prentice hall literature

A Correlation and Narrative Brief of

Prentice Hall Literature

Grades 6 -12, © 2012

to the

Common Core State Standards

for English Language Arts

Grades 6-12

TEXTBOOK NARRATIVE FOR THE STATE OF TENNESSEE PRENTICE HALL LITERATURE COMMON CORE EDITION ©2012 Prentice Hall Literature Common Core Edition, Grade 6 9780133195521 Prentice Hall Literature Common Core Edition, Grade 7 9780133195538 Prentice Hall Literature Common Core Edition, Grade 8 9780133195545 Prentice Hall Literature Common Core Edition, Grade 9 9780133195552 Prentice Hall Literature Common Core Edition, Grade 10 9780133195569 Prentice Hall Literature Common Core Edition, Grade 11 9780133195576 Prentice Hall Literature Common Core Edition, Grade 12 9780133195583 Prentice Hall Literature Common Core Edition ©2012 is aligned 100% to the Common Core State Standards (CCSS). The program incorporates instruction of both literature and language arts skills. Language Arts instruction is fully integrated throughout the program with instruction and practice with grammar, conventions and writing through Integrated Language Skills Workshops. Listening and Speaking activities are standards-based, providing students with formal and informal opportunities to master key communication skills while strengthening writing, listening, speaking and research skills. Communications Workshops provide opportunities to meet key listening and speaking standards, as well as develop media literacy skills. A Writing Workshop with step-by-step instruction guides students to develop ideas into full-length composition, addressing the key stages in the writing process. The readings in Prentice Hall Literature comprise the best classic and contemporary literature, representing diverse authors in the context of a rich literary tradition. Informational texts are current, and were selected for their relevance to today’s sources and topics. Together, the literary and informational texts provide extensive opportunities for students to deepen their understanding of the CCSS. The questioning strategies and opportunities that surround the readings further encourage students to cultivate critical thinking. The Critical Thinking questions that appear after selections use appropriate instructional scaffolding to cultivate students’ ability to interpret, analyze, evaluate, synthesize, and apply their understanding. Post-reading questions on the After You Read pages help students develop their critical thinking abilities by applying their understanding of literary and reading skills to the literature they have read. Prentice Hall Literature provides integrated support for all levels of learners. A hallmark feature of the program is the ability to differentiate instruction and deliver content customized for each student. Students are assigned a learner level and selections and support provided to each student is based on this level. This differentiation allows students to develop skills as needed, eventually allowing them to read more complex texts to prepare them for high school and beyond. The program also features PHLitOnline - an integrated Digital Center for teachers and students. PHLitOnline can be used as a companion to the print program or as complete support for a total 21st century digital learning experience. You can easily move between print and digital resources to give students exactly what they need. For teachers, all print teacher resources are online as well as classroom management tools such as the online lesson planner and standards reporting. For students, PHLitOnline.com includes:

Student Edition eText Interactive selections with an interactive journal Vocabulary games and interactive flashcards Full selection audio in English with summaries in Spanish and Haitian Creole Background videos Grammar Tutorials BQ Tunes

PHLitOnline also offers SuccessTracker where students can take tests online. Tests are scored automatically and remediation is assigned based on skills missed. Reports are available and show how students are meeting both the TN Standards and the CCSS. SUPPORT FOR TENNESSEE STANDARDS To assist in the transition to the CCSS, a Tennessee Overview & Implementation Guide has been designed specifically for Tennessee teachers. This Guide includes author essays, an annotated walk-through of the CCSS, and cross-walk correlations of the Tennessee SPIs to the CCSS to Prentice Hall Literature. These correlations will help teachers using the program by identifying where the SPIs are taught and which CCSS aligns with each SPI. Practice tests are provided to help prepare students for the TCAP and EOC tests. These tests contain the same number of test items found on the actual Achievement Test. These tests will help familiarize students with the test format because the design and layout of the Practice Test is similar to the TCAP and EOC. Supporting the TCAP and EOC while preparing to take the national assessments in 2014-15 will be a key factor to student success with the CCSS. RESEARCH Pearson has used a variety of research methods as a base on which to build Prentice Hall Literature © 2012. In addition, a scientific efficacy study conducted by Cobblestone Evaluation found that students in classrooms where Prentice Hall Literature was implemented with high fidelity significantly outperformed their peers using other language arts programs on the GMRT Vocabulary test and the MAT8 Writing test. Participants came from eight ethnically and economically diverse schools, including sites in Arizona, California, Ohio, and Oregon. The sample included 29 teachers and 2,729 students in seventh, eighth, and tenth grades and varying levels of language arts ability. The full report is available upon request. ASSESSMENT Prentice Hall Literature provides built-in, frequent and systematic progress monitoring and benchmarking to ensure results. Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills coverage and evaluation. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content.

The Beginning-of-Year Benchmark Test assesses students’ skills and deficiencies at the onset of the year.

The Reading Readiness Diagnostic Test assesses students’ reading ability at the beginning of

the year. Subsequently, the Vocabulary in Context diagnostics assesses students’ reading readiness for selections in each upcoming unit.

Selection Tests assess student understanding of the literary works and the skills and vocabulary

associated with them.

At the end of each unit, Cumulative Review allows students to read passages and respond to multiple choice questions and short answer writing prompts to apply Reading Literature, Reading Informational Text, Writing, and Language standards from the unit.

Six Performance Tasks assess the Reading Literature and Reading Informational Text standards

taught in the unit. These Performance Tasks are modeled after those provided in Appendix B to the CCSS and the assignments call on students to apply Writing, Speaking and Listening, and Language standards taught in the unit, as relevant.

A series of twelve Benchmark Tests, together with comprehensive Mid-Year and End-of-Year Summative Tests, help you identify students who have mastered the skills taught and those who need re-teaching.

Table of Contents

Grade 6 ............................................................................................. 1 Grade 7 ............................................................................................. 8 Grade 8 ........................................................................................... 15 Grade 9 ........................................................................................... 22 Grade 10 ......................................................................................... 30 Grade 11 ......................................................................................... 38 Grade 12 ......................................................................................... 46

COMMON CORE Common Core State Standards Correlation


Correlation to Prentice Hall Literature © 2012 The following correlation shows points at which focused, sustained instruction is provided in the Student Edition. The standards are spiraled and revisited throughout the program, and the Teacher's Edition provides further opportunity to address standards.

Key SE/TE: Student Edition/Teacher's Edition CCC: Common Core Companion

Grade 6

Grade 6 Reading Standards for Literature

Prentice Hall Literature © 2012, Grade 6

RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 188, 218; see also After You Read Critical Thinking question banks in Units 1, 2, 4, 5, and 6. CCC: 2, 3, 9

RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SE/TE: xlix, 5, 6, 140, 270, 704, 825, 826, 838, 856, 884, 932 CCC: 15, 16, 22

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RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

SE/TE: 20, 179, 270, 300, 693, 694 CCC: 28, 29, 35

RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

SE/TE: 110, 140, 551, 552, 560, 584, 608, 636, 693, 912 CCC: 41, 42, 48

RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

SE/TE: 179, 300, 551, 553, 620, 693, 694, 704, 744, 856, 932, 962 CCC: 54, 55

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RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.

SE/TE: 42, 704, 551 CCC: 61, 62

RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

SE/TE: 584, 744, 779 CCC: 68, 69

RL.8 (Not applicable to literature)

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RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

SE/TE: 72, 660, 788 CCC: 75, 76

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RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 173, 373, 545, 687, 819, 1009 CCC: 82, 83

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Grade 6 Reading Standards for Informational Text


RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 468, 488; see also all Critical Thinking features following all nonfiction selections: Units 1, 3, 6 CCC: 90, 91, 97

RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SE/TE: xlix, 5, 7, 468, 488, 656, 878, 958 CCC: 103, 104, 110

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RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

SE/TE: 334, 379, 381, 438 CCC: 116, 117

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

SE/TE: 379, 380, 488, 516 CCC: 123, 124

RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

SE/TE: 66, 379, 381, 512, 602, 878 CCC: 130, 131

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RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SE/TE: 92, 379, 380, 394, 418, 788 CCC: 137, 138

RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

SE/TE: 134, 244, 656 CCC: 144, 145

RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

SE/TE: xlix, 110, 438, 782, R39 CCC: 151, 152

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RI.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

SE/TE: 72, 782, 878 CCC: 158, 159

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RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 173, 373, 545, 687, 819, 1009 CCC: 165, 166

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Grade 6 Writing Standards


W.1

Write arguments to support claims with clear reasons and relevant evidence.

SE/TE: 418, 435, 526, 614, 738, 744, 779, 782 CCC: 173, 174, 175, 176, 177, 178, 179, 180, 181, 182, 183

W.1.a

Introduce claim(s) and organize the reasons and evidence clearly.

SE/TE: xlix, 438, 526, 528, 614, 738, 744, 779 CCC: 173, 174, 175, 176, 177, 178, 179, 180, 181, 182, 183

W.1.b

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

SE/TE: xlix, 438, 526, 528, 530, 614, 738, 740 CCC: 173, 174, 175, 176, 177, 178, 179, 180, 181, 182, 183

W.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

SE/TE: 530, 616, 738 CCC: 173, 174, 175, 176, 177, 178, 179, 180, 181, 182, 183

W.1.d Establish and maintain a formal style. SE/TE: 528, 616, 740

CCC: 173, 174, 175, 176, 177, 178, 179, 180, 181, 182, 183

W.1.e Provide a concluding statement or section that follows from the argument presented.

SE/TE: xlix, 530, 616, 740 CCC: 173, 174, 175, 176, 177, 178, 179, 180, 181, 182, 183

W.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

SE/TE: 88, 462, 488, 509, 560, 583, 668, 800, 856, 875, 906, 988 CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2.a

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: 72, 140, 462, 464, 488, 509, 516, 608, 660, 668, 670, 672, 802, 804, 856, 875, 884, 906, 908, 962, 988, 990 CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: 20, 41, 86, 464, 488, 509, 560, 583, 608, 670, 672, 802, 908, 988, 990 CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.

SE/TE: 464, 670, 802, 908 CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: 86, 462, 856, 992 CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2.e Establish and maintain a formal style. SE/TE: 20, 560, 856

CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2.f Provide a concluding statement or section that follows from the information or explanation presented.

SE/TE: 139, 560, 804 CCC: 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.3

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

SE/TE: 42, 63, 92, 109, 154, 300, 331, 354, 394, 417, 468, 487 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206

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W.3.a

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: 154, 156, 354, 356 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206

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W.3.b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: 156, 358, 468, 487, 838, 855 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206

W.3.c

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: 158, 358, 855 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206

W.3.d

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

SE/TE: 110, 131, 156, 158, 356, 584, 599, 636, 653 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206

W.3.e

Provide a conclusion that follows from the narrated experiences or events.

SE/TE: 356, 838, 855 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206

W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: 20, 41, 270, 299, 418, 435, 462, 560, 602, 620, 635, 704, 735, 912, 931, 932, 955 CCC: 207, 208

W.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SE/TE: 88, 154, 158, 530, 804 CCC: 214, 215, 221

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W.6

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SE/TE: 90, 620, 635, 636, 653, 704, 735, 838, 855, 906, 908, 932, 955 CCC: 227, 228, 234, 240

W.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

SE/TE: 20, 838, 855, 988 CCC: 246, 247, 251

W.8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

SE/TE: 394, 417, 468, 487, 704, 735, 856, 875, 932, 955, 988, 990 CCC: 253, 254, 255, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266

W.9

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

SE/TE: 170, 370, 542, 560, 684, 738, 816, 1006 CCC: 267, 268, 271, 272

W.9.a

Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

SE/TE: 170, 370, 542, 684, 816, 1006 CCC: 267, 268, 271, 272

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W.9.b

Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

SE/TE: 170, 370, 542, 684, 816, 1006 CCC: 267, 268, 271, 272

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W.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 discipline-specific tasks, purposes, and audiences.

SE/TE: See these features in Units 1, 2, 3, 4, 5, and 6: Integrated Language Skills; Reading for Information: Comparing Informational Texts; Comparing Literary Works; Writing Workshops. CCC: 275, 276, 277, 278, 281, 282, 283, 284

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Grade 6 Speaking and Listening Standards


SL.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SE/TE: 3, 377, 394, 417, 418, 435, 488, 549, 691, 823, 932, 955 CCC: 286, 287, 288, 289, 290, 291, 292

SL.1.a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: 488, 509 CCC: 286, 287, 288, 289, 290, 291, 292

SL.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SE/TE: 418, 435, 488, 509 CCC: 286, 287, 288, 289, 290, 291, 292

SL.1.c

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SE/TE: 164, 270, 299, 744, 779, 1000 CCC: 286, 287, 288, 289, 290, 291, 292

SL.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SE/TE: 164, 488, 509 CCC: 286, 287, 288, 289, 290, 291, 292

SL.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SE/TE: 300, 331, 364, 810 CCC: 293, 294 C

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Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SE/TE: 364, 678, 744 CCC: 297, 298, 301

SL.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: 92, 109, 468, 487, 536, 678, 1000 CCC: 304, 305, 308

SL.5

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SE/TE: 92, 109, 704, 735, 838, 855, 908 CCC: 311, 312

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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)

SE/TE: 42, 63, 110, 131, 584, 599, 912, 931 CCC: 313, 314, 315

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Grade 6 Language Standards


L.1

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

SE/TE: 42, 110, 131, 270, 299, 394, 417, 418, 435, 468, 487, 488, 509, 530, 560, 583, 636, 653, 704, 735, 744, 779, 838, 855, 875, 992 CCC: 321, 322, 323, 324, 325, 326, 327, 328, 329, 330

L.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).

SE/TE: 92, 109 CCC: 321, 322

L.1.b Use intensive pronouns (e.g., myself, ourselves). SE/TE: 110, 131

CCC: 323, 324

L.1.c Recognize and correct inappropriate shifts in pronoun number and person.

SE/TE: 158 CCC: 325, 326

L.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

SE/TE: 158 CCC: 327, 328

L.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: 530, 536 CCC: 329, 330

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

SE/TE: 20, 41, 88, 912, 931, 932, 955 CCC: 331, 332, 333, 334

L.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

SE/TE: 673, 704, 735 CCC: 331, 332

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L.2.b Spell correctly. SE/TE: 90, 160, 466, 532, 618, 674, 806, 996

CCC: 333, 334

L.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening

SE/TE: 488, 509, 584, 599, 620, 635, 672, 744, 779 CCC: 335, 336, 337, 338

L.3.a Vary sentence patterns for meaning, reader/ listener interest, and style.

SE/TE: 88, 584, 599, 740, 804, 856 CCC: 335, 336

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L.3.b Maintain consistency in style and tone. SE/TE: 88, 264, 906

CCC: 337, 338

L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

SE/TE: 134, 534 CCC: 339, 340, 341, 342, 343, 344, 345, 346

L.4.a

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

SE/TE: 534, 560, 584 CCC: 339, 340

L.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

SE/TE: 20, 92, 270, 838, 878 CCC: 341, 342

L.4.c

Consult 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 or its part of speech.

SE/TE: 86, 162, 512, 534, 584, 599, 676, 738, 808 CCC: 343, 344

L.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: 377, 534, 878 CCC: 345, 346 V

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

SE/TE: 676, 998 CCC: 347, 348, 349, 350, 351, 352

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L.5.a Interpret figures of speech (e.g., personification) in context.

SE/TE: 912, 921, 929, 998 CCC: 347, 348

L.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

SE/TE: 808, 912, 931 CCC: 349, 350

L.5.c

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

SE/TE: 42, 63, 162, 676 CCC: 351, 352

L.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: xlix, 3, 66, 110, 134, 300, 377, 394, 417, 418, 438, 468, 487, 488, 509, 549, 602, 620, 635, 636, 656, 691, 704, 823, 744, 779, 782, 912, 931, 932, 955, 958 CCC: 353, 354

Grade 6 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.


© 2012, Grade 6

L.5.1.d Recognize and correct inappropriate shifts in verb tense.

SE: 299, 300, 359

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

SE: 159, 582, 672

L.4.1.f

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

SE: 616, 909, 954

L.4.1.g

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

SE: 267, 361, 467

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Use punctuation to separate items in a series. SE: 930, 954

L.3.3.a Choose words and phrases for effect. SE: 88, 158, 599

L.4.3.a

Choose words and phrases to convey ideas precisely. SE: 739

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Choose punctuation for effect. SE: 598, 617

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Grade 7



RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 308, 336; see also After You Read Critical Thinking question banks in Units 1, 2, 4, 5, and 6. CCC: 2, 3, 7

RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

SE/TE: xlix, 5, 6, 7, 22, 48, 98, 336, 830, 903, 904, 912, 934, 966, 988, 1034 CCC: 15, 16, 22

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RL3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SE/TE: 78, 98, 160, 201, 202, 216, 370, 536, 723, 724, 736, 772, 818, 830, 966, 1006, 1034 CCC: 28, 29, 35

RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

SE/TE: 288, 573, 574, 600, 628, 646, 663, 664, 692 CCC: 41, 42, 48

RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

SE/TE: 573, 575, 582, 628, 723, 724, 736, 772, 830, 866, 1034 CCC: 54, 55, 61

Cra

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RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

SE/TE: 48, 201, 202, 248, 628, 818 CCC: 67, 68

RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

SE/TE: 582, 599, 830 CCC: 74, 75


Inte

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RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

SE/TE: 934, 988 CCC: 81, 82

Ran

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y RL.10 By the end of the year, read and comprehend

literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 195, 403, 567, 717, 897, 1061 CCC: 88, 89

8


Grade 7 Reading Standards for Informational Text


© 2012, Grade 7

RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 128, 364; see also After You Read Critical Thinking question banks in Units 1, 3, and 6 CCC: 96, 97, 103

RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

SE/TE: 5, 7, 48, 128, 420, 440 CCC: 109, 110, 116

Key I

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RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

SE/TE: 78, 128, 160, 409, 411, 440 CCC: 122, 123

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

SE/TE: 409, 411, 506, 622 CCC: 129, 130, 136

RI.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

SE/TE: 72, 154, 282, 409, 410, 420, 468, 490, 530, 622, 686, 960 CCC: 142, 143

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RI.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

SE/TE: 48, 154, 409, 410, 440, 468, 812, 862, 1028 CCC: 149, 150, 156

RI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

SE/TE: 420, 440, 490 CCC: 162, 163

RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

SE/TE: xlix, 462, 490, R39 CCC: 169, 170

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RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

SE/TE: 282, 530, 862, 1028 CCC: 176, 177

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RI.10 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: 195, 403, 567, 717, 897, 1061 CCC: 183, 184

9




W.1 Write arguments to support claims with clear reasons and relevant evidence.

SE/TE: 302, 640, 642, 692, 698, 736, 771, 1006, 1025 CCC: 191, 192, 193, 194, 195, 196, 197, 198

W.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: xlix, 304, 336, 361, 490, 505, 640, 698, 736, 771, 934, 957, 1006, 1025, 1028 CCC: 191, 192, 193, 194, 195, 196, 197, 198

W.1.b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: xlix, 302, 304, 336, 361, 490, 505, 640, 698, 736, 771, 812, 934, 957, 1006, 1025, 1028 CCC: 191, 192, 193, 194, 195, 196, 197, 198

W.1.c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

SE/TE: 302, 642, 700, 702, 736, 771 CCC: 191, 192, 193, 194, 195, 196, 197, 198

W.1.d Establish and maintain a formal style. SE/TE: 302, 700

CCC: 191, 192, 193, 194, 195, 196, 197, 198

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

SE/TE: xlix, 304, 642, 700, 1028 CCC: 191, 192, 193, 194, 195, 196, 197, 198

W.2


SE/TE: 22, 48, 98, 247, 468, 548, 600, 619, 772, 809, 824, 866, 878, 934, 957, 966, 982, 988, 1005, 1040 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.2.a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: 78, 92, 94, 98, 160, 288, 308, 335, 370, 440, 459, 484, 486, 548, 550, 826, 880, 960, 982, 1006, 1025, 1042 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: 22, 47, 94, 128, 486, 548, 550, 830, 859, 866, 880, 934, 957, 984, 988, 1005, 1006, 1025, 1034, 1040 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.2.c

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: 94, 128, 486, 550, 826, 859, 882, 960, 984, 1044 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: 48, 92, 216, 247, 484, 486, 506, 527, 548, 600, 619, 622, 627, 640 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.2.e

Establish and maintain a formal style. SE/TE: 92, 216, 247, 308, 335, 548, 984 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: 247, 288, 984, 988, 1005, 1006, 1025, 1040 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

Text

Typ

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W.3


SE/TE: 176, 178, 308, 335, 384, 912, 988, 1005 CCC: 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224

10




W.3.a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: 176, 178, 180, 248, 279, 384, 386, 912, 933, 1005 CCC: 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224

W.3.b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: 180, 248, 279, 388, 912, 933, 988, 1005 CCC: 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224

W.3.c

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: 180, 386 CCC: 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224

W.3.d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: 178, 180, 386, 388, 506 CCC: 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224

W.3.e

Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: 178, 308, 335 CCC: 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 224

W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: 468, 484, 506, 527, 550, 552, 582, 599, 880, 982 CCC: 225, 226

W.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: 92, 94, 180, 388, 484, 550, 552, 642, 1044 CCC: 232, 233, 239

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W.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

SE/TE: 582, 599, 664, 683, 826, 830, 859, 986 CCC: 245, 246, 252

W.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

SE/TE: 48, 248, 279, 336, 361, 600, 619, 640, 664, 683, 736, 771, 824, 878, 1040, 1042 CCC: 258, 259, 262

W.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: 506, 527, 824, 1040, 1044, 1048 CCC: 265, 266, 267, 268, 269, 270, 271, 272, 273, 274, 275, 276

W.9

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

SE/TE: 302, 304, 420, 439, 536, 628, 772, 809, 812, 818, 859, 1042 CCC: 279, 280, 283, 284

W.9.a

Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

SE/TE: 192, 400, 564, 714, 894, 1058 CCC: 279, 280, 283, 284

Rese

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W.9.b

Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

SE/TE: 192, 400, 564, 714, 894, 1058 CCC: 279, 280, 283, 284

11




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SE/TE: 72, 154, 619; also see these features in Units 1, 2, 3, 4, 5, and 6: Integrated Language Skills; Reading for Information: Comparing Informational Texts; Comparing Literary Works; Writing Workshops. CCC: 287, 288, 289, 290, 293, 294, 295, 296



SL.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SE/TE: 199, 247, 407, 571, 721, 901 CCC: 298, 299, 300, 301, 302, 303, 304

SL.1.a

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: 98, 216, 247, 888, 912, 933 CCC: 298, 299, 300, 301, 302, 303, 304

SL.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SE/TE: 98, 407, 888 CCC: 298, 299, 300, 301, 302, 303, 304

SL.1.c

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SE/TE: 98, 128, 664, 683, 888, 912, 933 CCC: 298, 299, 300, 301, 302, 303, 304

SL.1.d Acknowledge new information expressed by others and, when warranted, modify their own views.

SE/TE: 98, 582, 599 CCC: 298, 299, 300, 301, 302, 303, 304

SL.2

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SE/TE: 420, 439, 558, 708 CCC: 305, 306 C

om

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SL.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

TE/SE: 3, 216, 247, 440, 459, 558, 708 CCC: 309, 310, 313

SL.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: 186, 420, 439, 394, 490, 505, 646, 663, 934, 957, 988, 1005, 1006, 1025, 1050, 1052 CCC: 316, 317, 320

SL.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SE/TE: 336, 361, 600, 619, 826, 1050, 1052 CCC: 323, 324

Pre

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SL.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: xlix, 22, 47, 308, 335, 646, 663, 772, 809, 1050, 1052 CCC: 325, 326, 329

12




L.1


SE/TE: 128, 247, 248, 279, 336, 361, 420, 439, 552, 642, 736, 771, 772, 809, 826, 882, 1044 CCC: 333, 334, 335, 336, 337, 338

L.1.a Explain the function of phrases and clauses in general and their function in specific sentences.

SE/TE: 440, 459, 582, 599, 600, 619, 646, 663 CCC: 333, 334

L.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

SE/TE: 646, 663, 664, 682, 683 CCC: 335, 336

L.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

SE/TE: 552, 642 CCC: 337, 338

L.2

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

SE/TE: 22, 47, 702, 736, 771, 772, 809, 830, 859, 912, 933, 934, 957, 988, 1005, 1006, 1025 CCC: 339, 340, 341, 342

L.2.a

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

SE/TE: 308, 335, 934, 957, 984 CCC: 339, 340

Co

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L.2.b Spell correctly. SE/TE: 96, 182, 306, 488, 644, 828, 884,

986, 1046 CCC: 341, 342

L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

SE/TE: 886 CCC: 343, 344

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L.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

SE/TE: 94, 552, 984, 1006, 1025 CCC: 343, 344

L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

SE/TE: 22, 48, 556 CCC: 345, 346, 347, 348, 349, 350, 351, 352

L.4.a


SE/TE: 22, 48, 72, 556 CCC: 345, 346

L.4.b

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

SE/TE: 98, 216, 248, 279, 308, 335, 336, 361, 392, 420, 439, 462, 490, 505, 506, 686, 736, 772, 809, 830, 859, 912, 933, 934, 960, 1006 CCC: 347, 348

L.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 or its part of speech.

SE/TE: 184, 364, 393, 556, 646, 663, 706, 886 CCC: 349, 350

L.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: 22, 184, 407, 556, 886 CCC: 351, 352

Vo

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L.5

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

SE/TE: 22, 48, 1050 CCC: 353, 354, 355, 356, 357, 358

13




L.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

SE/TE: 392, 966, 1050 CCC: 353, 354

L.5.b

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

SE/TE: 22, 47, 440, 449, 457, 646, 663, 664, 673, 988, 1005, 1050 CCC: 355, 356

L.5.c

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

SE/TE: 302, 706 CCC: 357, 358

L.6


SE/TE: xlix, 3, 22, 47, 98, 128, 154, 199, 216, 248, 279, 282, 308, 335, 336, 361, 364, 407, 440, 459, 462, 490, 505, 506, 530, 571, 582, 599, 600, 622, 664, 686, 721, 736, 772, 809, 812, 859, 862, 901, 960, 988, 1005 CCC: 359, 360



© 2012, Grade 7

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

SE: 181


SE: 305, 526, 883

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

SE: 181

L.6.1.e


SE: 700, 808, 984

L.3.1.f

Ensure subject-verb and pronoun-antecedent agreement.

SE: 181, 526, 883

L.4.1.f

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

SE: 489, 682, 703

L.4.1.g

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

SE: 97, 827, 829

L.5.2.a Use punctuation to separate items in a series. SE: 956, 985 Co

nven

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

SE: 618, 705, 932

L.3.3.a Choose words and phrases for effect. SE: 69, 93, 507, 700, 770

L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

SE: 93, 487, 552, 702

L.4.3.b Choose punctuation for effect. SE: 599, 858

Kn

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L.6.3.b

Maintain consistency in style and tone. SE: 984

14


Correlation to Prentice Hall Literature © 2012 The following correlation shows points at which focused, sustained instruction is provided in the Student Edition. The standards are spiraled and revisited throughout the program, and the Teacher's Edition provides further opportunity to address standards. Key SE/TE: Student Edition/Teacher's Edition CCC: Common Core Companion

Grade 8



RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 110, 332, 384, 740, 772, 814; see also After You Read Critical Thinking question banks in Units 1, 2, 4, 5, and 6 CCC: 2, 3, 9

RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

SE/TE: xlix, 5, 6, 54, 110, 118, 126, 233, 235, 244, 384, 405, 698, 1011, 1012, 1022 CCC: 15, 16, 22

Key I

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RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

SE/TE: 24, 190, 220, 233, 234, 276, 805, 806, 814, 848, 1070 CCC: 28, 29, 35

RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: 414, 639, 640, 650, 670, 714, 740, 772 CCC: 41, 42, 48

RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

SE/TE: 86, 698, 714, 836 CCC: 54, 55

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RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

SE/TE: 332, 805, 806 CCC: 61, 62

RL.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

SE/TE: 916, 1038, 1061 CCC: 68, 69


Inte

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RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

SE/TE: 836, 1070 CCC: 75, 76

Ran

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y RL.10 By the end of the year, read and comprehend

literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

SE/TE: xlix, 227, 457, 633, 799, 1005, 1175 CCC: 82, 83

15

COMMON CORE Common Core State Standards Correlation .

Grade 8 Reading Standards for Informational Text Prentice Hall Literature

© 2012, Grade 8

RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 308, 408; see also After You Read Critical Thinking question banks in Unit 3 CCC: 90, 91, 97

RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SE/TE: xlix, 5, 7, 54, 156, 182, 474, 500 CCC: 103, 104, 110

Key I

deas

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RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

SE/TE: 463, 465, 1064 CCC: 116, 117

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: 156, 465, 572, 598, 766 CCC: 123, 124, 130

RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

SE/TE: 82, 465, 528, 534, 692 CCC: 136, 137

Cra

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Str

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RI.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SE/TE: 156, 157, 169, 177, 463, 464, 554 CCC: 143, 144, 150

RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SE/TE: 790, 1084, 1134, 1166 CCC: 156, 157

RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SE/TE: xlix, 554, 572, 592, R39 CCC: 163, 164

Inte

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RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

SE/TE: 554, 592 CCC: 170, 171

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RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

SE/TE: 227, 457, 633, 799, 1005, 1175 CCC: 177, 178

16


Grade 8 Writing Standards Prentice Hall Literature

© 2012, Grade 8

W.1

Write arguments to support claims with clear reasons and relevant evidence.

SE/TE: 554, 571, 614, 616, 618, 670, 689, 698, 708, 740, 763, 814, 827 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.1.a

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: xlix, 614, 616, 710 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.1.b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: xlix, 614, 616, 710 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.1.c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: 616, 618, 710 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.1.d Establish and maintain a formal style. SE/TE: 616, 708

CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195


SE/TE: xlix, 618, 710 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.2


SE/TE: 86, 104, 156, 179, 190, 276, 305, 312, 414, 474, 499, 500, 525, 548, 572, 589 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.2.a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: 104, 275, 548, 780, 1156, 1158 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.2.b

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: 104, 244, 332, 383, 474, 499, 550, 692, 780, 782, 1156 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.2.c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: 106, 474, 499, 550, 1160 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: 784, 1160 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.2.e Establish and maintain a formal style. SE/TE: 842, 844

CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: 106, 550, 988 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.3


SE/TE: 24, 53, 54, 79, 110, 208, 210, 438, 670, 689, 714, 739 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

Text

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W.3.a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: 54, 79, 110, 155, 208, 210, 438, 440 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

17



© 2012, Grade 8

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

SE/TE: 24, 53, 210, 332, 383, 440 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.3.c

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

SE/TE: 212, 442 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: 24, 53, 106, 208, 210, 212, 442 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.3.e Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: 24, 110, 212 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: 104, 326, 440, 650, 669, 916 CCC: 219, 220

W.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: 106, 212, 442, 1160 CCC: 226, 227, 233

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W.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

SE/TE: 156, 179, 554, 571 CCC: 239, 240, 246

W.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: 110, 500, 916 CCC: 252, 253, 256

W.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: 110, 740, 984, 986 CCC: 259, 260, 261, 262, 263, 264, 265, 266, 267, 268, 269, 270, 271

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

SE/TE: 312, 384, 414, 500, 534, 598, 670, 740, 772 CCC: 273, 274, 277, 278

W.9.a

Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

SE/TE: 312, 384, 414, 670, 689, 740, 772 CCC: 273, 274, 277, 278

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W.9.b

Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

SE/TE: 500, 534, 598 CCC: 273, 274, 277, 278

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SE/TE: See these features in Units 1, 2, 3, 4, 5, and 6: Integrated Language Skills; Reading for Information: Comparing Informational Texts; Comparing Literary Works; Writing Workshops. CCC: 281, 282, 283, 284, 287, 288, 289, 290

18


Grade 8 Speaking and Listening Standards Prentice Hall Literature

© 2012, Grade 8

SL.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SE/TE: 3, 54, 231, 461, 637, 714, 739 CCC: 292, 293, 294, 295, 296, 297, 298

SL.1.a

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: 384, 405, 814 CCC: 292, 293, 294, 295, 296, 297, 298

SL.1.b

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SE/TE: 384, 405, 814 CCC: 292, 293, 294, 295, 296, 297, 298

SL.1.c

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

SE/TE: 384, 405, 814 CCC: 292, 293, 294, 295, 296, 297, 298

SL.1.d

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SE/TE: 54, 79, 384, 405 CCC: 292, 293, 294, 295, 296, 297, 298

SL.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SE/TE: 218, 624, 790 CCC: 299, 300

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SL.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SE/TE: 218, 624, 790 CCC: 303, 304, 307

SL.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: 244, 275, 276, 305, 572, 589, 814, 827 CCC: 310, 311, 314

SL.5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SE/TE: 500, 525, 1022, 1164 CCC: 317, 318

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SE/TE: 24, 53, 448, 474, 499, 624, 650, 669 CCC: 319, 320, 323

19


Grade 8 Language Standards Prentice Hall Literature

© 2012, Grade 8

L.1


SE/TE: 54, 79, 110, 155, 212, 244, 275, 276, 332, 383, 474, 499, 500, 525, 554, 571, 589, 620, 670, 689, 714, 739, 740, 763 CCC: 327, 329, 331, 333

L.1.a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

SE/TE: 740, 814, 844 CCC: 327

L.1.b Form and use verbs in the active and passive voice.

SE/TE: 53, 710 CCC: 329

L.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

SE/TE: 328, 384 CCC: 331

L.1.d Recognize and correct inappropriate shifts in verb voice and mood.

SE/TE: 328, 332 CCC: 333

L.2


SE/TE: 24, 215, 330, 1131 CCC: 335, 337, 339

L.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

SE/TE: 1038, 1090 CCC: 335

L.2.b Use an ellipsis to indicate an omission. SE/TE: 992

CCC: 337

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L.2.c Spell correctly. SE/TE: 444, 712

CCC: 339

L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

SE/TE: 1089, 1160 CCC: 341

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L.3.a

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

SE/TE: 710, 1166 CCC: 341

L.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

SE/TE: 182, 216, 446, 622 CCC: 343, 345, 347, 349

L.4.a


SE/TE: 446, 622, 650, 670 CCC: 343

L.4.b

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

SE/TE: 54, 79, 110, 156, 179, 276, 305, 308, 446, 554, 572, 650, 669, 714, 739, 814, 827 CCC: 345

L.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 or its part of speech.

SE/TE: 216, 446, 528, 622 CCC: 347

L.4.d


SE/TE: 3, 216, 231, 461, 637, 670, 803, 1009 CCC: 349

Vo

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SE/TE: 650, 1164 CCC: 351, 353, 355

20



© 2012, Grade 8

L.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.

SE/TE: 788 CCC: 351

L.5.b Use the relationship between particular words to better understand each of the words.

SE/TE: 332, 650, 670 CCC: 353

L.5.c

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

SE/TE: 572 CCC: 355

L.6


SE/TE: 3, 82, 182, 231, 308, 408, 461, 500, 525, 528, 637, 692, 740, 763, 766, 814, 827 CCC: 357



© 2012, Grade 8


SE: 213

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

SE: 914


SE: 445


SE: 213

L.6.1.e


SE: 109, 445, 553, 621

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

SE: 213, 442, 443, 445

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

SE: 958, 998, 1161

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

SE: 713

L.5.2.a Use punctuation to separate items in a series. SE: 1060

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

SE: 1060

L.3.3.a Choose words and phrases for effect. SE: 105, 106

L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

SE: 442, 785, 1087

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

SE: 844, 959

L.4.3.b Choose punctuation for effect. SE: 689

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L.6.3.b

Maintain consistency in style and tone. SE: 105, 669, 843

21




Grade 9

Grade 9 Standards for Reading Literature


© 2012, Grade 9

RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 210, 256, 966; see also After You Read Critical Thinking question banks in Units 1, 2, 4, 5, and 6 CCC: 2, 3, 9

RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SE/TE: xlix, 5, 6, 7, 42, 124, 160, 718, 721, 800, 832, 860, 892, 912, 1031, 1032, 1040 CCC: 15, 16, 22

Key I

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RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: 124, 197, 198, 210, 312, 346, 781, 782, 800, 832, 860, 892, 944, 966, 1040, 1144 CCC: 28, 29

RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

SE/TE: 290, 346, 347, 382, 607, 608, 616, 642, 667, 676, 692, 986, 1086 CCC: 35, 36, 42

RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

SE/TE: 42, 197, 198, 199, 692, 748, 800, 832, 860, 892, 966 CCC: 48, 49

Cra

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RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

SE/TE: 80, 290, 572, 1031, 1032, 1040, 1086 CCC: 55, 56

RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

SE/TE: 718, 912, 935, 1126, 1216 CCC: 62, 63


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RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

SE/TE: 944, 1126, 1216 CCC: 69, 70

22




© 2012, Grade 9

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RL.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 191, 421, 601, 775, 1025, 1253 CCC: 76, 77

Grade 9 Standards for Reading Informational Texts


RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 440, 464, 594; see also After You Read Critical Thinking question banks in Units 1,3, and 6 CCC: 84, 85, 91

RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SE/TE: xlix, 5, 7, 22, 160, 440, 464, 742 CCC: 97, 98, 104

Key I

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RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SE/TE: 74, 154, 284, 427, 428, 464, 938, 980, 1192 CCC: 110, 111,

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

SE/TE: 427, 429, 498, 572, 670 CCC: 117, 188, 124

RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

SE/TE: 427, 428, 492, 670 CCC: 130, 131

Cra

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Str

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RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

SE/TE: xlix, 100, 427, 429, 518, 566, 1120, 1192, 1210 CCC: 137, 138, 144

RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

SE/TE: 100, 1244 CCC: 150, 151

RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

SE/TE: xlix, 518, 538, 566 CCC: 157, 158

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RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

SE/TE: xlix, 538 CCC: 164, 165

23




© 2012, Grade 9

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RI.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 191, 421, 601, 775, 1025, 1253 CCC: 171, 172

Grade 9 Standards for Writing


W.1

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

SE/TE: xlix, 172, 538, 563, 582, 642, 667, 800, 912 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: xlix, 582, 584, 1120 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.b

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SE/TE: xlix, 174, 584, 667 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.c

Use words, phrases, and clauses 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: 586, 912, 933 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.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: 176, 584 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.e

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

SE/TE: xlix, 100, 107, 108, 174, 176, 584 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.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: 160, 290, 382, 402, 440, 463, 464, 489, 498, 511, 512, 572, 670, 676, 686, 756, 938, 944, 960, 986, 1126, 1138, 1192, 1207, 1216, 1234 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.2.a

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: 70, 80, 402, 404, 512, 514, 686, 688, 748, 960, 986, 1126, 1138, 1140, 1216, 1234, 1236 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

Text

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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.

SE/TE: 402, 404, 758, 960, 986, 1138, 1192, 1207, 1210, 1236 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

24




© 2012, Grade 9

W.2.c

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

SE/TE: 406, 408, 409, 962, 1238 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.2.d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: 176, 514, 686, 688, 960, 962, 1138, 1238 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.2.e


SE/TE: 772, 1140, 1192, 1207 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.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: 406, 514, 960 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.3

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

SE/TE: 22, 41, 94, 256, 306, 966, 977, 1040, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.3.a

Engage and orient the reader by setting out a problem, situation, or observation, 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: 94, 306, 308, 346, 373, 966, 977, 1040, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.3.b

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

SE/TE: 96, 308, 966, 977, 1040, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.3.c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: 94, 256, 281, 308, 966, 977, 1040, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.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: 94, 308, 616, 641, 1040, 1144, 1191 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.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: 96, 210, 255, 306 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: 100, 123, 124, 151, 191, 176, 312, 345, 512, 518, 537, 686, 688, 800, 912, 960, 1086, 1117 CCC: 213, 214

W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

SE/TE: 94, 402, 406, 586, 758, 1002, 1006,1138, 1234 CCC: 220, 221

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W.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: 124, 151, 514 CCC: 227, 228

25




© 2012, Grade 9

W.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: 464, 489, 582, 800, 966, 977, 1002, 1144, 1191 CCC: 234, 235, 238

W.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: 464, 582,1002, 1004, 1008 CCC: 241, 242, 243, 244, 245, 246, 247, 248, 249, 250, 251, 252, 253, 254


SE/TE: 42, 71, 1126 CCC: 255, 256, 259, 260

W.9.a

Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

SE/TE: 188, 418, 598, 772, 1022, 1250 CCC: 255, 256, 259, 260

Rese

arc

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o B

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nt

Kn

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W.9.b

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SE/TE: 188, 418, 598, 772, 1022, 1250 CCC: 255, 256, 259, 260

Ran

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riti

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W.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: See these features in Units 1, 2, 3, 4, 5, and 6: Integrated Language Skills; Reading for Information: Comparing Informational Texts; Comparing Literary Works; Writing Workshops CCC: 263, 264, 265, 266, 269, 270, 271, 272

26


Grade 9 Standards for Speaking and Listening


SL.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: 3, 42, 71, 195, 425, 440, 463, 605, 642, 667, 779, 800, 912, 935, 1029, 1040, 1085, 1086, 1117 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.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: 22, 41, 42, 71, 692, 1040, 1085, 1192, 1207 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.1.b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SE/TE: 195, 425, 692, 1085 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.1.c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SE/TE: 22, 41, 692, 1192, 1207 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.1.d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SE/TE: 22, 41, 692, 1016 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SE/TE: 312, 345,1144 CCC: 282, 283

Co

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Co

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SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: 412, 538, 563, 592, 1086, 1117, 1191 CCC: 286, 287, 290

SL.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: 182, 210, 255, 256, 281, 346, 373, 464, 489, 518, 537, 592, 616, 641, 800, 912, 935 CCC: 293, 294, 297

SL.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: 100, 123, 592, 642, 667, 935, 1016, 1144, 1191 CCC: 300, 301

Pre

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SL.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

SE/TE: 592, 766 CCC: 302, 303, 306

27


Grade 9 Standards for Language Prentice Hall Literature

© 2012, Grade 9

L.1


SE/TE: 100, 123, 124, 151, 210, 255, 256, 281, 346, 373, 464, 489, 518, 537, 616, 641, 642, 667, 800, 933, 966, 1040, 1085, 1086, 1117, 1140 CCC: 310, 311, 312, 313

L.1.a Use parallel structure.* SE/TE: 586

CCC: 310, 311

L.1.b

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: 688, 912, 933, 962, 966, 977, 1008, 1238 CCC: 312, 313

L.2


SE/TE: 22, 41, 1140, 1144, 1191, 1192, 1207 CCC: 314, 315, 316, 317, 318, 319

L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SE/TE: 1206 CCC: 314, 315

L.2.b Use a colon to introduce a list or quotation. SE/TE: 1206

CCC: 316, 317

Co

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L.2.c Spell correctly. SE/TE: 98, 178, 310, 408, 964

CCC: 318, 319

L.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: 71, 440, 463, 538, 563, 670, 1014 CCC: 320, 321

Kn

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L.3.a

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: 1008, 1012 CCC: 320, 321

L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

SE/TE: 410, 590, 933 CCC: 322, 323, 324, 325, 326, 327, 328, 329

L.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: 124, 590 CCC: 322, 323

L.4.b

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: 74, 154, 284, 286, 566, 1120, 1210 CCC: 324, 325

L.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, or its etymology.

SE/TE: 180, 376, 410, 1014, 1210, 1242 CCC: 326, 327

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

L.4.d


SE/TE: 590, 1014 CCC: 328, 329

28


Grade 9 Standards for Language Prentice Hall Literature

© 2012, Grade 9


SE/TE: 42, 57, 122, 518, 616, 641, 642, 667, 686, 1144 CCC: 330, 331, 332, 333

L.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

SE/TE: 892, 1242 CCC: 330, 331

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

SE/TE: 180, 582 CCC: 332, 333

L.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: xlix, 3, 42, 74, 100, 123, 124, 151, 176, 195, 210, 255, 312, 346, 373, 376, 425, 440, 492, 538, 605, 670, 779, 938, 966, 980, 1029, 1040, 1086, 1120, 1192 CCC: 334, 335

Grade 9 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.


*L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.

SE: 177, 345, 407, 587

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

SE: 1141

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

SE: 763

*L.5.1.d Recognize and correct inappropriate shifts in verb tense.

SE: 280, 308

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

SE: 123, 151, 177

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

SE: 963

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

SE: 177

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

SE: 372, 514

*L.6.1.e


SE: 412, 413, 593, 641

C

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glish

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

SE: 1190, 1206

*L.3.3.a Choose words and phrases for effect. SE: 539, 586, 588, 687

*L.4.3.b Choose punctuation for effect. SE: 195, 760

*L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.

SE: 345, 515, 517, 688, 963

*L.6.3.b Maintain consistency in style and tone. SE: 515, 517, 760

K

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

SE: 425, 641, 687, 717

29


Correlation to Prentice Hall Literature © 2012 The following correlation shows points at which focused, sustained instruction is provided in the Student Edition. The standards are spiraled and revisited throughout the program, and the Teacher's Edition provides further opportunity to address standards. Key SE/TE: Student Edition/Teacher's Edition CCC: Common Core Companion

Grade 10

Grade 10 Reading Standards for Literature Prentice Hall Literature

© 2012, Grade 10

RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 268, 714, 964, 1188; see also After You Read Critical Thinking question banks in Units 1, 2, 4, 5, and 6 CCC: 2, 3, 9

RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SE/TE: xlix, 5, 6, 7, 28, 114, 334, 714, 732, 758, 836, 868, 914, 1049, 1062 CCC: 15, 16, 22

Key I

deas

an

d D

eta

ils

RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: 225, 238, 268, 399, 793, 810, 836, 886, 938, 984, 1014 CCC: 28, 29

RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;

SE/TE: 96, 268, 368, 408, 629, 638, 670, 700, 714, 732, 938 CCC: 35, 36, 42

RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

SE/TE: 28, 114, 188, 225, 306, 334, 368, 670, 886, 914, 964 CCC: 48, 49

Cra

ft a

nd

Str

uct

ure

RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

SE/TE: 408, 1049, 1062, 1152, 1228 CCC: 55, 56

RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

SE/TE: 984, 1152 CCC: 62, 63


Inte

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RL.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

SE/TE: 638, 669, 1152 CCC: 69, 70

Ran

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evel o

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Co

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RL.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 219, 439, 623, 787, 884, 1043, 1261 CCC: 76, 77

30


Grade 10 Reading Standards for Informational Texts Prentice Hall Literature

© 2012, Grade 10

RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: 752; see also After You Read Critical Thinking question banks in Units 1, 3, and 6 CCC: 84, 85, 91

RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SE/TE: xlix, 5, 460, 864 CCC: 97, 98, 104

Key I

deas

an

d D

eta

ils

RI.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SE/TE: 90, 402, 445, 446, 486, 512, 537, 578 CCC: 110, 111

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of several word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

SE/TE: 90, 298, 445, 447, 460, 518 CCC: 117, 118, 124

RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

SE/TE: 445, 446, 556, 1008, 1122 CCC: 130, 131

Cra

ft a

nd

Str

uct

ure

RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

SE/TE: xlix, 58, 152, 298, 445, 538, 584, 694 CCC: 137, 138, 144

RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

SE/TE: 518, 1252 CCC: 150, 151

RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

SE/TE: xlix, 182, 538, 1222 CCC: 157, 158

Inte

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RI.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and

SE/TE: xlix, 445, 449 CCC: 164, 165

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RI.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: xlix, 219, 439, 623, 787, 1043, 1261 CCC: 171, 172

31



© 2012, Grade 10

W.1

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

SE/TE: xlix, 268, 295, 408, 420, 512, 532, 534, 604, 606, 608, 614, 700, 714, 731, 836, 886, 914, 938, 964, 984, 1003, 1014 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.a

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: xlix, 420, 604, 606 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.b

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SE/TE: xlix, 534, 606, 886, 1003 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.1.c.

Use words, phrases, and clauses 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: 422, 534, 606 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187 188, 189

W.1.d


SE/TE: 422, 424, 532, 538, 555, 608 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189


SE/TE: xlix, 606, 886, 1003 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189

W.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: 96, 107, 188, 200, 306, 518, 584, 708, 758, 768, 770, 810, 835, 861, 868, 1020 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.2.a

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: 202, 334, 367, 517, 518, 583, 584, 708, 710, 758, 768, 770, 810, 835, 861, 1020 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

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.

SE/TE: 58, 87, 188, 199, 334, 367, 708, 710, 758, 768, 770, 810, 835, 861, 868, 1020 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.2.c

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

SE/TE: 202, 334, 367, 770, 1025 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.2.d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: 202, 620, 708, 710, 770, 772, 1025 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

Text

Typ

es

an

d P

urp

ose

s

W.2.e


SE/TE: 204, 460, 485, 1152 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

32



© 2012, Grade 10

W.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: 152, 179, 202, 770 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201

W.3

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

SE/TE: 28, 57, 108, 110, 114, 151, 328, 368, 399, 509, 878 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.3.a.

Engage and orient the reader by setting out a problem, situation, or observation, 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: 108, 110, 238, 267, 328, 330, 368, 399, 606, 878, 1062, 1089 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.3.b

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

SE/TE: 110, 238, 267, 330, 368, 399, 1062, 1089 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.3.c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: 28, 57, 108, 330, 880 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.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: 108, 238, 267, 330, 486, 509, 878, 880 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.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: 110, 330, 486, 509 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212

W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: 295, 638, 669, 670, 691, 732, 749, 886, 914, 938, 964, 984, 1003, 1005, 1062, 1089 CCC: 213, 214

W.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: 58, 87, 108, 200, 204, 328, 424, 604, 608, 708, 710, 772, 1025 CCC: 220, 221

Pro

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Dis

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W.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: 714, 731, 732, 749, 886, 914, 938, 964, 984, 1005 CCC: 227, 228

W.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: 200, 556, 575, 604, 732, 749, 886, 914, 938, 964, 984, 1005, 1020, 1023 CCC: 234, 235, 238

W.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: 238, 267, 1020, 1025, 1026 CCC: 241, 242, 243, 244, 245, 246, 247, 248, 249, 250, 251, 252, 253, 254

Rese

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Pre

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SE/TE: 152, 179, 714, 731, 768, 770 CCC: 255, 256, 259, 260

33



© 2012, Grade 10

W.9.a

Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

SE/TE: 216, 436, 620, 784, 1040, 1258 CCC: 255, 256, 259, 260

W.9.b

Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SE/TE: 216, 436, 620, 784, 1040, 1258 CCC: 255, 256, 259, 260

Ran

ge o

f W

riti

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W.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: See these features in Units 1, 2, 3, 4, 5, and 6: Integrated Language Skills; Reading for Information: Comparing Informational Texts; Comparing Literary Works; Writing Workshops CCC: 263, 264, 265, 266, 269, 270, 271, 272, 273

Grade 10 Speaking and Listening Standards Prentice Hall Literature

© 2012, Grade 10

SL.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: 3, 223, 443, 627, 670, 691, 791, 886, 914, 938, 964, 984, 1005, 1047 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.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: 255, 256, 259, 260, 28, 57, 114, 151 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.1.b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SE/TE: 28, 57, 537, 836, 861 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.1.c

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SE/TE: 114, 151, 334, 367, 836, 861, 1005 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.1.d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SE/TE: 114, 151, 334, 367, 836, 861, 1005 CCC: 274, 275, 276, 277, 278, 279, 280, 281

SL.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SE/TE: 368, 399 CCC: 282, 283

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SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: 210, 430, 538, 555, 614, 836, 861 CCC: 286, 287

34



© 2012, Grade 10

SL.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: 460, 485, 486, 509, 614, 810, 835 CCC: 293, 294, 297

SL.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: 58, 87, 152, 179, 1034 CCC: 300, 301

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SE/TE: 268, 295, 614, 638, 669, 886, 914, 938, 964, 984, 1062, 1089 CCC: 302, 303, 306


© 2012, Grade 10

L.1


SE/TE: 114, 151, 204, 556, 575, 670, 691, 732, 749, 810, 835, 886, 984, 1003, 1026 CCC: 310, 312

L.1.a Use parallel structure. SE/TE: 610, 1228

CCC: 310

L.1.b

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: 152, 179, 638, 669, 710, 714, 731, 836, 861, 984, 1062, 1089 CCC: 312

L.2


SE/TE: 57, 110, 604, 1026, 1146, 1152 CCC: 314, 316, 318

L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SE/TE: 1062, 1088 CCC: 314

L.2.b Use a colon to introduce a list or quotation. SE/TE: 1188, 1218

CCC: 316

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L.2.c Spell correctly. SE/TE: 206, 207, 536, 604, 611

CCC: 318

L.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: 368, 424, 460, 485, 486, 509, 1026 CCC: 320

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L.3.a

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: 770, 1020 CCC: 320

L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

SE/TE: 208, 238, 267, 268, 295, 612, 638 CCC: 322, 324, 326, 328

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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: 58, 612, 861, 1032 CCC: 322

35



© 2012, Grade 10

L.4.b

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy.

SE/TE: 182, 402, 512, 694, 1008 CCC: 324

L.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, or its etymology.

SE/TE: 208, 428, 612, 864, 1032 CCC: 326

L.4.d


SE/TE: 58, 208, 612 CCC: 328

L.5

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

SE/TE: 28, 152, 334, 460, 538, 556, 732, 749 CCC: 330, 332

L.5.a

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

SE/TE: 714, 722, 723, 728, 729 CCC: 330


SE/TE: 298, 776 CCC: 332

L.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: xlix, 3, 90, 182, 223, 402, 443, 486, 509, 578, 627, 670, 694, 714, 752, 791, 810, 836, 861, 864, 886, 1047 CCC: 334



L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. SE: 205

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

SE: 333

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

SE: 713


SE: 331


SE: 204

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

SE: 881

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SE: 205

36



© 2012, Grade 10

L.8.1.d

Recognize and correct inappropriate shifts in verb voice and mood.

SE: 330

L.6.1.e


SE: 204

L.6.2.a

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

SE: 1186

L.3.3.a Choose words and phrases for effect.

SE: 509

L.4.3.b Choose punctuation for effect.

SE: 1188, 1218

L.6.3.a

Vary sentence patterns for meaning, reader/listener interest, and style.

SE: 535

L.6.3.b Maintain consistency in style and tone.

SE: 485

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L.7.3.a

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

SE: 772

37




Grade 11



RL.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: 270, 291, 728, 756, 764, 784, 814, 982, 1010, 1239, 1334, 1346, 1356 CCC: 2, 3, 9

RL.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: xlvii, 18, 334, 798, 901, 913, 1026 CCC: 15, 16, 22

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RL.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: 226, 291, 323, 478, 506, 594, 640, 650, 728, 814, 832, 846, 1010, 1026, 1080, 1123, 1160, 1186, 1216, 1296, 1310 CCC: 28, 29, 35

RL.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: 364, 407, 424, 530, 706, 718, 756, 772, 778, 784, 798, 866, 908, 913, 1040, 1050, 1056, 1062, 1070, 1324, 1346, 1364 CCC: 41, 42, 48

RL.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: 74, 80, 122, 407, 424, 478, 530, 634, 706, 772, 778, 832, 846, 866, 872, 922, 1026, 1056, 1062, 1070, 1080, 1123, 1160, 1296, 1324, 1356 CCC: 54, 55 C

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RL.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: 407, 569, 594, 626, 756, 772, 1186, 1216, 1356 CCC: 61, 62

RL.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: 676, 1160 CCC: 68, 69

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RL.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: 226, 291, 424, 506, 569, 640, 706, 718, 728, 784, 798, 872, 901, 922 CCC: 75, 76

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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: xlvii, 207, 459, 687, 1119, 1467 CCC: 82, 83

Grade 11 Reading Standards for Informational Texts


RI.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: 376, 492, 614, 764, 982, 1398, 1408 CCC: 90, 91, 97

RI.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: xlvii, 168, 1102, 1408 CCC: 103, 104, 110

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RI.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: 139, 157, 858, 1094, 1376 CCC: 116, 117

RI.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: 110, 364, 376, 569, 587, 614, 858, 928, 1376, 1442 CCC: 123, 124, 130

RI.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: 46, 1000, 1094, 1102, 1250, 1382, 1392 CCC: 136, 137

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RI.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: 40, 56, 84, 98, 492, 518, 552, 928, 1382, 1424 CCC: 143, 144, 150

RI.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: 16, 224, 392, 476, 704, 980, 1000, 1292, 1456 CCC: 156, 157

RI.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: xlvii CCC: 163, 164

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RI.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: 98, 110, 128, 178, 242, 492, 518, 536, 614 CCC: 170, 171

39




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RI.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: 207, 459, 687, 1119, 1467 CCC: 177, 178



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

SE/TE: 92, 120, 127, 133, 356, 390, 397, 448, 611, 639, 662, 830, 886, 1113, 1182, 1214, 1255, 1256, 1321, 1363, 1390, 1406, 1447 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: xlvii, 356, 397, 562, 1214, 1256, 1258, 1390 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: xlvii, 1214, 1258, 1260 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: 1260, 1390 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: 1113, 1258 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195


SE/TE: xlvii, 1214, 1258 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: 79, 83, 108, 268, 372, 420, 440, 490, 514, 528, 543, 557, 593, 664, 676, 714, 726, 753, 762, 776, 783, 793, 807, 865, 871, 919, 927, 944, 998, 1024, 1055, 1068, 1101, 1158, 1249, 1332, 1344, 1355, 1369, 1381, 1397, 1421 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

Text

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

SE/TE: 108, 154, 440, 442, 444, 514, 528, 557, 666, 937, 946, 1038, 1101, 1158 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

40




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.

SE/TE: 285, 372, 420, 440, 442, 490, 528, 557, 593, 666, 714, 726, 753, 762, 776, 783, 807, 865, 871, 927, 937, 944, 998, 1024, 1038, 1068, 1158 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 154, 285, 320, 528, 543, 726, 762, 948, 1024, 1344 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 55, 83, 444, 668, 714, 1421 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 444, 557, 937, 1158, 1397 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 154, 776, 865, 998, 1024 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

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

SE/TE: 29, 188, 240, 633, 648, 844, 857, 937, 1091, 1308, 1360, 1439, 1448 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.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: 188, 857, 1448 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

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

SE/TE: 190, 844, 1091, 1308, 1448, 1452 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.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: 190, 633, 1308, 1448 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.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: 192, 240, 438, 844, 1091, 1308, 1439, 1450, 1452 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218


SE/TE: 190, 1360 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

41





SE/TE: 438, 668, 946, 1045, 1263 CCC: 219, 220

W.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: 188, 444, 447, 662, 668, 675, 948, 951, 1077, 1263, 1321, 1452, 1455 CCC: 226, 227

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W.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: 535, 944, 951, 1007, 1077CCC: 233, 234 CCC: 233, 234

W.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: 66, 176, 186, 254, 504, 623, 664, 762, 770, 944, 1007, 1256, 1381, 1406 CCC: 240, 241, 244

W.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 overreliance on any one source and following a standard format for citation.

SE/TE: 186, 254, 504, 558, 623, 666, 668, 670, 770, 938, 944, 1007, 1406 CCC: 247, 248, 249, 251, 253, 254, 255, 256, 257, 258, 259, 260


SE/TE: 165, 593, 770, 919 CCC: 261, 262, 265, 266

W.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: 320, 333, 490, 793, 871, 908 CCC: 261, 262, 265, 266

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W.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: 684, 1464 CCC: 261, 262, 265, 266

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W.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: 133, 165, 333, 397, 943, 919, 943, 1249, 1255, 1447 CCC: 269, 270, 271, 272, 273, 274, 275, 276

42




SL.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: 952, 1292, 1456 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 565, 901, 980, 1292, 1456 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 16, 565, 901, 1292 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 565, 901, 980, 1292 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 565, 901, 1170 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 948, 1264, 1456 CCC: 286, 287

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SL.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: 196, 448, 676 CCC: 290, 291, 294

SL.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: 676, 770, 1263 CCC: 297, 298, 301

SL.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: 476, 704, 944, 1363 CCC: 304, 305

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SL.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: 66, 195, 224, 448 CCC: 306, 307, 310

43



© 2012, Grade 11

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

SE/TE: 285, 320, 447, 611, 753, 951, 952, 1091, 1264, 1321 CCC: 314, 315, 316, 317

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

SE/TE: 450, 1452 CCC: 314, 315

L.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.

CCC: 316, 317


SE/TE: 675, 1452, 1455 CCC: 318, 319, 320, 321

L.2.a Observe hyphenation conventions. SE/TE: 240 CCC: 318, 319

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L.2.b Spell correctly. SE/TE: 195, 447, 675, 951, 1263, 1455 CCC: 320, 321

L.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: 490, 676, 1061, 1113, 1421 CCC: 322, 323

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L.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: 29, 92, 154, 192, 285, 444, 778, 798, 1094, 1260, 1439 CCC: 322, 323

L.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: 84, 438, 582, 662, 807, 1038, 1045, 1055, 1068, 1234, 1266, 1332, 1369, 1397, 1458 CCC: 324, 325, 326, 327, 328, 329, 330, 331

L.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: 29, 45, 84, 198, 450, 678, 753, 807, 857, 865, 1024, 1038, 1068, 1101, 1182, 1266, 1308, 1381, 1442, 1458 CCC: 324, 325

L.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: 66, 120, 152, 390, 514, 528, 582, 611, 623, 648, 726, 753, 776, 793, 830, 844, 886, 908, 1024, 1038, 1077, 1091, 1113, 1255, 1158, 1182, 1321, 1344, 1390, 1421, 1439 CCC: 326, 327 V

oca

bu

lary

Acq

uis

itio

n a

nd

Use

L.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: 198, 318, 323, 450, 504, 582, 587, 954, 998, 1007, 1234, 1239, 1308, 1360, 1406 CCC: 328, 329

44



© 2012, Grade 11


SE/TE: 176, 438, 528, 611, 793, 844, 943, 1091, 1255 CCC: 330, 331


SE/TE: 55, 79, 92, 108, 152, 268, 285, 372, 390, 535, 582, 611, 639, 678, 762, 783, 830, 886, 908, 927, 1040, 1050, 1068, 1077, 1091, 1113, 1214, 1234, 1266, 1308, 1321, 1355, 1360, 1406, 1458 CCC: 332, 333, 334, 335

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

SE/TE: 364, 376, 424, 420, 569, 587, 676, 784, 858, 866, 927, 1040, 1050 CCC: 332, 333


SE/TE: 198, 582, 676, 908, 1355 CCC: 334, 335

L.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: xlvii, 157, 186, 224, 450, 662, 678, 770, 954, 998, 1007, 1214, 1406, 1442 CCC: 336, 337



L.9–10.1a. Use parallel structure. SE: 449, 1068, 1423

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

SE: 755, 911

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

SE: 585, 675

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

SE: 755, 1093

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

SE: 755, 911

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

SE: 1115

L.6.1e. 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: 445, 448 Co

nven

tio

ns

of

Sta

nd

ard

En

glish

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

SE: 753, 911

45



© 2012, Grade 11

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

SE: 447, 1236

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

SE: R60-R61

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

SE: 31, 287

L.3.3a. Choose words and phrases for effect.

SE: 193, 668

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

SE: 193, 1452

L.4.3b. Choose punctuation for effect.

SE: 1453, 1455

Kn

ow

led

ge o

f Lan

gu

ag

e

L.6.3b. Maintain consistency in style and tone.

SE: 67, 445

46




Grade 12



RL.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: 95, 296, 588, 866, 936, 958, 1011, 1154, 1170, 1340 CCC: 2, 3, 9

RL.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: xlvii, 168, 264, 504, 552, 664, 746, 1040, 1388 CCC: 15, 16, 22

Key I

deas

an

d D

eta

ils

RL.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: 38, 95, 137, 321, 360, 378, 400, 541, 588, 976, 997, 1028, 1191, 1209, 1244, 1296, 1378, 1418, 1434 CCC: 28, 29, 35

RL.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: 296, 480, 494, 558, 779, 852, 936, 1138, 1272, 1366 CCC: 41, 42, 48

RL.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: 18, 123, 252, 272, 342, 521, 797, 818, 880, 936, 1072, 1086, 1218, 1358, 1400, 1410 CCC: 54, 55

Cra

ft a

nd

Str

uct

ure

RL.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: 604, 628, 936, 1308 CCC: 61, 62

RL.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: 313, 702, 936 CCC: 68, 69

Inte

gra

tio

n o

f K

no

wle

dg

e a

nd

Id

eas


46




RL.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: In addition to the study of the texts included on the pages listed here, this book provides numerous opportunities for students to analyze foundational works of British literature across genres. 644, 662, 850, 1242 CCC: 75, 76

Ran

ge o

f R

ead

ing

an

d L

evel o

f T

ext

Co

mp

lexit

y

RL.10 By the end of Grade 12, 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: xlvii, 233, 421, 461, 713, 1119, 1487 CCC: 82, 83

Grade 12 Reading Standards for Informational Texts


RI.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: 568, 680, 932, 1062 CCC: 90, 91, 97

RI.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: xlvii, 282, 932, 1284, 1444 CCC: 103, 104, 110

Key I

deas

an

d D

eta

ils

RI.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: 568, 646, 932, 1062, 1316 CCC: 116, 117

RI.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: xlvii, 646, 896, 1444 CCC: 123, 124, 130

RI.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: 82, 598, 810, 1022, 1454, 1462 CCC: 136, 137

Cra

ft a

nd

Str

uct

ure

RI.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: xlvii, 436, 896, 910, 932, 1284 CCC: 143, 144, 150

Inte

gra

tio

n o

f K

no

wle

dg

e a

nd

Id

eas RI.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: 16, 70, 198, 250, 290, 436, 441, 478, 730, 936, 956, 1136 CCC: 156, 157

47




RI.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: lxviii, 908, 909 CCC: 163, 164

RI.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: In addition to the study of the texts included on the pages listed here, this book provides numerous opportunities for students to analyze foundational British documents of historical and literary significance. xlvii, 644, 662 CCC: 170, 171

Ran

ge o

f R

ead

ing

an

d

Level o

f T

ext

Co

mp

lexit

y

RI.10 By the end of Grade 12, 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: 233, 461, 713, 1119, 1487 CCC: 177, 178



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

SE/TE: 32, 65, 89, 166, 358, 442, 514, 603, 987, 1021, 1050, 1094, 1149, 1278 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: xlvii, 135, 358, 416, 444, 501, 536, 685, 794, 1050, 1242, 1430 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: xlvii, 444, 536, 1430 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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.

CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

W.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: 65, 987, 1094 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

Text

Typ

es

an

d P

urp

ose

s


SE/TE: xlvii, 444, 536, 794 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

48




W.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: 75, 261, 435, 551, 676, 809, 974, 1027, 1038, 1096, 1215, 1167, 1315, 1337, 1365, 1376, 1453, 1459, 1467 CCC: 196, 197, 198, 199, 201, 202, 203, 204, 205, 206, 207

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

SE/TE: 626, 936, 1415 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

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.

SE/TE: 279, 379, 441, 557, 850, 920, 936, 1083 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 75, 270, 922, 1098 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 850, 1337 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 1098, 1337 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

W.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: 397, 1098 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

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

SE/TE: 196, 214, 305, 340, 376, 491, 596, 1269, 1356, 1387, 1468 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.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: 376, 694, 1468 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

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

SE/TE: 216, 566, 1468 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.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: 218, 696, 864, 1306 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

W.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: 196, 214, 305, 340, 376, 696, 864, 1306, 1356, 1470 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218


SE/TE: 216, 1409 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

49





SE/TE: 261, 644, 698, 936, 1098, 1167, 1399, 1443 CCC: 219, 220

W.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: 120, 214, 218, 221, 376, 397, 442, 449, 491, 698, 701, 924, 927, 936, 1083, 1100, 1107, 1149, 1185, 1218, 1242, 1269, 1472, 1475 CCC: 226, 227

Pro

du

ctio

n a

nd

Dis

trib

uti

on

o

f W

riti

ng

W.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: 221, 701, 920 CCC: 233, 234

W.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: 212, 580, 878, 908, 922, 936, 1069, 1096, 1294 CCC: 240, 241, 244

W.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 overreliance on any one source and following a standard format for citation.

SE/TE: 212, 580, 878, 936, 1069, 1096, 1102, 1294 CCC: 247, 248, 249, 251, 253, 254, 255, 256, 257, 258, 259, 260


SE/TE: 908, 936 CCC: 261, 262, 265, 266

W.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: 662, 794, 893, 1242 CCC: 261, 262, 265, 266

Rese

arc

h t

o B

uild

an

d P

rese

nt

Kn

ow

led

ge

W.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: 662 CCC: 261, 262, 265, 266

Ran

ge o

f W

riti

ng

W.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: 166, 435, 551, 809, 1215 CCC: 269, 270, 271, 272, 273, 274, 275, 276

50




SL.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: 17, 478, 730 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 478, 956, 1154 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 1154, 1432 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 730, 1432 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 450, 1432 CCC: 278, 279, 280, 281, 282, 283, 284, 285

SL.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: 936, 1108, 1476 CCC: 286, 287

Co

mp

reh

en

sio

n a

nd

Co

llab

ora

tio

n

SL.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: 222, 928 CCC: 290, 291, 294

SL.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: 250, 450, 1136 CCC: 297, 298, 301

SL.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: 250, 936, 956 CCC: 304, 305

Pre

sen

tati

on

of

Kn

ow

led

ge a

nd

Id

eas

SL.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: 702, 936, 1136 CCC: 306, 307, 310

51



© 2012, Grade 12

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

SE/TE: 491, 501, 794, 932, 936, 1472 CCC: 314, 315, 316, 317

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

SE/TE: 16, 17, 305, 919 CCC: 314, 315

L.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: 449, 491 CCC: 316, 317


SE/TE: 927, 1107 CCC: 318, 319, 320, 321

L.2.a Observe hyphenation conventions. SE/TE: 221 CCC: 318, 319 C

on

ven

tio

ns

of

Sta

nd

ard

En

glish

L.2.b Spell correctly. SE/TE: 221, 449, 701, 1475 CCC: 320, 321

L.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: 151, 927, 932, 1094, 1185 CCC: 322, 323

Kn

ow

led

ge o

f Lan

gu

ag

e

L.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: 65, 272, 936, 1167 CCC: 322, 323

L.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: 151, 501, 704 CCC: 324, 325, 326, 327, 328, 329, 330, 331

L.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: 120, 156, 196, 224, 270, 340, 376, 452, 461, 596, 644, 704, 864, 908, 930, 932, 936, 974, 1110, 1269, 1306, 1337, 1430, 1478 CCC: 324, 325

L.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: 461, 598, 792, 936, 987, 1356 CCC: 326, 327

L.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: 156, 224, 416, 536, 662, 704, 797, 930, 936, 1006, 1209, 1478 CCC: 328, 329

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se


SE/TE: 75, 224, 397, 436, 810, 878, 936, 1006, 1022, 1149, 1204, 1459 CCC: 330, 331

52



© 2012, Grade 12


SE/TE: 65, 89, 279, 340, 452, 491, 626, 893, 1083, 1110, 1167, 1278 CCC: 332, 333, 334, 335

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

SE/TE: 794, 852, 878, 936 CCC: 332, 333


SE/TE: 744, 936, 1242 CCC: 334, 335

L.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: xlvii, 135, 156, 212, 290, 421, 452, 536, 541, 580, 936, 1011, 1069, 1294 CCC: 336, 337



© 2012, Grade 12

L.9–10.1a. Use parallel structure. SE: 1207

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

SE: 795

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

SE: 539

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

SE: 216, 218

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

SE: 795

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

SE: 1085

L.6.1e. 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: 936

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

SE: 767, 795

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

SE: 1151

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

SE: 449

Co

nven

tio

ns

of

Sta

nd

ard

En

glish

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

SE: 221, 419

L.3.3a. Choose words and phrases for effect.

SE: 446, 663, 1472

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

SE: 446, 663

L.4.3b. Choose punctuation for effect. SE: 1475

Kn

ow

led

ge o

f Lan

gu

ag

e

L.6.3b. Maintain consistency in style and tone. SE: 696

53

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