A Correlation of - Pearson Schoolassets.pearsonschool.com/correlations/IL_Found-Rest... · are eligible to take the corresponding exam. ... 527, 539, 544, 597; Visual sources with

A Correlation of

Foundations of Restaurant Management

& Culinary Arts

Levels One & Two, ©2011

To the

Illinois Learning Common Core Standards for

English Language Arts & Literacy in History/Social Studies, Science,

and Technical Subjects

Foundations of Restaurant Management & Culinary Arts Levels One and Two ©2011

Correlated to the Illinois Learning/Common Core Standards for English Language Arts

2 SE = Student Edition TE = Teacher’s Edition

INTRODUCTION

This document demonstrates how well Pearson’s Foundations of Restaurant Management & Culinary Arts, Levels One and Two © 2011 meets the objectives of the Illinois Learning (Common Core Standards) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Correlation page references are to the Student Edition, Teacher’s Edition, and Activity Guide and are cited at the page level. Pearson partnered with the National Restaurant Association to create the most comprehensive curriculum developed by industry and academic experts, Foundations of Restaurant Management & Culinary Arts. This two-level program provides comprehensive student resources and robust teacher materials to provide an in-depth, industry-driven learning experience.

• Each Level features blended coverage of culinary arts and management topics designed to build well-rounded skills for the workplace.

• 21st Century Learning objectives are taught and reinforced throughout the program; critical

thinking and problem solving; communication and collaboration; creativity and innovation; global awareness; and health literacy.

• Curriculum of the ProStart® Program

Certification Students can earn exclusive certificates from the National Restaurant Association that meet Carl Perkins funding requirements. Upon completion of each course, Levels One and Two, students are eligible to take the corresponding exam. Those students that pass will each receive a certificate of recognition from the National Restaurant Association.



Table of Contents

Grades 9–10 students: ............................................................................................. 4 Reading Standards for Literature 9–10........................................................................ 4 Reading Standards for Informational Text 9–10............................................................ 8 Writing Standards 9–10 .......................................................................................... 11 Speaking and Listening Standards 9–10 .................................................................... 21 Language Standards 9–10....................................................................................... 24 Reading Standards for Literacy in Science and Technical Subjects 9–10 ......................... 29 Reading Standards for Literacy in History/Social Studies 9–10...................................... 33 Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects 9–10........................................................................................................................... 37 Grades 11–12 students:.......................................................................................... 46 Reading Standards for Literature 11–12 .................................................................... 46 Reading Standards for Informational Text 11–12 ........................................................ 50 Writing Standards 11–12 ........................................................................................ 53 Speaking and Listening Standards 11–12 .................................................................. 63 Language Standards 11–12 ..................................................................................... 67 Reading Standards for Literacy in History/Social Studies 11–12 .................................... 70 Reading Standards for Literacy in Science and Technical Subjects 11–12 ....................... 74 Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects 11–12 .................................................................................................................. 77




Illinois Learning Standards for English Language Arts

(Common Core Standards)

Foundations of Restaurant Management & Culinary Arts (Levels One and Two) ©2011

Grades 9–10 students: Reading Standards for Literature 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LEVEL ONE SE/TE: For related material see: Review Questions, 32, 51, 64, 92, 102, 124, 133, 146, 172, 197, 206, 232, 261, 300, 343, 359, 380, 391, 402, 422, 441, 453, 498, 521, 534, 569, 604, 626, 650, 667, 690, 721, 748, 759, 775, 788, 799 (Please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related material see: Review Questions, 37, 51, 66, 107, 131, 162, 182, 196, 209, 241, 255, 274, 304, 323, 341, 377, 393, 413, 420, 445, 466, 494, 512, 522, 531, 541, 550, 561, 584, 599, 612, 629, 660, 672, 684, 709, 723, 736, 752 (Please note that these references are for non-fiction text).







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.

LEVEL ONE SE/TE: For related material see: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790 (Please note that these references are for non-fiction text); also see: Summary, 30–31, 50, 63, 91, 100–101, 121–123, 132, 145, 171, 196, 205, 231, 259–260, 299, 316, 342, 358, 378–379, 390, 401, 421, 440, 452, 474–475, 496–497, 519–520, 533, 568, 602–603, 624–625, 648–649, 666, 689, 708, 720, 746–747, 757–758, 774, 787, 798 LEVEL TWO SE/TE: For related material see: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738 (Please note that these references are for non-fiction text); also see: Summary, 35–36, 50, 65, 106–107, 129–130, 160–161, 179–181, 194–195, 207–208, 240, 253–254, 273, 303, 321–322, 339–340, 375–376, 391–392, 410–411, 419, 443–444, 464–465, 492–493, 511, 521, 530, 540, 549, 559–560, 583, 598, 611, 628, 658–659, 671, 683, 708

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.

LEVEL ONE SE/TE: For related material see: Case Studies, 3, 66, 71–72, 148, 153, 208, 213, 263, 269, 361, 367, 404, 411, 455, 461, 538, 543, 606, 615, 669, 675, 723, 731, 801 (Please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related material see: Case Study, 3, 68, 133, 143, 211, 217, 276, 283, 343, 349, 422, 431, 496, 501, 563, 571, 631, 635, 686, 693, 754 (Please note that these references are for non-fiction text).







Craft and Structure 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).

LEVEL ONE SE/TE: Exam Prep Questions, 68–69, 150–151, 210–211, 266–267, 364–365, 406–407, 458–459, 538–539, 609–610, 671–672, 726, 804–805 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: Tables with definitions of terms/names, 8–9, 11, 20, 125, 139–141, 220–221, 223, 245, 259, 294, 312–313, 372, 373, 385, 386, 397, 505, 506, 525, 527, 539, 544, 597; Visual sources with terms/names, 17, 18, 19, 34, 35, 91, 356, 357, 399, 745, 746; Exam Prep Questions, 71–72, 137–138, 214–215, 425–426, 498–499, 566–567, 633, 688, 756 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738

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.

LEVEL ONE SE/TE: For related materials see the stories told in Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 (Please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related materials see the stories told in Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695 (Please note that these references are for non-fiction text).







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.

LEVEL ONE SE/TE: Issues of cultural diversity are explored in the following sections: Diversity, 464–467; Cross-Cultural Interaction, 468 LEVEL TWO SE/TE: Issues of cultural diversity are explored on the following pages about Global Cuisine, 632–661, 662–673, 674–690, 677–710, 711–724, 725–737, 738–760

Integration of Knowledge and Ideas 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).

LEVEL ONE SE/TE: For related materials see historical paintings and illustrations on the following pages: 15, 18

8. (Not applicable to literature)

(Not applicable to literature)

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).

LEVEL ONE SE/TE: For related material, see how the featured professionals use quotes to add depth, perspective or focus to their stories: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: For related material, see how the featured professionals use quotes to add depth, perspective or focus to their stories: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695

Range of Reading and Level of Text Complexity 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

LEVEL ONE SE/TE: For related material see: Case Studies, 3, 66, 71–72, 148, 153, 208, 213, 263, 269, 361, 367, 404, 411, 455, 461, 538, 543, 606, 615, 669, 675, 723, 731, 801 (please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related material see: Case Study, 3, 68, 133, 143, 211, 217, 276, 283, 343, 349, 422, 431, 496, 501, 563, 571, 631, 635, 686, 693, 754 (Please note that these references are for non-fiction text).







Reading Standards for Informational Text 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9–10 students: Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LEVEL ONE SE/TE: Review Questions, 32, 51, 64, 92, 102, 124, 133, 146, 172, 197, 206, 232, 261, 300, 343, 359, 380, 391, 402, 422, 441, 453, 498, 521, 534, 569, 604, 626, 650, 667, 690, 721, 748, 759, 775, 788, 799 LEVEL TWO SE/TE: Review Questions, 37, 51, 66, 107, 131, 162, 182, 196, 209, 241, 255, 274, 304, 323, 341, 377, 393, 413, 420, 445, 466, 494, 512, 522, 531, 541, 550, 561, 584, 599, 612, 629, 660, 672, 684, 709, 723, 736, 752

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.

LEVEL ONE SE/TE: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790; also see: Summary, 30–31, 50, 63, 91, 100–101, 121–123, 132, 145, 171, 196, 205, 231, 259–260, 299, 316, 342, 358, 378–379, 390, 401, 421, 440, 452, 474–475, 496–497, 519–520, 533, 568, 602–603, 624–625, 648–649, 666, 689, 708, 720, 746–747, 757–758, 774, 787, 798 LEVEL TWO SE/TE: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738; also see: Summary, 35–36, 50, 65, 106–107, 129–130, 160–161, 179–181, 194–195, 207–208, 240, 253–254, 273, 303, 321–322, 339–340, 375–376, 391–392, 410–411, 419, 443–444, 464–465, 492–493, 511, 521, 530, 540, 549, 559–560, 583, 598, 611, 628, 658–659, 671, 683, 708







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.

LEVEL ONE SE/TE: Case Studies, 3, 66, 71–72, 148, 153, 208, 213, 263, 269, 361, 367, 404, 411, 455, 461, 538, 543, 606, 615, 669, 675, 723, 731, 801; also see: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: Case Study, 3, 68, 133, 143, 211, 217, 276, 283, 343, 349, 422, 431, 496, 501, 563, 571, 631, 635, 686, 693, 754; also see: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695

Craft and Structure 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 specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

LEVEL ONE SE/TE: Exam Prep Questions, 68–69, 150–151, 210–211, 266–267, 364–365, 406–407, 458–459, 538–539, 609–610, 671–672, 726, 804–805 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: Tables with definitions of terms/names, 8–9, 11, 20, 125, 139–141, 220–221, 223, 245, 259, 294, 312–313, 372, 373, 385, 386, 397, 505, 506, 525, 527, 539, 544, 597; Visual sources with terms/names, 17, 18, 19, 34, 35, 91, 356, 357, 399, 745, 746, ; Exam Prep Questions, 71–72, 137–138, 214–215, 425–426, 498–499, 566–567, 633, 688, 756 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738







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).


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.

LEVEL ONE SE/TE: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695

Integration of Knowledge and Ideas 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.

LEVEL ONE SE/TE: For related material see the illustrations and photographs that accompany the text of “The History of Hospitality and Foodservice” on pages 15, 18, 20, 21, 23, 24, and 25

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.

LEVEL ONE SE/TE: Assess memo, newspaper article, or advertisement, 456; also see: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: Also see: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695







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.

LEVEL ONE SE/TE: For related material see the pages on the history of hospitality and food service in the United States, beginning with the Colonial Era: 19–24

Range of Reading and Level of Text Complexity 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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.


Writing Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9–10 students: Text types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

LEVEL ONE SE/TE: Effective Writing: Introduction, 432; Steps to Effective Writing, 433; also see: Problem-solving paragraphs, 103; Opinion paragraphs, 233; Paragraph on positive/negative attributes of schools, 803 LEVEL TWO SE/TE: Proposal, 163, 197; Write defense of your opinion, 319, 495; Opinion essay, 632 TE: Essay defending a position, 192; Opinion essay, 696







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.

LEVEL ONE SE/TE: Effective Writing: Body of the message, 432, 433; also see: Problem-solving paragraphs, 103; Opinion paragraphs, 233; Paragraph on positive/negative attributes of schools, 803 LEVEL TWO SE/TE: Proposal, 163, 197; Write defense of your opinion, 319, 495; Opinion essay, 632 TE: Essay defending a position, 192; Opinion essay, 696

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.

LEVEL ONE SE/TE: Problem-solving paragraphs, 103; Opinion paragraphs, 233; Paragraph on positive/negative attributes of schools, 803 TE Only: Letter to Editor, 434 LEVEL TWO TE Only: Problem-solving paper, 308

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.

LEVEL ONE SE/TE: Pointers about style, 434; Sample memo, 435; Words in the Workplace & Writing Handwritten notes, 436–437 LEVEL TWO SE/TE: Proposal, 163, 197; Write defense of your opinion, 319, 495; Opinion essay, 632 TE: Essay defending a position, 192; Opinion essay, 696

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

LEVEL ONE SE/TE: Effective Writing: Conclusion, 432, 433; also see: Problem-solving paragraphs, 103; Opinion paragraphs, 233; Paragraph on positive/negative attributes of schools, 803 LEVEL TWO SE/TE: Proposal, 163, 197; Write defense of your opinion, 319, 495; Opinion essay, 632 TE: Essay defending a position, 192; Opinion essay, 696







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.

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.

LEVEL ONE SE/TE: Effective Writing: Introduction, 432; Steps to Effective Writing, 433; also see: Paper on advances in foodservice, 33; Researched paragraphs, 93, 209, 233, 363, 607; Problem-solving paragraphs, 103; Critical thinking paragraph, 301; Compare and contrast report, 381; Report on handling situation, 423; Write job descriptions, 522; Write explanatory paragraph, 608; Write description of service style, 668; Compare and contrast paragraph, 722; Paragraph on positive/negative attributes of schools, 803; Research report, 803 TE Only: Essay, 10, 45, 488; Researched report, 18, 44, 244, 349, 350; Write a summary, 355; Write about food service topic (draft, peer review, revise), 433; Write career plan, 489 Activity Guide: 39 LEVEL TWO SE/TE: Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Explanatory paragraphs, 213, 378; Essay outlining thoughts, 435, 630; Essays on recycling and composting, 573, 613, 632 TE Only: Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Essay, 147, 166, 188, 288, 309, 481, 623, 721







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.

LEVEL ONE SE/TE: Effective Writing: Body of the message, 432, 433; also see: Paper on advances in foodservice, 33; Researched paragraphs, 93, 209, 233, 363, 607; Problem-solving paragraphs, 103; Critical thinking paragraph, 301; Compare and contrast report, 381; Report on handling situation, 423; Write job descriptions, 522; Write explanatory paragraph, 608; Write description of service style, 668; Compare and contrast paragraph, 722; Paragraph on positive/negative attributes of schools, 803; Research report, 803 TE Only: Essay, 10, 45, 488; Researched report, 18, 44, 244, 349, 350; Write a summary, 355; Write about food service topic (draft, peer review, revise), 433; Write career plan, 489 LEVEL TWO SE/TE: Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Explanatory paragraphs, 213, 378; Essay outlining thoughts, 435, 630; Essays on recycling and composting, 573, 613, 632 TE Only: Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Essay, 147, 166, 188, 288, 309, 481, 623, 721

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.

LEVEL ONE SE/TE: Problem-solving paragraphs, 103; Action plan, 147, 173; Problem-solving presentation, 499; Write explanatory paragraph, 608; Compare and contrast paragraph, 722 LEVEL TWO SE/TE: Paper on results of measurements, 213; Essay outlining thoughts, 435, 630; Summary of findings, 661 TE Only: Problem-solving paper, 308







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

LEVEL ONE SE/TE: Pointers about style, 434; Sample memo, 435; Words in the Workplace & Writing Handwritten notes, 436–437; Write description of service style, 668 LEVEL TWO TE Only: Using description, 16; also see: Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Essays on recycling and composting, 573, 613, 632 TE Only: Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741

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.

LEVEL ONE SE/TE: Pointers about style, 434; Sample memo, 435; Words in the Workplace & Writing Handwritten notes, 436–437 LEVEL TWO SE/TE: Proposal, 163, 197 TE Only: Cover letter, resume, portfolio, 145

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).

LEVEL ONE SE/TE: Effective Writing: Conclusion, 432, 433; also see: Paper on advances in foodservice, 33; Compare and contrast report, 381; Report on handling situation, 423; Research report, 803 TE Only: Essay, 10, 45, 488; Researched report, 18, 44, 244, 349, 350; Write about food service topic (draft, peer review, revise), 433 LEVEL TWO SE/TE: Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Essays on recycling and composting, 573, 613, 632 TE Only: Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741







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

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.

LEVEL ONE SE/TE: Effective Writing: Introduction, 432; Steps to Effective Writing, 433; also see: Describe experience, 425; Write scripts, 627, 651, 691 TE Only: Skits, 5, 123, 417 LEVEL TWO TE Only: Write a story, song, poem, or skit, 516

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

LEVEL ONE SE/TE: For related material see: Write scripts, 627, 651, 691 TE Only: Skits, 5, 123, 417 LEVEL TWO SE/TE: Write a story, song, poem, or skit, 516

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

LEVEL ONE SE/TE: Effective Writing: Body of the message, 432, 433; also see: Describe experience, 425; Write scripts, 627, 651, 691 TE Only: Skits, 5, 123, 417

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

LEVEL ONE SE/TE: Describe experience, 425 LEVEL TWO SE/TE: Write a story, song, poem, or skit, 516

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

LEVEL ONE SE/TE: Effective Writing: Conclusion, 432, 433; also see: Describe experience, 425 LEVEL TWO SE/TE: Write a story, song, poem, or skit, 516







Production and Distribution of Writing 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.)

LEVEL ONE SE/TE: Effective Writing, 432–438; Texting, 439; also see: Writing assignments, 93, 103, 209, 233, 363, 381, 423, 522, 538, 607, 608, 627, 668, 722, 749, 776, 803 TE Only: Writing assignments, 10, 18, 44, 45, 244, 349, 350, 355, 433, 488, 489 Activity Guide: 35 LEVEL TWO SE/TE: Writing Assignments, 108, 135, 136, 163, 197, 197, 213, 213, 305, 319, 378, 435, 495, 573, 613, 630, 632, 632, 661; Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755 TE Only: Writing Assignments, 16, 145, 147, 166, 188, 192, 288, 308, 309, 481, 516, 623, 653, 696, 721; Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739

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.)

LEVEL ONE SE/TE: Effective Writing, 432; Steps to Effective Writing, 433 TE Only: Write about food service topic (draft, peer review, revise), 433 Activity Guide: 13, 35

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.

LEVEL ONE SE/TE: Create an ad, 103; On–line research, 360; Powerpoint presentation, 605; Internet research, 760 TE Only: Computer slide show (in group), 201; Internet research, 384 Activity Guide: 35 LEVEL TWO SE/TE: Research on the Internet, 69, 132, 423, 424 TE Only: Research on the Internet, 78; Slide show, 144







Research to Build and Present Knowledge

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.

LEVEL ONE SE/TE: Researched paragraphs, 93, 209, 233, 363, 607; Write a report, 134, 264, 456, 457; Research, 207, 403, 538, 710; Research laws, 522; Research state and federal taxes, 537; Research and develop vision statement, 538; Research to calculate cost, 670; Internet research, 760; Research career, 800; Research report, 803 TE Only: Research, 9, 10, 45, 67, 291, 309; Researched report, 18, 44, 244, 349, 350; Internet research, 384; Research for group visual display, 395 LEVEL TWO SE/TE: Research with a group, 52, 242; Research on the Internet, 69, 132, 423, 424; Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Research, 108, 212, 218, 277, 345, 414, 446, 564, 601, 630, 632; Research using math, 134 TE Only: Research statistics, 59; Research, 60; Research on the Internet, 78; Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Research, 19, 60, 119, 145







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.

LEVEL ONE SE/TE: Researched paragraphs, 93, 209, 233, 363, 607; Write a report, 134, 264, 456, 457; Research, 207, 403, 538, 710; Research laws, 522; Research state and federal taxes, 537; Research and develop vision statement, 538; Research to calculate cost, 670; Internet research, 760; Research career, 800; Research report, 803 TE Only: Research, 9, 10, 45, 67, 291, 309; Researched report, 18, 44, 244, 349, 350; Internet research, 384; Research for group visual display, 395 LEVEL TWO SE/TE: Research with a group, 52, 242; Research on the Internet, 69, 132, 423, 424; Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Research, 108, 212, 218, 277, 345, 414, 446, 564, 601, 630, 632; Research using math, 134 TE Only: Research statistics, 59; Research, 60; Research on the Internet, 78; Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Research, 19, 119, 145

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

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]”).

LEVEL ONE SE/TE: For related material see: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790 (please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related material see: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738 (Please note that these references are for non-fiction text).







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”).

LEVEL ONE SE/TE: For related material see: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790 (Please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related material see: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738 (Please note that these references are for non-fiction text).

Range of Writing 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.








Speaking and Listening Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9–10 students: Comprehension and Collaboration 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.

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.

LEVEL ONE SE/TE: Research as basis for discussion, 9 Interview, 52, 760; Compare ideas with classmates, 173; Discuss, 233, 722, 760; Discuss pros and cons, 627; Debate, 718; TE Only: Discuss research, 309 LEVEL TWO SE/TE: Present research, 52, 305, 378, 564; Presentation of opinion piece, 242 TE Only: Discussion, 461

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.

LEVEL ONE SE/TE: Interacting with Coworkers, 442 (#1); Teamwork, 473–474; also see: Compare ideas with classmates, 173; Effective Listening, 426–428; Group work on interpersonal communication, 454 TE Only: Barriers to communication, 416, 417 LEVEL TWO SE/TE: Group presentation, 108, 710 TE Only: Group presentation, 108

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.

LEVEL ONE SE/TE: Interview, 52, 760; Discuss, 233, 722, 760; Asking each other questions, 381; also see: Compare ideas with classmates, 173; Effective Listening, 426–428; Discuss pros and cons, 627; Debate, 718 TE Only: Discuss ethics and diversity, 489 Activity Guide: 143-144 LEVEL TWO TE Only: Discussion, 461







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.

LEVEL ONE SE/TE: Compare ideas with classmates, 173; Effective Listening, 426–428; Group work on interpersonal communication, 454; Discuss pros and cons, 627; Debate, 718; also see: List of Obstacles to Good Communication, 418–419; Resolving Customer Complaints, 644-647 TE Only: Skit: Customer Service, 5; Barriers to communication, 416, 417; Discuss ethics and diversity, 489 LEVEL TWO SE/TE: Listening to presented research, 52, 242, 305, 378, 564 TE Only: Discussion, 461

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.

LEVEL ONE SE/TE: On–line research, 360; Powerpoint presentation, 605; Internet research, 760 TE Only: Computer slide show (in group), 201; Internet research, 384 LEVEL TWO SE/TE: Present research, 52, 305, 378, 564; Presentation of opinion piece, 242 TE Only: Slide show, 144; Present with visual aids, 155; Oral report, 292, 606, 697, 719, 738, 743

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








Presentation of Knowledge and Ideas 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.

LEVEL ONE SE/TE: Communication skills, 424–426; Effective Speaking, 428; Effective Telephone Skills, 429–432; also see: Oral report, 52, 149, 173, 265; Role play situations, 423, 535; Group work on interpersonal communication, 454; Ethics in interviewing and hiring process, 522; Prepare oral script, 670; Debate, 718; Peer critique of resumes, 749; Interview skills, 776 TE Only: Skit: Customer Service, 5; Discussion, 9, 15, 36, 90, 766; Oral Report, 17, 67, 350; Barriers to communication, 416, 417 LEVEL TWO SE/TE: Present research, 52, 305, 378, 564; Presentation of opinion piece, 242 TE Only: Slide show, 144; Present with visual aids, 155; Oral report, 292, 606, 697, 719, 738, 743

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.

LEVEL ONE SE/TE: Create an ad, 103; On–line research, 360; Powerpoint presentation, 605; Internet research, 760 TE Only: Computer slide show (in group), 201; Internet research, 384 Activity Guide: 35 LEVEL TWO SE/TE: Group presentation, 108, 710 TE Only: Advertising presentation, 108; Slide show, 144; Present with visual aids, 155







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.)

LEVEL ONE SE/TE: Communication skills, 424–426; Effective Speaking, 428; Effective Telephone Skills, 429–432; also see: Oral report, 52, 149, 173, 265; Role play situations, 423, 535; Group work on interpersonal communication, 454; Ethics in interviewing and hiring process, 522; Prepare oral script, 670; Debate, 718; Peer critique of resumes, 749; Interview skills, 776 TE Only: Skit: Customer Service, 5; Discussion, 9, 15, 36, 90, 766; Oral Report, 17, 67, 350; Barriers to communication, 416, 417 LEVEL TWO SE/TE: Using description, 16; Present research, 52, 242, 305, 378, 564; Group presentation, 108, 710; Presentation of opinion piece, 242 TE Only: Skit, 44; Present research, 52; Advertising presentation, 108; Present with visual aids, 155; Oral report, 292, 606, 697, 719, 738, 743; Discussion, 461

Language Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9–10 students: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.*

LEVEL ONE SE/TE: For related material, see the pages on using a formal structure in writing: Effective Writing, 432–434 Activity Guide: Writing a News Article (structure of lead and body of article), 13

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.

LEVEL ONE SE/TE: For related material, see the following pages: Be brief (use of adverbs and verbs in writing), 433; Read out loud to check grammar and punctuation (phrases and sentences), 434







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

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

LEVEL ONE SE/TE: For related material, see the following pages: Read out loud to check grammar and punctuation (phrases and sentences), 434

b. Use a colon to introduce a list or quotation.

LEVEL ONE SE/TE: For related material, instructors can use the Study Questions feature, which introduces a list of questions with a statement and a colon. For representative pages, please see: Study Questions, 7, 35, 53, 74, and 94.

c. Spell correctly. LEVEL ONE SE/TE: For related material, see the following pages: Edit and revise for spelling, 433 Activity Guide: Check for spelling, 13

Knowledge of Language 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.

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.

LEVEL ONE SE/TE: For related material, see the following pages: Edit and revise, 433; Check Your Work, 434; also see: Samples of writing, 435, 506, 507, 741, 745, 770 Activity Guide: Check for grammar, accuracy, and spelling, 13







Vocabulary Acquisition and Use 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. 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.

LEVEL ONE SE/TE: Exam Prep Questions, 68–69, 150–151, 210–211, 266–267, 364–365, 406–407, 458–459, 538–539, 609–610, 671–672, 726, 804–805 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: Exam Prep Questions, 71–72, 137–138, 214–215, 425–426, 498–499, 566–567, 633, 688, 756 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738

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

LEVEL ONE TE Only: Research roots of the word “profession”, 215

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.

LEVEL ONE TE Only: Customized Instruction: Use a dictionary, 434; Literacy Connection: look up the word, 551; Activity #2 (research the definition), 710

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).

LEVEL ONE TE Only: Customized Instruction: Use a dictionary, 434; Literacy Connection: look up the word, 551; Activity #2 (research the definition), 710 LEVEL TWO TE Only: Names and correct spellings of food, 653







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

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

LEVEL ONE SE/TE: For related material see: Jargon, 418; Words in the workplace, 436; Texting and IMs, 439

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

LEVEL ONE TE Only: For related material see: Customized Instruction: Use three words with the root “profession”, 215; Semantics, 418







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.

LEVEL ONE SE/TE: The program introduces students to domain-specific vocabulary on nearly every page. For focused opportunities to help students with essential language, see the following features: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790; also see: Summary, 30–31, 50, 63, 91, 100–101, 121–123, 132, 145, 171, 196, 205, 231, 259–260, 299, 316, 342, 358, 378–379, 390, 401, 421, 440, 452, 474–475, 496–497, 519–520, 533, 568, 602–603, 624–625, 648–649, 666, 689, 708, 720, 746–747, 757–758, 774, 787, 798 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: The program introduces students to domain-specific vocabulary on nearly every page. For focused opportunities to help students with essential language, see the following features: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738; also see: Summary, 35–36, 50, 65, 106–107, 129–130, 160–161, 179–181, 194–195, 207–208, 240, 253–254, 273, 303, 321–322, 339–340, 375–376, 391–392, 410–411, 419, 443–444, 464–465, 492–493, 511, 521, 530, 540, 549, 559–560, 583, 598, 611, 628, 658–659, 671, 683, 708 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738







Reading Standards for Literacy in Science and Technical Subjects 6–12 Grades 9–10 students: Key Ideas and details 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LEVEL ONE SE/TE: Biological Contamination, 78–88; Review Questions, 92; Activities, 93; The Brain and Communication, 457 TE Only: Customized Instruction: Chemical Cleaners, 137; Science activity/experiment, 560, 688 LEVEL TWO SE/TE: Review Questions, 584, 599, 612, 629; Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

LEVEL ONE SE/TE: Biological Contamination, 78–88; Summary, 91 TE Only: Customized Instruction: Chemical Cleaners, 137 LEVEL TWO SE/TE: Science experiments, 93 TE Only: Make judgments and decisions (moldy bread), 64; Report on branch of science, 482

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

LEVEL ONE TE Only: Science activity/experiment, 560, 688 LEVEL TWO SE/TE: Science experiments, 93







Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

LEVEL ONE SE/TE: Table of conditions for food contamination, 79; Symbols for flow of food, 105; Inspection Stamps, 110, 111; Names and key technical terms with visual sources, 277, 284, 285, 286, 289, 291, 292, 293, 294, 297, 656, 657, 658, 659, 660 LEVEL TWO SE/TE: Identify symbols/logos, 128, 361, 380, 396; also see: Tables with definitions of terms/names, 8–9, 11, 20, 125, 139–141, 220–221, 223, 245, 259, 294, 312–313, 372, 373, 385, 386, 397, 505, 506, 525, 527, 539, 544, 597; Visual sources with terms/names, 17, 18, 19, 34, 35, 91, 356, 357, 399, 745, 746

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

LEVEL ONE SE/TE: Biological Contamination, 78–88; Review Questions, 92; Activities, 93; The Brain and Communication, 457 LEVEL TWO SE/TE: Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

LEVEL ONE SE/TE: Good Personal Hygiene, 94–101; Preventing Hazards in the Flow of Food, 104–123; Lifting and Carrying Safely, 190-193 LEVEL TWO SE/TE: Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632







Integration of Knowledge and Ideas 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

LEVEL ONE SE/TE: Create pie chart, 209; Draw a pictogram, 381; Flowchart guessing activity, 392; Create reference chart, 405; Create a chart (similarities/differences), 605; Diagram of service styles, 668; Compare/contrast matrix chart, 691; Diagram, 800 TE Only: Make a chart, 204 Activity Guide: 63 LEVEL TWO SE/TE: Create flowchart, 67, 210, 342 Create poster, 183, 467 TE Only: Slide show, 144; Present with visual aids, 155; Create flowchart, 290, 321; Draw a diagram, 611

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

LEVEL ONE SE/TE: Good Personal Hygiene, 94–101; Review Questions, 102; Activities, 103; Preventing Hazards in the Flow of Food, 104–123; Review Questions, 124; Activities, 125; Lifting and Carrying Safely, 190-193; Review Questions, 197; Activities, 198 LEVEL TWO SE/TE: Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

LEVEL ONE SE/TE: Science activity/experiment, 560, 688 TE Only: Science Connection, 219, 221 LEVEL TWO SE/TE: Science experiments, 93 TE Only: Make judgments and decisions (moldy bread), 64; Report on branch of science, 482







Range of Reading and Level of Text Complexity 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

LEVEL ONE SE/TE: Preventing Hazards in the Flow of Food, 104–123; Review Questions, 124; Activities, 125 LEVEL TWO SE/TE: Review Questions, 584, 599, 612, 629; Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632







Reading Standards for Literacy in History/Social Studies 6–12 The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9–10 students: Key Ideas and details 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

LEVEL ONE SE/TE: The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32 LEVEL TWO SE/TE: For related material see: Review Questions, 660, 672, 684, 709, 723, 736, 752; also see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

LEVEL ONE SE/TE: Study Questions, 7; The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32 LEVEL TWO SE/TE: For related material see: Summary, 658–659, 671, 683, 708, 722, 734–735, 751

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

LEVEL ONE SE/TE: Review Questions (history of foodservice), 32; Critical Thinking: Advancements in Foodservice (of past 100 years), 33 LEVEL TWO SE/TE: For related material see: Review Questions, 660, 672, 684, 709, 723, 736, 752; also see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748







Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.


5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

LEVEL ONE SE/TE: The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32 LEVEL TWO SE/TE: For related material see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748







6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

LEVEL ONE SE/TE: For related materials see: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: For related materials see: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695

Integration of Knowledge and Ideas 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

LEVEL ONE SE/TE: Paper on advances in foodservice, 33; Researched paragraphs, 93, 209, 233, 363, 607; Compare and contrast report, 381; Paragraph on positive/negative attributes of schools, 803; Research report, 803 TE: Researched report, 18, 44, 244, 349, 350 LEVEL TWO SE/TE: Research with a group, 52, 242; Research, 108, 212, 218, 277, 345, 414, 446, 564, 601, 630, 632; Research using math, 134 TE Only: Research statistics, 59; Research, 60; Research on the Internet, 78; Research, 19, 119, 145

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

LEVEL ONE SE/TE: For related materials see: Peer critique of resumes, 749; also see: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695







9. Compare and contrast treatments of the same topic in several primary and secondary sources.

LEVEL ONE SE/TE: For related materials see: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695


LEVEL ONE SE/TE: Study Questions, 7; The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32; Biological Contamination, 78–88; Review Questions, 92; Activities, 93; The Brain and Communication, 457 LEVEL TWO SE/TE: For related material see: Review Questions, 660, 672, 684, 709, 723, 736, 752; also see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748







Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9–10 students: Text types and Purposes 1. Write arguments focused on discipline-specific content.

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


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


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.










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








2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize 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.








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.


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








d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.






3. (See note; not applicable as a separate requirement)

(See note; not applicable as a separate requirement)







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


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.

LEVEL ONE SE/TE: Effective Writing, 432; Steps to Effective Writing, 433 TE Only: Write about food service topic (draft, peer review, revise), 433 Activity Guide: 13, 35 LEVEL TWO SE/TE: Marketing Plan, 438-440; SWOT analysis, 442-443

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.

LEVEL ONE SE/TE: Create an ad, 103; On–line research, 360; Powerpoint presentation, 605; Internet research, 760 TE Only: Computer slide show (in group), 201; Internet research, 384 Activity Guide: 35 LEVEL TWO SE/TE: Communication mix, 436-437; Research on the Internet, 69, 132, 423, 424 TE Only: Research on the Internet, 78; Slide show, 144







Research to Build and Present Knowledge 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.








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.

LEVEL ONE SE/TE: Researched paragraphs, 93, 209, 233, 363, 607; Write a report, 134, 264, 456, 457; Research, 207, 403, 538, 710; Research laws, 522; Research state and federal taxes, 537; Research and develop vision statement, 538; Research to calculate cost, 670; Internet research, 760; Research career, 800; Research report, 803 TE Only: Research, 9, 10, 45, 67, 291, 309; Researched report, 18, 44, 244, 349, 350; Internet research, 384; Research for group visual display, 395 LEVEL TWO SE/TE: Research with a group, 52, 242; Research on the Internet, 69, 132, 423, 424; Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Research, 108, 212, 218, 277, 345, 414, 446, 564, 601, 630, 632; Research using math, 134 TE Only: Research statistics, 59; Research on the Internet, 78; Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Research, 19, 60, 119, 145







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

LEVEL ONE SE/TE: Researched paragraphs, 93, 209, 233, 363, 607; Write a report, 134, 264, 456, 457; Research, 207, 403, 538, 710; Research laws, 522; Research state and federal taxes, 537; Research and develop vision statement, 538; Research to calculate cost, 670; Internet research, 760; Research career, 800; Research report, 803 TE Only: Research, 9, 10, 45, 67, 291, 309; Researched report, 18, 44, 244, 349, 350; Internet research, 384; Research for group visual display, 395 LEVEL TWO SE/TE: Research with a group, 52, 242; Research on the Internet, 69, 132, 423, 424; Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Research, 108, 212, 218, 277, 345, 414, 446, 564, 601, 630, 632; Research using math, 134 TE Only: Research statistics, 59; Research, 60; Research on the Internet, 78; Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Research, 19, 60, 119, 145

Range of Writing 10. Write routinely over extended time frames (time for 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.








Grades 11–12 students: Reading Standards for Literature 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and details 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.

LEVEL ONE SE/TE: For related material see: Review Questions, 32, 51, 64, 92, 102, 124, 133, 146, 172, 197, 206, 232, 261, 300, 343, 359, 380, 391, 402, 422, 441, 453, 498, 521, 534, 569, 604, 626, 650, 667, 690, 721, 748, 759, 775, 788, 799 (Please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related material see: Review Questions, 37, 51, 66, 107, 131, 162, 182, 196, 209, 241, 255, 274, 304, 323, 341, 377, 393, 413, 420, 445, 466, 494, 512, 522, 531, 541, 550, 561, 584, 599, 612, 629, 660, 672, 684, 709, 723, 736, 752 (Please note that these references are for non-fiction text).







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.

LEVEL ONE SE/TE: For related material see: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790 (please note that these references are for non-fiction text); also see: Summary, 30–31, 50, 63, 91, 100–101, 121–123, 132, 145, 171, 196, 205, 231, 259–260, 299, 316, 342, 358, 378–379, 390, 401, 421, 440, 452, 474–475, 496–497, 519–520, 533, 568, 602–603, 624–625, 648–649, 666, 689, 708, 720, 746–747, 757–758, 774, 787, 798 LEVEL TWO SE/TE: For related material see: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738 (please note that these references are for non-fiction text); also see: Summary, 35–36, 50, 65, 106–107, 129–130, 160–161, 179–181, 194–195, 207–208, 240, 253–254, 273, 303, 321–322, 339–340, 375–376, 391–392, 410–411, 419, 443–444, 464–465, 492–493, 511, 521, 530, 540, 549, 559–560, 583, 598, 611, 628, 658–659, 671, 683, 708

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).








Craft and Structure 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.)

LEVEL ONE SE/TE: Exam Prep Questions, 68–69, 150–151, 210–211, 266–267, 364–365, 406–407, 458–459, 538–539, 609–610, 671–672, 726, 804–805 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: Tables with definitions of terms/names, 8–9, 11, 20, 125, 139–141, 220–221, 223, 245, 259, 294, 312–313, 372, 373, 385, 386, 397, 505, 506, 525, 527, 539, 544, 597; Visual sources with terms/names, 17, 18, 19, 34, 35, 91, 356, 357, 399, 745, 746; Exam Prep Questions, 71–72, 137–138, 214–215, 425–426, 498–499, 566–567, 633, 688, 756 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738

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.

LEVEL ONE SE/TE: For related materials see the stories told in Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 (please note that these references are for non-fiction text). LEVEL TWO SE/TE: For related materials see the stories told in Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695 (Please note that these references are for non-fiction text).







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).


Integration of Knowledge and Ideas 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.)

LEVEL TWO SE/TE: For related materials see the different interpretations created by students for the following assignment: TE Only: Write a story, song, poem, or skit, 516

8. (Not applicable to literature)

(Not applicable to literature)

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.


Range of reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.








Reading Standards for Informational Text 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 11–12 students: Key Ideas and details 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.

LEVEL ONE SE/TE: Review Questions, 32, 51, 64, 92, 102, 124, 133, 146, 172, 197, 206, 232, 261, 300, 343, 359, 380, 391, 402, 422, 441, 453, 498, 521, 534, 569, 604, 626, 650, 667, 690, 721, 748, 759, 775, 788, 799 LEVEL TWO SE/TE: Review Questions, 37, 51, 66, 107, 131, 162, 182, 196, 209, 241, 255, 274, 304, 323, 341, 377, 393, 413, 420, 445, 466, 494, 512, 522, 531, 541, 550, 561, 584, 599, 612, 629, 660, 672, 684, 709, 723, 736, 752

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.

LEVEL ONE SE/TE: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790; also see: Summary, 30–31, 50, 63, 91, 100–101, 121–123, 132, 145, 171, 196, 205, 231, 259–260, 299, 316, 342, 358, 378–379, 390, 401, 421, 440, 452, 474–475, 496–497, 519–520, 533, 568, 602–603, 624–625, 648–649, 666, 689, 708, 720, 746–747, 757–758, 774, 787, 798 LEVEL TWO SE/TE: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738; also see: Summary, 35–36, 50, 65, 106–107, 129–130, 160–161, 179–181, 194–195, 207–208, 240, 253–254, 273, 303, 321–322, 339–340, 375–376, 391–392, 410–411, 419, 443–444, 464–465, 492–493, 511, 521, 530, 540, 549, 559–560, 583, 598, 611, 628, 658–659, 671, 683, 708







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.


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).








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.


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.

LEVEL ONE SE/TE: Professional Profiles, 4–5, 72–73, 154–155, 214–215, 270–271, 368, 412–413, 462–463, 544–545, 616–617, 676–677, 732–733 LEVEL TWO SE/TE: Professional Profiles, 4–5, 78–79, 144–145, 218–219, 284–285, 350–351, 432–433, 502–503, 572–573, 636, 694–695

Integration of Knowledge and Ideas 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.

LEVEL ONE SE/TE: On–line research, 360; Powerpoint presentation, 605; Internet research, 760 TE Only: Computer slide show (in group), 201; Internet research, 384 LEVEL TWO SE/TE: Research on the Internet, 69, 132, 423, 424 TE Only: Research on the Internet, 78; Slide show, 144

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).








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.

LEVEL ONE SE/TE: For related material, see the pages on the history of hospitality and food service in the United States, beginning with the Colonial Era: 19–24

Range of reading and Level of Text Complexity 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. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.


Writing Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 11–12 students: Text types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.








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.


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.




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








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.

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.








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.


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.








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












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

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.

LEVEL ONE SE/TE: Effective Writing: Introduction, 432; Steps to Effective Writing, 433; also see: Describe experience, 425; Write scripts, 627, 651, 691 TE Only: Skits, 5, 123, 417 LEVEL TWO TE Only: Write a story, song, poem, or skit, 516

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

LEVEL ONE SE/TE: For related material see: Write scripts, 627, 651, 691 TE Only: Skits, 5, 123, 417 LEVEL TWO SE/TE: Write a story, song, poem, or skit, 516

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).

LEVEL ONE SE/TE: Effective Writing: Body of the message, 432, 433; also see: Describe experience, 425; Write scripts, 627, 651, 691 TE Only: Skits, 5, 123, 417

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

LEVEL ONE SE/TE: Describe experience, 425 LEVEL TWO SE/TE: Write a story, song, poem, or skit, 516

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

LEVEL ONE SE/TE: Effective Writing: Conclusion, 432, 433; also see: Describe experience, 425 LEVEL TWO SE/TE: Write a story, song, poem, or skit, 516







Production and Distribution of Writing 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.)


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 11–12 on page 54.)


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.
















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.


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

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”).








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]”).


Range of Writing 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.








Speaking and Listening Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 11–12 students: Comprehension and Collaboration 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.

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.

LEVEL ONE SE/TE: Research as basis for discussion, 9 Interview, 52, 760; Compare ideas with classmates, 173; Discuss, 233, 722, 760; Discuss pros and cons, 627; Debate, 718; TE Only: Discuss research, 309 LEVEL TWO SE/TE: Present research, 52, 305, 378, 564; Presentation of opinion piece, 242 TE Only: Discussion, 461

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

LEVEL ONE SE/TE: Interacting with Coworkers, 442 (#1); Teamwork, 473–474; also see: Compare ideas with classmates, 173; Effective Listening, 426–428; Group work on interpersonal communication, 454 TE Only: Barriers to communication, 416, 417 LEVEL TWO SE/TE: Group presentation, 108, 710 TE Only: Group presentation, 108

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.

LEVEL ONE SE/TE: Interview, 52, 760; Discuss, 233, 722, 760; Asking each other questions, 381; also see: Compare ideas with classmates, 173; Effective Listening, 426–428; Discuss pros and cons, 627; Debate, 718 TE Only: Discuss ethics and diversity, 489 Activity Guide: 143-144 LEVEL TWO TE Only: Discussion, 461







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.


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.


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.








Presentation of Knowledge and Ideas 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 or formal and informal tasks.

LEVEL ONE SE/TE: Communication skills, 424–426; Effective Speaking, 428; Effective Telephone Skills, 429–432; also see: Oral report, 52, 149, 173, 265; Role play situations, 423, 535; Group work on interpersonal communication, 454; Ethics in interviewing and hiring process, 522; Prepare oral script, 670; Debate, 718; Peer critique of resumes, 749; Interview skills, 776 TE Only: Skit: Customer Service, 5; Discussion, 9, 15, 36, 90, 766; Oral Report, 17, 67, 350; Barriers to communication, 416, 417 LEVEL TWO SE/TE: Present research, 52, 305, 378, 564; Presentation of opinion piece, 242 TE Only: Slide show, 144; Present with visual aids, 155; Oral report, 292, 606, 697, 719, 738, 743

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.

LEVEL ONE SE/TE: Create an ad, 103; On–line research, 360; Powerpoint presentation, 605; Internet research, 760 TE Only: Computer slide show (in group), 201; Internet research, 384 Activity Guide: 35 LEVEL TWO SE/TE: Group presentation, 108, 710 TE Only: Advertising presentation, 108; Slide show, 144; Present with visual aids, 155







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.)

LEVEL ONE SE/TE: Communication skills, 424–426; Effective Speaking, 428; Effective Telephone Skills, 429–432; also see: Oral report, 52, 149, 173, 265; Role play situations, 423, 535; Group work on interpersonal communication, 454; Ethics in interviewing and hiring process, 522; Prepare oral script, 670; Debate, 718; Peer critique of resumes, 749; Interview skills, 776 TE Only: Skit: Customer Service, 5; Discussion, 9, 15, 36, 90, 766; Oral Report, 17, 67, 350; Barriers to communication, 416, 417 LEVEL TWO SE/TE: Using description, 16; Present research, 52, 242, 305, 378, 564; Group presentation, 108, 710; Presentation of opinion piece, 242 TE Only: Skit, 44; Present research, 52; Advertising presentation, 108; Present with visual aids, 155; Oral report, 292, 606, 697, 719, 738, 743; Discussion, 461







Language Standards 6–12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 11–12 students: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

LEVEL ONE SE/TE: For related material see: Jargon, 418; Use Suitable Language, 429; Words in the Workplace, 436; Texting and IMs, 439

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.


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

a. Observe hyphenation conventions.

This standard is not met within the scope of this curriculum.

b. Spell correctly. LEVEL ONE SE/TE: For related material, see the following pages: Edit and revise for spelling, 433 Activity Guide: Check for spelling, 13 LEVEL TWO TE Only: Names and correct spellings of food, 653

Knowledge of Language 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.

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.

LEVEL ONE SE/TE: For related material see: Be brief (use of adverbs and verbs in writing), 433; Pointers about style, 434; Sample memo, 435; Words in the Workplace & Writing Handwritten notes, 436–437; also see: Samples of writing, 506, 507, 741, 745, 770







Vocabulary acquisition and Use 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.

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.

LEVEL ONE SE/TE: Exam Prep Questions, 68–69, 150–151, 210–211, 266–267, 364–365, 406–407, 458–459, 538–539, 609–610, 671–672, 726, 804–805 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: Exam Prep Questions, 71–72, 137–138, 214–215, 425–426, 498–499, 566–567, 633, 688, 756 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738

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

LEVEL ONE TE Only: Research roots of the word “profession”, 215

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.


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).


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

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

LEVEL ONE SE/TE: For related material see: Jargon, 418; Words in the workplace, 436; Texting and IMs, 439







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

LEVEL ONE TE Only: For related material see: Customized Instruction: Use three words with the root “profession”, 215

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.

LEVEL ONE SE/TE: The program introduces students to domain-specific vocabulary on nearly every page. For focused opportunities to help students with essential language, see the following features: Study Questions, 7, 35, 53, 74, 94, 104, 126, 135, 158, 174, 199, 216, 234, 272, 302, 319, 345, 369, 382, 416, 424, 443, 464, 500, 523, 546, 571, 618, 628, 652, 692, 711, 734, 750, 761, 777, 790; also see: Summary, 30–31, 50, 63, 91, 100–101, 121–123, 132, 145, 171, 196, 205, 231, 259–260, 299, 316, 342, 358, 378–379, 390, 401, 421, 440, 452, 474–475, 496–497, 519–520, 533, 568, 602–603, 624–625, 648–649, 666, 689, 708, 720, 746–747, 757–758, 774, 787, 798 TE Only: Vocabulary Review (direct students to key terms), 6, 34, 53, 72, 94, 104, 126, 135, 155, 174, 199, 216, 234, 271, 302, 319, 345, 369, 382, 393, 413, 424, 443, 463, 478, 500, 523, 546, 571, 617, 628, 652, 677, 692, 711, 733, 750, 761, 777, 790 LEVEL TWO SE/TE: The program introduces students to domain-specific vocabulary on nearly every page. For focused opportunities to help students with essential language, see the following features: Study Questions, 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738; also see: Summary, 35–36, 50, 65, 106–107, 129–130, 160–161, 179–181, 194–195, 207–208, 240, 253–254, 273, 303, 321–322, 339–340, 375–376, 391–392, 410–411, 419, 443–444, 464–465, 492–493, 511, 521, 530, 540, 549, 559–560, 583, 598, 611, 628, 658–659, 671, 683, 708 TE Only: Vocabulary Review (direct students to key terms), 6, 39, 53, 80, 109, 146–147, 164–165, 185, 198, 243, 257, 286, 306, 325, 352, 379, 395, 415, 434, 446, 468, 504, 514, 524, 533, 543, 552, 574, 586, 601, 614, 637, 662, 676, 696, 711, 725, 738







Reading Standards for Literacy in History/Social Studies 6–12 The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 11–12 students: Key Ideas and details 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

LEVEL ONE SE/TE: The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32 LEVEL TWO SE/TE: For related material see: Review Questions, 660, 672, 684, 709, 723, 736, 752; also see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

LEVEL ONE SE/TE: Study Questions, 7; The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32 LEVEL TWO SE/TE: For related material see: Summary, 658–659, 671, 683, 708, 722, 734–735, 751

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

LEVEL ONE SE/TE: Review Questions (history of foodservice), 32; Critical Thinking: Advancements in Foodservice (of past 100 years), 33 LEVEL TWO SE/TE: For related material see: Review Questions, 660, 672, 684, 709, 723, 736, 752; also see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748







Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).


5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.








6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.


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


8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.








9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


Range of reading and Level of Text Complexity 10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

LEVEL ONE SE/TE: Study Questions, 7; The History of Hospitality and Foodservice, 14–29; Summary, 30–31; Review Questions, 32; Biological Contamination, 78–88; Review Questions, 92; Activities, 93; The Brain and Communication, 457 LEVEL TWO SE/TE: For related material see: Review Questions, 660, 672, 684, 709, 723, 736, 752; also see: History and cultural influences on cuisines, 642–643, 644–646, 649–650, 652, 655–656, 663–664, 667–668, 676–678, 681, 696–697, 699–700, 704, 711–712, 715–716, 719–722, 725–726, 729, 732, 738–740, 743–744, 747–748







Reading Standards for Literacy in Science and Technical Subjects 6–12 Grades 11–12 students: Key Ideas and details 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

LEVEL ONE SE/TE: Biological Contamination, 78–88; Review Questions, 92; Activities, 93; The Brain and Communication, 457 TE Only: Customized Instruction: Chemical Cleaners, 137; Science activity/experiment, 560, 688 LEVEL TWO SE/TE: Review Questions, 584, 599, 612, 629; Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

LEVEL ONE SE/TE: Biological Contamination, 78–88; Summary, 91 TE Only: Customized Instruction: Chemical Cleaners, 137 LEVEL TWO SE/TE: Science experiments, 93 TE Only: Make judgments and decisions (moldy bread), 64; Report on branch of science, 482

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

LEVEL ONE TE Only: Science activity/experiment, 560, 688 LEVEL TWO SE/TE: Science experiments, 93







Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

LEVEL ONE SE/TE: Table of conditions for food contamination, 79; Symbols for flow of food, 105; Inspection Stamps, 110, 111; Names and key technical terms with visual sources, 277, 284, 285, 286, 289, 291, 292, 293, 294, 297, 656, 657, 658, 659, 660 LEVEL TWO SE/TE: Identify symbols/logos, 128, 361, 380, 396; also see: Tables with definitions of terms/names, 8–9, 11, 20, 125, 139–141, 220–221, 223, 245, 259, 294, 312–313, 372, 373, 385, 386, 397, 505, 506, 525, 527, 539, 544, 597; Visual sources with terms/names, 17, 18, 19, 34, 35, 91, 356, 357, 399, 745, 746

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

LEVEL ONE SE/TE: Biological Contamination, 78–88; Review Questions, 92; Activities, 93; The Brain and Communication, 457 LEVEL TWO SE/TE: Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

LEVEL ONE SE/TE: Good Personal Hygiene, 94–101; Preventing Hazards in the Flow of Food, 104–123; Lifting and Carrying Safely, 190-193 LEVEL TWO SE/TE: Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632







Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

LEVEL ONE SE/TE: Create pie chart, 209; Draw a pictogram, 381; Flowchart guessing activity, 392; Create reference chart, 405; Create a chart (similarities/differences), 605; Diagram of service styles, 668; Compare/contrast matrix chart, 691; Diagram, 800 TE Only: Make a chart, 204 Activity Guide: 63 LEVEL TWO SE/TE: Create flowchart, 67, 210, 342 Create poster, 183, 467 TE Only: Slide show, 144; Present with visual aids, 155; Create flowchart, 290, 321; Draw a diagram, 611

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

LEVEL ONE SE/TE: Good Personal Hygiene, 94–101; Review Questions, 102; Activities, 103; Preventing Hazards in the Flow of Food, 104–123; Review Questions, 124; Activities, 125; Lifting and Carrying Safely, 190-193; Review Questions, 197; Activities, 198 LEVEL TWO SE/TE: Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

LEVEL ONE SE/TE: Science activity/experiment, 560, 688 TE Only: Science Connection, 219, 221 LEVEL TWO SE/TE: Science experiments, 93 TE Only: Make judgments and decisions (moldy bread), 64; Report on branch of science, 482








LEVEL ONE SE/TE: Preventing Hazards in the Flow of Food, 104–123; Review Questions, 124; Activities, 125 LEVEL TWO SE/TE: Review Questions, 584, 599, 612, 629; Introduction and Water Conservation, 574–585; Energy Conservation, 586–600; Waste Management, 601–613; Sustainable Food Practices, 614–632

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 11–12 students: Text types and Purposes 1. Write arguments focused on discipline-specific content.

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 the claim(s), counterclaims, reasons, and evidence.


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








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.




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








2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and 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.








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.


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








d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.


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


3. (See note; not applicable as a separate requirement)

(See note; not applicable as a separate requirement)







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


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.


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.
















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 specific 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.









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

LEVEL ONE SE/TE: Researched paragraphs, 93, 209, 233, 363, 607; Write a report, 134, 264, 456, 457; Research, 207, 403, 538, 710; Research laws, 522; Research state and federal taxes, 537; Research and develop vision statement, 538; Research to calculate cost, 670; Internet research, 760; Research career, 800; Research report, 803 TE Only: Research, 9, 10, 45, 67, 291, 309; Researched report, 18, 44, 244, 349, 350; Internet research, 384; Research for group visual display, 395 LEVEL TWO SE/TE: Research with a group, 52, 242; Research on the Internet, 69, 132, 423, 424; Report, 69, 135, 256, 305, 414, 497, 542, 551, 562, 632, 673, 710, 724, 753, 755; Research, 108, 212, 218, 277, 345, 414, 446, 564, 601, 630, 632; Research using math, 134 TE Only: Research statistics, 59; Research on the Internet, 78; Report, 95, 165, 172, 175, 289, 307, 311, 338, 437, 479, 480, 488, 576, 602, 603, 611, 615, 626, 693, 699, 702, 703, 705, 706, 707, 712, 713, 716, 730, 731, 739, 740, 741; Research, 19, 60, 119, 145

Range of Writing 10. Write routinely over extended time frames (time for 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.


Documents

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