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Future 5 correlated to College and Career Readiness Standards (CCRS)and GED RLAs, Grades 9-10

College and Career Readiness Anchor

Standards

Common Core Standards forEnglish Language Arts, Grade

9-10

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

Futures, Level 5

Reading: Literature

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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, 157; also see: Check Your Understanding, 13, 17, 21, 27, 35, 49, 57, 69, 79, 87, 101, 107, 113, 115, 119, 127, 133, 137, 151, 155, 157, 161, 167, 173, 175, 193, 199, 201Workbook: Making inferences, 55, 101


CCSS.ELA-Literacy.RL.9-10.2 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.

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: Paraphrasing, 49; Summarizing, 69; Identifying main idea, 86; Making inferences, 157


CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with

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

Future: For related material see: Personality traits, 10–11


multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

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.9-10.4 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).

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: Matching words with definitions, 10, 46, 55, 133, 155; Matching pictures with words, 33, 46–47, 80; Understanding idioms, 100–101

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Workplace idioms, 100–101; Casual health questions, 114–115; U.S. history, 126–127; Individual rights in the Constitution, 132–133; Computers, 200–201, 204; Recycling, 172–173, 184; Environmental protection, 166–167, 174–175Workbook: Dictionary Skill & Word Study, 12, 24, 30, 48, 70, 86, 110, 120; Vocabulary, 15, 29, 69, 81, 9.3, 105, 129


CCSS.ELA-Literacy.RL.9-10.5 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,

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

Future: For related material see: Understanding sequence, 56; Identifying causes and effects, 109, 118–119


tension, or surprise. 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.


CCSS.ELA-Literacy.RL.9-10.6 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.

Future: For related material see: Reading Topics: Workers' rights, 78–79, U.S. history, 126–127, Voting rights, 150–151

Integration of Knowledge and Ideas


CCSS.ELA-Literacy.RL.9-10.7 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).

Future: For related material see: Reading Skills: Using visuals, 180

(RL.9-10.8 not applicable to literature)


CCSS.ELA-Literacy.RL.9-10.9 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

Future: For related material see: Bill of Rights, 132–133


Shakespeare).

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RL.9-10.10 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.

Future: For related material see: Reading Topics, 12–13, 16–17, 20–21, 26–27, 24, 34–35, 44, 48–49, 56–57, 64, 68–69, 78–79, 84, 86–87, 98, 100–101, 104, 106–107, 112–113, 114–115, 118–119, 124, 126–127, 130–133, 132–133, 136–137, 144, 150–151, 154–155, 156–157, 160–161, 164, 166–167, 172–173, 174–175, 180, 184, 192–193, 198–199, 200–201, 204

Reading: Informational Text

Key Ideas and Details


CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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).

Future: Reading Skill: Making inferences, 157; also see: Check Your Understanding, 13, 17, 21, 27, 35, 49, 57, 69, 79, 87, 101, 107, 113, 115, 119, 127, 133, 137, 151, 155, 157, 161, 167, 173, 175, 193, 199, 201Workbook: Making inferences, 55, 101


W.1 Determine the details of what is explicitly stated and make logical inferences or valid claim that square with textual evidence.


CCSS.ELA-Literacy.RI.9-10.2 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.

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: Paraphrasing, 49; Summarizing, 69; Identifying main idea, 86; Making inferences, 157; also see: Understanding sequence, 56; Monitoring comprehension, 78; Using a T–chart in notetaking, 133Workbook: Reading Skill: Highlight Key Information, 6, Monitor Comprehension, 52


CCSS.ELA-Literacy.RI.9-10.3 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.

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: Reading Skills: Comparing and contrasting, 34, Understanding sequence, 56, Recognizing cause and effect, 118, Using text structure and formatting, 136, Understanding the style and structure of blogs (web logs), 172, Using a timeline, 199Workbook: Reading Skill: Understanding and Sequencing, 39, Cause and Effect, 79

Craft and Structure


CCSS.ELA-Literacy.RI.9-10.4 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

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


Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include:


the language of a court opinion differs from that of a newspaper).

words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

Workplace idioms, 100–101; Casual health questions, 114–115; U.S. history, 126–127; Individual rights in the Constitution, 132–133; Computers, 200–201, 204; Recycling, 172–173, 184; Environmental protection, 166–167, 174–175Workbook: Dictionary Skill & Word Study, 12, 24, 30, 48, 70, 86, 110, 120; Vocabulary, 15, 29, 69, 81, 9.3, 105, 129


CCSS.ELA-Literacy.RI.9-10.5 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).

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: Connecting steps and goals, 18; Understanding sequence, 56; Evaluating true or false statements, 56, 94, 118, 134, 146, 201; Identifying the main idea, 86–87, 107, 137; Identifying causes and effects, 109, 118–119Workbook: Workbook: Reading Skill: Understanding and Sequencing, 39, Cause and Effect, 79


CCSS.ELA-Literacy.RI.9-10.6 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.

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, 193; also see: Evaluating true or false statements, 56, 94, 118, 134, 146, 201; Distinguishing fact from opinion, 150–151Workbook: Reading Skill: Distinguishing fact from opinion, 97, Author’s Perspective, 123


Integration of Knowledge and Ideas


CCSS.ELA-Literacy.RI.9-10.7 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.

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: Comparing and contrasting, 34; also see: Street maps, 58–61; U.S. history, 126–129, 140–141; Government, 130–135, 142–144; Voting rights, 150–151, 164; Reading Venn diagrams, 163; Environmental protection, 166–167, 170–184; Understanding the style and structure of blogs (web logs), 172; Greening a community, 180, 184


CCSS.ELA-Literacy.RI.9-10.8 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

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

Future: Reading: Distinguishing fact from opinion, 150; I and You statements, 98; Writing Models: Letter to the editor, 207, Persuasive essay, 208, Personal narrative, 210; also see persuasive articles: Environmental protection, 166–167, 174–175Workbook: Reading Skill:


reasoning. argument the author puts forward, including how the argument's claims build on one another.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.

Distinguishing fact from opinion, 97, Author’s Perspective, 123


CCSS.ELA-Literacy.RI.9-10.9 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.

Future: For related material see: U.S. history, 126–127; U.S. government, 130–133, 144; U.S. citizenship, 136–137

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Future: Reading Topics, 12–13, 16–17, 20–21, 26–27, 24, 34–35, 44, 48–49, 56–57, 64, 68–69, 78–79, 84, 86–87, 98, 100–101, 104, 106–107, 112–113, 114–115, 118–119, 124, 126–127, 130–133, 132–133, 136–137, 144, 150–151, 154–155, 156–157, 160–161, 164, 166–167, 172–173, 174–175, 180, 184, 192–193, 198–199, 200–201, 204


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

Text Types and Purposes

CCSS.ELA-Literacy.CCRA.W.1

CCSS.ELA-Literacy.W.9-10.1 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.9-10.1a 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.CCSS.ELA-Literacy.W.9-10.1b 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.CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create

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: Letters to the editor, 62–63, Persuasive essays, 122–123, Using a problem/solution structure, 142; Writing Topics: Community problems, 142–143, Environmental protection, 182–183; Writing Models: Letter to the editor, 207, Persuasive essay, 208


cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.CCSS.ELA-Literacy.W.9-10.1d 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.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.


CCSS.ELA-Literacy.W.9-10.2 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.9-10.2a 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.CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended

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: Descriptive essays, 22–23, Chronological résumés, 29, Using concrete examples and details, 62, 102, 202, Safety instructions, 82–83, Compare and contrast essays, 162–163; Writing Models: Descriptive essay, 205, Compare and contrast essay, 209, Formal e–mail, 209, Safety instructions, 207


definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.CCSS.ELA-Literacy.W.9-10.2e 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.9-10.2f 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.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.9-10.3a Engage and orient the

Future: Writing Genres and Skills: Personal narratives, 182–183, Autobiographical essays, 202–203; Writing Models: Personal narrative, 210, Autobiographical essay, 211


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.CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.CCSS.ELA-Literacy.W.9-10.3d 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.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing


CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization,

Future: Writing Genres and Skills, 22, 29, 30, 42, 62, 82, 102, 103, 122, 142, 162, 182, 202, 222


and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


CCSS.ELA-Literacy.W.9-10.5 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 here.)



CCSS.ELA-Literacy.W.9-10.6 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.

Future: For related material see: Résumés, 28–31, 222; Message board posts, 114; Web logs (blogs), 172; Internet, 186–187, 190–191, 198–199, 204; Virtual training, 192–195; Text messaging, 196–197; Web pages, 153, 198; Computer training, 200–201

Research to Build and Present Knowledge


CCSS.ELA-Literacy.W.9-10.7 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.


CCSS.ELA-Literacy.W.9-10.8 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.




CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.9-10.9a 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]”).CCSS.ELA-Literacy.W.9-10.9b 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”).

Future: Reading Skills: highlighting or underlining, 13, previewing, 16, using prior knowledge, 26, comparing and contrasting, 34, paraphrasing, 49, understanding sequence, 56, summarizing, 69, monitoring comprehension, 78, identifying main idea, 86, scanning, 88, visualizing, 112, recognizing cause and effect, 118, using a t–chart in notetaking, 133, using text structure and formatting, 136, distinguishing fact from opinion, 150, making inferences, 157, understanding the style and structure of blogs (web logs), 172, using visuals, 180, identifying author's purpose, 193, using a timeline, 199Workbook: Reading Skills, 6, 10, 17, 20, 32, 44, 45, 52, 55, 60, 74, 79, 89, 97, 101, 114

Range of Writing


CCSS.ELA-Literacy.W.9-10.10 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.9-10.1 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.

Future: Speaking Skills: Taking part in discussions, 51; also see: Asking questions, 38–39; Clarifying, 91; Exchanging opinions, 139; Expressing agreement and disagreement, 191

CCSS.ELA-Literacy.SL.9-10.1a 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: Communication Skills: Taking part in discussions, 51; also see: Speaking Topics, 6, 9, 11, 13, 15, 18, 24, 26, 28, 32, 35, 37, 41, 44, 46, 51, 52, 55, 59, 64, 66, 67, 73, 74, 76, 78, 80, 84, 86, 88, 90, 93, 95, 99, 100, 104, 106, 109, 110, 112, 113, 117, 119, 120, 124, 126, 129, 130, 136, 140, 144, 146, 149, 150, 152, 154, 156, 158, 160, 164, 166–, 167, 168, 170, 171, 172, 173, 174, 179, 180, 184, 186, 188, 190, 192, 195, 196, 198, 200, 204

CCSS.ELA-Literacy.SL.9-10.1b 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

Future: Speaking Skills: Taking part in discussions, 51, Making suggestions, 75, Responding to criticism, 90–91, I and You statements, 98–99, Exchanging opinions, 139, Qualifying opinions, 159, Expressing agreement and disagreement, 191


as needed.

CCSS.ELA-Literacy.SL.9-10.1c 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.

Future: Speaking Skills: Asking questions, 38–39, Taking part in discussions, 51; also see: Clarifying, 91; Exchanging opinions, 139; Expressing agreement and disagreement, 191

CCSS.ELA-Literacy.SL.9-10.1d 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.

Future: Speaking Skills: I and You statements, 98–99, Exchanging opinions, 139, Qualifying opinions, 159, Expressing agreement and disagreement, 191


CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Future: Map Reading and Directions: Giving directions, 60, Internet directions, 60–61, Street maps, 58–61, U.S. maps, 140–141; Life Skills: Calendar and Time: Course schedule, 96–97, Recycling calendar, 168–169; also see: Reading Skills: Interpreting charts and graphs, 19, 83, 108, Reading Venn diagrams, 163, Understanding the style and structure of blogs (web logs), 172, Using visuals, 180, Using a timeline, 199


CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and

Future: Communication Skills: Asking questions, 38–39, Taking part in discussions, 51, Clarifying, 91,


use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Exchanging opinions, 139, Expressing agreement and disagreement, 191

Presentation of Knowledge and Ideas


CCSS.ELA-Literacy.SL.9-10.4 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.

Future: Communication Skills: Presentations, 19; also see: Speaking Topics, 6, 9, 11, 13, 15, 18, 24, 26, 28, 32, 35, 37, 41, 44, 46, 51, 52, 55, 59, 64, 66, 67, 73, 74, 76, 78, 80, 84, 86, 88, 90, 93, 95, 99, 100, 104, 106, 109, 110, 112, 113, 117, 119, 120, 124, 126, 129, 130, 136, 140, 144, 146, 149, 150, 152, 154, 156, 158, 160, 164, 166–, 167, 168, 170, 171, 172, 173, 174, 179, 180, 184, 186, 188, 190, 192, 195, 196, 198, 200, 204


CCSS.ELA-Literacy.SL.9-10.5 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: Communication Skills: Presentations, 19; also see: Speaking Topics, 6, 9, 11, 13, 15, 18, 24, 26, 28, 32, 35, 37, 41, 44, 46, 51, 52, 55, 59, 64, 66, 67, 73, 74, 76, 78, 80, 84, 86, 88, 90, 93, 95, 99, 100, 104, 106, 109, 110, 112, 113, 117, 119, 120, 124, 126, 129, 130, 136, 140, 144, 146, 149, 150, 152, 154, 156, 158, 160, 164, 166–, 167, 168, 170, 171, 172, 173, 174, 179, 180, 184, 186, 188, 190, 192, 195, 196, 198, 200, 204


CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–

Future: Communication Skills: Presentations, 19, Taking part in discussions, 51; also see: Speaking Topics, 6, 9, 11, 13, 15, 18, 24, 26, 28, 32, 35, 37, 41, 44, 46, 51, 52, 55, 59, 64, 66, 67, 73, 74, 76, 78, 80, 84, 86,


10 Language standards 1 and 3 here for specific expectations.)

88, 90, 93, 95, 99, 100, 104, 106, 109, 110, 112, 113, 117, 119, 120, 124, 126, 129, 130, 136, 140, 144, 146, 149, 150, 152, 154, 156, 158, 160, 164, 166–, 167, 168, 170, 171, 172, 173, 174, 179, 180, 184, 186, 188, 190, 192, 195, 196, 198, 200, 204

Language

Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.1

CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*

L.1.6 Edit to ensure parallelism and proper subordination and coordination.

Future: For related material see: Using a problem/solution structure, 142; Compare and contrast essays, 162–163; Problem-Solution outcome chart, 203; also see: Clauses: although and unless, 92–93, if, 148–149, 178–179

CCSS.ELA-Literacy.L.9-10.1b 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.

Future: Clauses: although and unless, 92–93, if, 148–149, 178–179, adjective, who, that, which, 194–195Workbook: Clauses, 94, 95



CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Future: For related material see: Clauses: although and unless, 92–93, if, 148–149, 178–179, adjective, who, that, which, 194–195

CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.

Future: For related material see the use of colons in model writing assignments: Cover Letter, 206; Letter to the Editor, 207; Functional Resume, 222

CCSS.ELA-Literacy.L.9-10.2c Spell correctly.

Future: For related material see: Writing: Edit and Proofread, 203Workbook: Spelling Mistakes, 18; Phonetic Spellings, 70; Prefixes and Suffixes, 13, 87; Word Families, 49, 103; Word Forms, 66; Roots, 71

Knowledge of Language


CCSS.ELA-Literacy.L.9-10.3 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.9-10.3a Write and edit work so that it conforms to the

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

Future: Writing: Edit and Proofread, 203


guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

conventions. Workbook: Spelling Mistakes, 18

Vocabulary Acquisition and Use


CCSS.ELA-Literacy.L.9-10.4 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.

CCSS.ELA-Literacy.L.9-10.4a 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.


Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Workplace idioms, 100–101; Casual health questions, 114–115; U.S. history, 126–127; Individual rights in the Constitution, 132–133; Computers, 200–201, 204; Recycling, 172–173, 184; Environmental protection, 166–167, 174–175Workbook: Vocabulary, 15, 29, 69, 81, 9.3, 105, 129

CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes

Future: Verbs followed by the Gerund (base form of verb + -ing), 8–9, 223Workbook: Prefixes and Suffixes, 13,


that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

87; Word Forms, 66

CCSS.ELA-Literacy.L.9-10.4c 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.

Future: For related material see: Matching words with definitions, 10, 46, 55, 133, 155Workbook: Dictionary Skill & Word Study, 12, 24, 30, 48, 70, 86, 110, 120

CCSS.ELA-Literacy.L.9-10.4d 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: Matching words with definitions, 10, 46, 55, 133, 155Workbook: Dictionary Skill & Word Study, 12, 24, 30, 48, 70, 86, 110, 120


CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Future: For related material see: Workplace idioms, 100–101Workbook: TK

CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.

Future: For related material see: Using word webs, 11, 23; Understanding idioms, 100–101Workbook: Multiple-meaning words, 25; Synonym Clues, 43; Finding the Right Meaning, 48



CCSS.ELA-Literacy.L.9-10.6 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.


Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Workplace idioms, 100–101; Casual health questions, 114–115; U.S. history, 126–127; Individual rights in the Constitution, 132–133; Computers, 200–201, 204; Recycling, 172–173, 184; Environmental protection, 166–167, 174–175Workbook: Dictionary Skill & Word Study, 12, 24, 30, 48, 70, 86, 110, 120; Vocabulary, 15, 29, 69, 81, 9.3, 105, 129

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: although and unless, 92–93, if, 148–149, 178–179Workbook: TK

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: Workers' rights, 78–79; Individual rights in the Constitution, 132–133; Voting rights, 150–151; Environmental protection, 166–167, 174–175

L1.1 Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their,

Future: For related material see: Writing: Edit and Proofread, 203


they're; knew, new; it's its).

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


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: Writing: Edit and Proofread, 203Workbook: Pronouns, 35

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: Writing: Edit and Proofread, 203Workbook: Formal vs. Informal Language, 102

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.)


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.

Future: For related material see: Sentences: embedded Wh– questions & embedded Yes/No questions, 116–117; Writing: Edit and Proofread, 203

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: Clauses: although and unless, 92–93, if, 148–149, 178–179, adjective, who, that, which, 194–195


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.

Future: For related material see: Sentences: embedded Wh– questions & embedded Yes/No questions, 116–117; Writing: Edit and Proofread, 203

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).


Documents

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