Future Level 4_ 11-12 CCS_GED.docx - Web viewPlease note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative

Future 4 correlated to College and Career Readiness Standards (CCRS)and GED RLAs, Grades 11-12

College and Career Readiness Anchor

Standards

Common Core Standards forEnglish Language Arts, Grade

11-12

GED Testing Service’s Reasoning Through Language Arts Assessment Targets (RLAs)

Future, Level 4

Reading: Literature

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1

CCSS.ELA-Literacy.RL.11-12.1 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.

R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.

Future: For related material see: Reading Skill: Making inferences, 57, 199; also see: Check Your Understanding, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Making inferences, 33


CCSS.ELA-Literacy.RL.11-12.2 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.

R.2.6 Identify a theme, or identify which element(s) in a text support a theme.R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.R.3.5 Analyze the roles that details play in complex literary or informational texts.

Future: For related material see: Summarizing, 231; Identifying main idea, 10, 117; Making inferences, 57, 199


CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding

R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in

Future: For related material see: Performance reviews and promotions, 78–79, 198–199, 204


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).

texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

Craft and Structure


CCSS.ELA-Literacy.RL.11-12.4 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.)

R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145


CCSS.ELA-Literacy.RL.11-12.5 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

R.3.1 Order sequences of events in texts.R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people,

Future: For related material see: Sequencing, 22, 103, 191; Identifying causes and solutions, 202–203


meaning as well as its aesthetic impact.

ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.


CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Future: Identifying author's purpose, 91; also see: Distinguishing between fact and opinion, 177Workbook: Reading Skill: Distinguishing fact from opinion, 105

Integration of Knowledge and Ideas


CCSS.ELA-Literacy.RL.11-12.7 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.)

Workbook: For related material see: Writing a story, 13

(RL.9-10.8 not applicable to literature)


CCSS.ELA-Literacy.RL.11-12.9 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

Future: For related material see: Jury duty, 215


themes or topics.

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RL.11-12.10 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.

Future: For related material see: Reading Topics, 10–11, 36–37, 56–57, 76–77, 90, 90–91, 116–117, 136–137, 154, 156–157, 161, 176–177, 188–189, 190–191, 216–217, 230–231Workbook: Reading Skills, 4, 20–21, 52–53, 68–69, 80–81, 92–93, 104–105, 112–113, 128–129, 136–137

Reading: Informational Text

Key Ideas and Details


CCSS.ELA-Literacy.RI.11-12.1 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.

R.2.3 Make sentence level inferences about details that support main ideas.R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).W.1 Determine the details of what is explicitly stated and make logical

Future: Reading Skill: Making inferences, 57, 199; also see: Check Your Understanding, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Making inferences, 33


inferences or valid claim that square with textual evidence.


CCSS.ELA-Literacy.RI.11-12.2 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.

R2.1 Comprehend explicit details and main ideas in text.R.2.2 Summarize details and ideas in text.R.2.4 Infer implied main ideas in paragraphs or whole texts.R.2.5 Determine which detail(s) support(s) a main idea.R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.R.3.5 Analyze the roles that details play in complex literary or informational texts.

Future: Identifying main idea, 10, 117; Using details to understand important ideas, 37; Making inferences, 57, 199; Scanning a list for details, 157; Summarizing, 231; also see: Sequencing, 22, 103, 191; Looking for words that signal time order, 191Workbook: Reading Skill: Important Ideas, 21, 69; Summarizing, 137


CCSS.ELA-Literacy.RI.11-12.3 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.

R.5.2 Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).

Future: Sequencing, 22, 103, 191; Establishing logical order, 102; Identifying causes and solutions, 202–203; also see: Organizing information, 22–23, 43, 63, 83, 103, 123, 143, 182–183, 203Workbook: Reading Skill: Words that signal time order, 113

Craft and Structure


CCSS.ELA-Literacy.RI.11-12.4 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).

R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.R.4.2/L4.2 Analyze how meaning or tone is affected when one word is replaced with another.R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy


lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145


CCSS.ELA-Literacy.RI.11-12.5 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.

R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

Future: Sequencing, 22, 103, 191; Distinguishing between main idea and details, 37, 117; Looking for words that signal time order, 191; Recognizing restatements, 77; Scanning a list for details, 157; Skimming for main idea, 10; Using details to understand important ideas, 37Workbook: Workbook: Reading Skill: Time clauses, 54; Words that signal time order, 113


CCSS.ELA-Literacy.RI.11-12.6 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.

R.6.1 Determine an author's point of view or purpose of a text.R.6.2 Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpointsR.6.3 Infer an author's implicit as well as explicit purposes based on details in text.R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

Future: Identifying author's purpose, 91; also see: Skimming for main idea, 10; Distinguishing between fact and opinion, 177Workbook: Reading Skill: Distinguishing fact from opinion, 105

Integration of Knowledge and Ideas



CCSS.ELA-Literacy.RI.11-12.7 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.

R.9.1/R.7.1 Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.R.7.3 Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.R.7.4 Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.R.9.2 Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact.

Future: Making comparisons, 46, 222–223, 228; Comparing and contrasting, 222–223; also see: Using charts, 23, 27, 31, 53; Reading a street map, 51; Job training and instructions, 67, 69, 73, 75, 81 ; Natural disasters, 90–91, 102–103; Dangerous weather, 92–97, 103; Reading an evacuation map, 96–97; Car maintenance web site, 132; Interpreting charts, graphs, and visuals, 137, 156–157, 232; Medical history form, 146–147; Safety signs and warnings, 190, 206; Bank web site, 226


CCSS.ELA-Literacy.RI.11-12.8 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,

R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument's claims build on one another.

Future: For related material see: Consumer protection laws, 136–137; Jury duty, 215


presidential addresses). R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.R.8.6 Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.


CCSS.ELA-Literacy.RI.11-12.9 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.

Future: For related material see: Consumer protection laws, 136–137; Jury duty, 215

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RI.11-12.10 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

Future: Reading Topics: Goals and achievements, 10–11; Job interviews, 36–37; Community gardens, 56–57; Workplace safety, 76–77, 190–191; Earthquakes, 90; Emergencies, 90–91, 154; Relocating, 116–117; Vehicle lemon laws, Consumer protection laws, 136–137; Healthy lifestyles, 156–157, 161; After–school programs, 176–177; Employee accident reports, 188–189; DNA evidence, 216–217; Starting a


nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

business, 230–231Workbook: Reading Skills, 4, 20–21, 52–53, 68–69, 80–81, 92–93, 104–105, 112–113, 128–129, 136–137

Writing

Text Types and Purposes

CCSS.ELA-Literacy.CCRA.W.1

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.11-12.1a 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.CCSS.ELA-Literacy.W.11-12.1b 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.

W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

Future: Writing Genres and Skills: Writing letters of complaint, 122–123; Letter to the Editor (school–related issues), 182–183; Explaining problems and solutions (improving the workplace), 202–203Workbook: Complaint letter, 72; Letter to the Editor, 104


CCSS.ELA-Literacy.W.11-12.1c 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.CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.


CCSS.ELA-Literacy.W.11-12.2 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.CCSS.ELA-Literacy.W.11-12.2a 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

W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

Future: Writing Genres and Skills: Writing work–related memos, 82–83; Putting steps of a process in logical order, 102–103; Using time words to signal steps in a process, 142–143; Health care, 162–163; Offering a solution to a problem, 202–203; Legal rights, 222–223; Write an Advice Column, 272


aiding comprehension.CCSS.ELA-Literacy.W.11-12.2b 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.CCSS.ELA-Literacy.W.11-12.2c 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.CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.11-12.2f 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).


CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences

Future: For related assignments see: Writing Genres and Skills: Role models, 22–23; Using sensory details, 162–163;


or events using effective technique, well-chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.11-12.3a 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.CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS.ELA-Literacy.W.11-12.3c 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).CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of

Grammar Reference: Reported Speech, 283; also see: Goals and achievements, 10–11; Holidays and celebrations, 46–47, 62; Neighborhoods and communities, 48–49, 53–57, 62–63Workbook: Write a story, 13


the narrative.

Production and Distribution of Writing


CCSS.ELA-Literacy.W.11-12.4 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.)

Future: Writing Genres and Skills, 22, 42, 43, 62–63, 82–83, 102–103, 122–123, 142–143, 162–163, 182–183, 202–203, 222–223, 242–243


CCSS.ELA-Literacy.W.11-12.5 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 here.)



CCSS.ELA-Literacy.W.11-12.6 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.

Future: For related material see: Online applications, 16; Car maintenance web site, 132; Medical website, 154; Bank web site, Online advertising, 226; also see: Using charts, 23, 27, 31, 53; Researching, 103, 137; Interpreting charts, graphs, and visuals, 137, 156–157, 232

Research to Build and Present Knowledge



CCSS.ELA-Literacy.W.11-12.7 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.

Future: Researching, 103, 137; Team Projects, 263–274; also see: Online applications, 16; Car maintenance web site, 132; Medical website, 154; Bank web site, Online advertising, 226


CCSS.ELA-Literacy.W.11-12.8 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.

Future: Researching, 103, 137; Team Projects, 263–274; also see: Online applications, 16; Car maintenance web site, 132; Medical website, 154; Bank web site, Online advertising, 226


CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.11-12.9a 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

Future: Reading Skills: Skimming for main idea, 10; Distinguishing between main idea and details, 37, 117; Making inferences, 57; Recognizing restatements, 77; Identifying author's purpose, 91; Using visuals, 137; Scanning a list for details, 157; Distinguishing between fact and opinion, 177; Looking for words that signal time order, 191; Understanding longer sentences, 217; Summarizing, 231


how two or more texts from the same period treat similar themes or topics”).CCSS.ELA-Literacy.W.11-12.9b 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


CCSS.ELA-Literacy.W.11-12.10 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 & Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-

Future: Speaking Skills: Having a performance review, 78–79; Communicating with teachers and school personnel, 167, 179, 184;


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.

Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124; Reporting medical information, 146–149, 153, 159, 164

CCSS.ELA-Literacy.SL.11-12.1a 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.

Future: Speaking Topics, 7, 8, 9, 11, 12–13, 18–19, 21, 24, 27, 28–29, 32–35, 37, 39, 41, 44, 46, 49, 50, 53, 55, 57, 59, 61, 62, 64, 67, 69, 70–71, 73, 75, 77, 79, 81, 84, 87, 89, 93, 95–96, 99, 101, 104, 107–113, 115, 117, 118–119, 121, 124, 127, 129, 130–131, 133, 135, 138–139, 141, 144, 144, 146, 147, 149, 150–151, 153, 155, 157, 158–159, 161, 164, 166–167, 169, 171, 173, 177, 179, 181, 184, 191, 193, 195, 197, 201, 204, 206–207, 209, 213, 215, 216–217, 218–219, 221, 224, 226–227, 229, 230–231, 233, 235, 239, 244

CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Future: Speaking Skills: Having a job interview, 39; Having a performance review, 78–79; Communicating with teachers and school personnel, 167, 179, 184

CCSS.ELA-Literacy.SL.11-12.1c 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

Future: Speaking Skills: Having a job interview, 39; Having a performance review, 78–79; Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124


perspectives.

CCSS.ELA-Literacy.SL.11-12.1d 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.

Future: Speaking Skills: Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124; Communicating with teachers and school personnel, 167, 179, 184


CCSS.ELA-Literacy.SL.11-12.2 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.

Future: Online applications, 16–17; Using charts, 23, 27, 31, 53; Reading a street map, 51; Reading an evacuation map, 96–97; Researching, 103, 137; Interpreting charts, graphs, and visuals, 137, 156–157, 232; Safety signs and warnings, 190, 206; Life ; Online advertising, 226; Skills Reference (forms and budget list), 275–277


CCSS.ELA-Literacy.SL.11-12.3 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.

Future: For related material see: Having a performance review, 78–79; Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124

Presentation of Knowledge and Ideas


CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,

Future: Team Projects, 263–274; also see: Speaking Topics, 7, 8, 9, 11, 12–13, 18–19, 21, 24, 27, 28–29, 32–35,


conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

37, 39, 41, 44, 46, 49, 50, 53, 55, 57, 59, 61, 62, 64, 67, 69, 70–71, 73, 75, 77, 79, 81, 84, 87, 89, 93, 95–96, 99, 101, 104, 107–113, 115, 117, 118–119, 121, 124, 127, 129, 130–131, 133, 135, 138–139, 141, 144, 144, 146, 147, 149, 150–151, 153, 155, 157, 158–159, 161, 164, 166–167, 169, 171, 173, 177, 179, 181, 184, 191, 193, 195, 197, 201, 204, 206–207, 209, 213, 215, 216–217, 218–219, 221, 224, 226–227, 229, 230–231, 233, 235, 239, 244


CCSS.ELA-Literacy.SL.11-12.5 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.

Future: For related material see: Team Projects, 263–274


CCSS.ELA-Literacy.SL.11-12.6 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 here for specific expectations.)

Future: Speaking Topics, 7, 8, 9, 11, 12–13, 18–19, 21, 24, 27, 28–29, 32–35, 37, 39, 41, 44, 46, 49, 50, 53, 55, 57, 59, 61, 62, 64, 67, 69, 70–71, 73, 75, 77, 79, 81, 84, 87, 89, 93, 95–96, 99, 101, 104, 107–113, 115, 117, 118–119, 121, 124, 127, 129, 130–131, 133, 135, 138–139, 141, 144, 144, 146, 147, 149, 150–151, 153, 155, 157, 158–159, 161, 164, 166–167, 169, 171, 173, 177, 179, 181, 184, 191, 193, 195, 197, 201, 204, 206–207, 209, 213, 215, 216–217, 218–219, 221, 224, 226–227, 229, 230–231, 233, 235, 239, 244

Language


Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.1

CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Future: For related material see: Grammar, 8–9, 14–15, 20, 21, 28–29, 34–35, 40–41, 48–49, 54–55, 60–61, 68–69, 74–75, 80–81, 88–89, 94–95, 100–101, 108–109, 114–115, 120–121, 128–129, 134–135, 140–141, 148–149, 154–155, 160–161, 168–169, 174, 175, 180–181, 188–189, 194–195, 200–201, 208–209, 220–221, 228–229, 234–235, 240–241

CCSS.ELA-Literacy.L.11-12.1b 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.

Future: For related material see: Grammar Reference, 278–284; also see: Grammar, 8–9, 14–15, 20, 21, 28–29, 34–35, 40–41, 48–49, 54–55, 60–61, 68–69, 74–75, 80–81, 88–89, 94–95, 100–101, 108–109, 114–115, 120–121, 128–129, 134–135, 140–141, 148–149, 154–155, 160–161, 168–169, 174, 175, 180–181, 188–189, 194–195, 200–201, 208–209, 220–221, 228–229, 234–235, 240–241


CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


CCSS.ELA-Literacy.L.11-12.2a Observe hyphenation conventions.

Future: For related material see: Check Your Writing, 23, 43, 63, 83, 103, 123, 143, 163, 171, 183, 183, 203, 203, 223, 223, 243

CCSS.ELA-Literacy.L.11-12.2b Spell correctly.

Future: For related material see: Check Your Writing, 23, 43, 63, 83, 103, 123, 143, 163, 171, 183, 183, 203, 203, 223, 223, 243; Grammar Reference (spelling of gerunds and irregular verbs), 278–284Workbook: Contractions, 7, 22, 75; Making Nouns from Verbs, 109; Prefixes, suffixes, 121

Knowledge of Language


CCSS.ELA-Literacy.L.11-12.3 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.

CCSS.ELA-Literacy.L.11-12.3a 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.

W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Future: For related material see: Sentence patterns: negative yes/no questions, 74–75; indirect instructions, commands, and requests, 80–81; tag questions with be/do, 114–115; reported speech, 120–121; embedded wh–questions, 134–135; past perfect statements, questions, and answers, 140–141; such...that and so...that statements, 154–155


Vocabulary Acquisition and Use


CCSS.ELA-Literacy.L.11-12.4 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.

CCSS.ELA-Literacy.L.11-12.4a 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.

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145

CCSS.ELA-Literacy.L.11-12.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Future: Verbs followed by the Gerund (base form of verb + -ing), 28–29, 280Workbook: Making Nouns from Verbs, 109; Prefixes, suffixes, 121

CCSS.ELA-Literacy.L.11-12.4c Consult general and specialized reference materials

Future: For related material see: Word Work, 11, 37, 57, 77, 91, 117, 137, 151,


(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.

157, 177, 191, 217, 231Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125

CCSS.ELA-Literacy.L.11-12.4d 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).

Future: For related material see: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125


CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Future: For related material see: Stressed words in sentences, 7, 67; Intonation in tag questions, 113; Stress and intonation to show strong feelings, 119; Stress and intonation to show important words, 133

CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning of words with similar denotations.

Future: For related material see: Stress and intonation to show strong feelings, 119; Stress in compound words, 227Workbook: Writing definitions, 133


CCSS.ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world


college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145

R.5.3 Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose.

Future: Grammar: such ... that and so ... that statements, 154–155Workbook: Words that signal time order, 113

R.9.3 Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims( and analyze how each text emphasizes different evidence or advances a different interpretation of facts.

Future: For related material see: Getting advice about job searches, 27–29, 32–33, 34; Setting community improvement goals, 53–55, 58–61, 64; Dealing with problems, 122–124; Landlord responsibilities, 112–113, 122–124; Problems with neighbors, 118–121; Defendants' rights, 214, 222–223

L1.1 Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).


L1.2 Edit to correct errors in straightforward subject-verb agreement.

Future: For related material see: Check Your Writing, 23, 43, 63, 83, 103, 123, 143, 163, 171, 183, 183, 203, 203,


223, 223, 243

L.1.3 Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references, and pronoun case.

Future: For related material see: Adjective clauses: relative pronoun as subject of, 174, relative pronoun as object of, 175; Reflexive pronouns, 194–195Workbook: Plural pronouns, 39

L1.4 Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try and win the game).

Future: For related material see: Phrasal verbs, 67, 68, 69; should, ought to, had better, and must, 160–161; Could you...?/ Why don't you...?/ Would you mind...?, 200–201

L1.5 Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements.)

Future: For related material see: Adjective clauses: relative pronoun as subject of, 174, relative pronoun as object of, 175

L1.7 Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases, or collective nouns).


L1.8 Edit to eliminate wordiness or awkward sentence construction.



L1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.

Future: For related material see: Sentence patterns: such...that and so...that statements, 154–155; should, ought to, had better, and must, 160–161; Adjective clauses: relative pronoun as subject of, 174, relative pronoun as object of, 175

L2.1 Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences).


L2.2 Edit to eliminate run-on sentences, fused sentences, or sentence fragments.


L2.3 Edit to ensure correct use of apostrophes with possessive nouns.


L2.4 Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation).

Future: For related material see: Negative yes/no questions, 74–75; Indirect instructions, commands, and requests, 80–81; Embedded wh–questions, 134–135; Tag questions with be/do, 114–115; Reported speech, 120–121; Could you...?/ why don't you...?/ would you mind...?, 200–201


Documents

Future Level 4_ 11-12 CCS_GED.docx - Web viewPlease note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative