and Use: Using resources to build vocabulary, 319, 582, 1235, gather vocabulary knowledge, 323, 587, 1239, use dictionary & etymology study, 504, 999, 1007, 1309, 1361, 1406; Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450, Scientific, Medical, Mathematical Terms, 954; Life of the English Language: Using a Dictionary and Thesaurus, R14

72

Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Metaphor, 80, 83, 372, 376, 380, 385, 390, 403, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 403, 449; Diction, 425, 429, 430, 438, 448, 536, 539, 543, 1070, 1077, 1376, 1381; Simile, 784, 793, 1050, 1055; Personification, 866, 871; Connotation, 909, 1050; also see: Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754,

73

(Continued)

(Continued) 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078, 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop, 198–199, 450–451, 678–679, 954–955, 1266–1267, 1458–1459

Standard 5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

SE/TE: Figures of speech, 364; Figurative Expressions, 376; Paradox, 406, 415, 420; Hyperbole, 569, 582, 587, 593, 858; Vocabulary Workshop: Idioms, Idiomatic Expressions, 1266; also see: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the

74

(Continued)

(Continued) American Language, 471, Sliding With Slang, 701, Brave New Words, 1287

Standard 5.b Analyze nuances in the meaning of words with similar denotations.

SE/TE: Multiple-meaning words, 439, 663, 1069, 1345; Denotation, 909

Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Vocabulary Acquisition and Use, 30, 93, 109, 121, 153, 177, 241, 254, 286, 319, 357, 373, 391, 421, 450, 491, 515, 529, 583, 612, 649, 715, 754, 763, 777, 794, 831, 887, 909, 954, 1025, 1039, 1078,

75

(Continued)

(Continued) 1092, 1114, 1159, 1183, 1215, 1322, 1361, 1391, 1422, 1440; Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459

76

STRAND Language Progressive Skills The following skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.



Conventions of Standard English Standard 10.1.a Use parallel structure.

SE/TE: Parallel structure, 449, 1068, 1423

Standard 6.1.c Recognize and correct inappropriate shifts in pronoun number and person.

SE/TE: Conventions and Style: pronoun, 755, pronoun-antecedent agreement, 911; Grammar, Usage, and Mechanics Handbook, R56, R59, R60

Standard 7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

SE/TE: Conventions and Style: fixing misplaced and dangling modifiers, 585; Spiral Review: misplaced and dangling modifiers, 675; also see: Sentences, vary, 192, 444, 1114; Conventions and Style: Introductory phrases and clauses, 613

77

Standard 5.1.d Recognize and correct inappropriate shifts in verb tenses.

SE/TE: Conventions and Style: subject-verb agreement, 755, verb tense, 1093; Grammar, Usage, and Mechanics Handbook, R60

Standard 6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

SE/TE: Conventions and Style: pronoun, 755, pronoun-antecedent agreement, 911; Grammar, Usage, and Mechanics Handbook, R56, R59, R60

Standard 8.1.d Recognize and correct inappropriate shifts in verb voice and mood.*

SE/TE: Conventions and Style: Using active, not passive, voice, 1115; also see: Conventions and Style: Subject-verb agreement, 755, Verb tense, 1093; Grammar, Usage, and Mechanics Handbook, R60

78

Standard 6.1.e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

SE/TE: Developing Your Style: controlling tone and diction, 445, Communication Workshop: select language techniques, 448; also see: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Figures of speech, 364; Figurative Expressions, 376; Paradox, 406, 415, 420; Hyperbole, 569, 582, 587, 593, 858; Vocabulary Workshop: Idioms, Idiomatic Expressions, 1266;

79

Standard 3.1.f Ensure subject-verb and pronoun-antecedent agreement.

SE/TE: Conventions and Style: subject-verb agreement, 755, pronoun-antecedent agreement, 911, verb tense, 1093; Grammar, Usage, and Mechanics Handbook, R56, R59, R60

Standard 4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

SE/TE: Sentences, combining, 31, 94; Sentences, vary, 192, 444, 613, 1114; Sentence fragments, 447, 951; Phrase, Clause, 613; Avoiding Sentence Fragments and Run-ons, 1237; Using Transitional Expressions, 1323; Varying Sentences, 1441; Grammar, Usage, and Mechanics Handbook, R57–R58

80

Standard 4.1.g Correctly use frequently confused words (e.g., to/too/two; there/their).

SE/TE: Commonly Confused Words, R60–R61; also see: Multiple-meaning words, 439, 663, 1069, 1345

Standard 6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

SE/TE: Conventions and Style: commas, 31, adjective and adverb clauses, 287; Editing and Proofreading: punctuation, 1263; Grammar, Usage, and Mechanics Handbook: Punctuation, R61–R62

81

Knowledge of Language Standard 3.3.a Choose words and phrases for effect.

SE/TE: Description, 55, 83; Developing Your Style: improving word choice, 193; Adjectives/adverbs, use precise, 1322; Show instead of tell, 1452; also see: Word Choice, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422

Standard 7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

SE/TE: Adjectives/adverbs, use precise, 1322; Show instead of tell, 1452; also see: Description, 55, 83; Developing Your Style: improving word choice, 193; Word Choice, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422

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Standard 4.3.a Choose punctuation for effect.

SE/TE: Conventions and Style: commas, 31, adjective and adverb clauses, 287; Editing and Proofreading: punctuation, 1263; Grammar, Usage, and Mechanics Handbook: Punctuation, R61–R62

Standard 6.3.b Maintain consistency in style and tone.

SE/TE: Developing Your Style: controlling your tone and diction, 445; also see: Writing Workshop: Revising, 192, 444, 948, 1260, 1452; Writing Lesson: Revising, 515, 777, 794, 845, 1025, 1236, 1422; Writer’s Toolbox: Organization, 667

All Standards must be listed even though you may not correlate to every standard. Please write "NA" in the page reference if there

is no correlation. If you have an annotated teacher edition (ATE), then you may correlate to that one book as it contains both the pupil and teacher

edition. Please indicate that you are correlating to the ATE. If you have a series of books that are being submitted, please do a correlation for each book. Each book's correlation should stand

alone.

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