Future Level 2_ 11-12 CCS_GED.docx · Web viewPronouns: Object pronouns, 177; Writing Watch:...

Future 2 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 2

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: Retelling Information, 33; also see: Check Your Understanding, 19, 33, 59, 79, 99, 119, 139, 159, 179, 199, 219, 239Workbook: Check Your Understanding, 11, 18, 34, 46, 71, 83, 95, 107


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: Finding the Main Idea, 18; Retelling Information, 33; Idenfitying Supporting Details, 219


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: Descriptions of people, 6–9, 14–15; Biography, 118


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: Vocabulary, 6–7, 26–27, 46–47, 66–67, 86–87, 106–107, 126–127, 146–147, 166–167, 186–187, 206–207, 226–227

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: U.S. regions, 98–99; U.S. holidays, 112–113; Health problems, 126–127; Medicine labels, 132–133; Police officer's instructions, 220¬221

Workbook: Vocabulary, 14–15, 26–27, 38–39, 50–51, 62–63, 74–75, 79, 86–87, 98–99, 110–111, 122–123, 134–135


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, ideas, or events are connected, developed,

Future: For related material see: Sequencing, 74, 100, 120


meaning as well as its aesthetic impact.

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: For related material see: Judging statements of opinion, 33, 59, 179, 199; Inferring, 68, 150, 154, 160, 199

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.)

Future: For related material see the visual representations that accompany every reading. Examples include the images on the following pages: Reading Topics, 12–13, 18–19, 32–33, 39, 53, 58–59, 72, 78–79, 92–93, 99, 113, 118–119, 132–133, 138–139, 152–153, 158–159, 172, 178–179, 192–193, 198–199, 213, 218–219, 231, 232–233, 238–239

(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 themes or topics.

Future: For related material see: Reading Topics, 12–13, 18–19, 32–33, 39, 53, 58–59, 72, 78–79, 92–93, 99, 113, 118–119, 132–133, 138–139, 152–153, 158–159, 172, 178–179, 192–193, 198–199, 213, 218–219, 231, 232–233, 238–239


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, 12–13, 18–19, 32–33, 39, 53, 58–59, 72, 78–79, 92–93, 99, 113, 118–119, 132–133, 138–139, 152–153, 158–159, 172, 178–179, 192–193, 198–199, 213, 218–219, 231, 232–233, 238–239Workbook: Reading Topics, 10, 18, 34, 46, 70, 82, 94, 106

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 inferences or valid claim that square with

Future: Reading Skill: Retelling Information, 33, Scanning for Information, 118, Idenfitying Supporting Details, 219, Think About What You Know, 238; also see: Check Your Understanding, 19, 33, 59, 79, 99, 119, 139, 159, 179, 199, 219, 239Workbook: Check Your Understanding, 11, 18, 34, 46, 71, 83, 95, 107


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: Reading Skill: Finding the Main Idea, 18, Retelling Information, 33, Idenfitying Supporting Details, 219Workbook: Reading Skill: Main ideas, 7; summarizing, 143


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: For related material see: Reading Skill: Finding the Main Idea, 18, Retelling Information, 33, Idenfitying Supporting Details, 219; also see: Connecting ideas, 74, 93, 213Workbook: Reading Skill: Main ideas, 7; summarizing, 143

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.






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: For related material see: Reading Skill: Finding the Main Idea, 18, Retelling Information, 33, Idenfitying Supporting Details, 219Workbook: Reading Skill: Main ideas, 7; summarizing, 143


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: Reading Skill: Identifying Purpose, 59; also see: Judging statements of opinion, 33, 59, 179, 199Workbook: Reading Skill: Distinguishing fact from opinion, 95

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,

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

Future: For related material see the visual representations that accompany every reading. Examples include the images on the following pages: Graphs, Charts, Maps, 31, 48, 59, 77, 98, 100–


quantitatively) as well as in words in order to address a question or solve a problem.

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.

102, 119, 157, 178; Use Information in Charts and Tables, 179


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, presidential addresses).

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.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

Future: For related material see: Biography, 118–119; also see: Topics related to civics and life in the United States: U.S. regions, 98–99; Social Security program, 238–239


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: Biography, 118–119; also see: Topics related to civics and life in the United States: U.S. regions, 98–99; Social Security program, 238–239

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

Future: Reading Topics, 12–13, 18–19, 32–33, 39, 53, 58–59, 72, 78–79, 92–93, 99, 113, 118–119, 132–133, 138–139, 152–153, 158–159, 172, 178–179, 192–193, 198–199, 213, 218–219, 231, 232–233, 238–239Workbook: Reading Topics, 10, 18, 34, 46, 70, 82, 94, 106


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.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)

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: For related material see: Writing: Advice on behavior, 269, Community likes and dislikes, 270; Team Project: Ways to Improve Your English, 282


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 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

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: Medical history, 262, Responsibilities, 268, Accident report, 269, Housing, 270, Stress, 271, Home safety, Retirement, 273


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 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,

Future: For related assignments see: Writing: Autobiography, 270, Food, caffeine journal, 272


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 the narrative.

Production and Distribution of Writing

CCSS.ELA-Literacy.CCRA.W.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent

Future: Writing, 268, 269, 270, 271, 272, 273; also see: Life Skills Writing,


4 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.)

256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267


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.)

Future: Writing, 268, 269, 270, 271, 272, 273; also see: Life Skills Writing, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267


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 message board, 78–79; E–mail, 91, 171; also see: Team Projects, 274, 275, 276, 277, 278, 279, 280, 281, 282, 283, 284, 285Workbook: Web page, 45

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

Future: For related material see: Team Projects, 274, 275, 276, 277, 278, 279, 280, 281, 282, 283, 284, 285


multiple sources on the subject, demonstrating understanding of the subject under investigation.


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: For related material see: Team Projects, 274, 275, 276, 277, 278, 279, 280, 281, 282, 283, 284, 285


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 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.

Future: For related material see: Writing (reading models), 268, 269, 270, 271, 272, 273; also see: Reading Topics, 12–13, 18–19, 32–33, 39, 53, 58–59, 72, 78–79, 92–93, 99, 113, 118–119, 132–133, 138–139, 152–153, 158–159, 172, 178–179, 192–193, 198–199, 213, 218–219, 231, 232–233, 238–239Workbook: Reading Topics, 10, 18, 34, 46, 70, 82, 94, 106


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.

Future: Writing, 268, 269, 270, 271, 272, 273; My Portfolio, 253; also see: Life Skills Writing, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267

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-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.

Future: Listening and Speaking: Describing people, 8–9, 14–15, Family members, 28–29, 34–35, Health problems, 128–129, Work experience, 154–155, Job interviews, 160–161, Parent–teacher conference, 168–169, 174–175, Job responsibilities, 228–229, 231


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, 8–9, 14–15, 20–21, 28–29, 34–35, 48–49, 51, 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, 181, 188–189, 194–195, 200–201, 208–209, 213, 214–215, 217, 220–221, 228–229, 231, 234–235, 240–241

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: Listening and Speaking: Job skills, 148–149, Job interviews, 160–161, Parent–teacher conference, 168–169, 174–175, Job responsibilities, 228–229, 231

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 perspectives.

Future: Listening and Speaking: Job skills, 148–149, Job interviews, 160–161, Parent–teacher conference, 168–169, 174–175, Job responsibilities, 228–229, 231

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

Future: Listening and Speaking: Parent–teacher conference, 168–169, 174–175


task.


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: For related material see: Online message board, 78–79; E–mail, 91, 171; also see: Team Projects, 274, 275, 276, 277, 278, 279, 280, 281, 282, 283, 284, 285Workbook: Web page, 45


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: Listening and Speaking: Likes and dislikes, 74–75, Parent–teacher conference, 168–169, 174–175, Behavior problems, 181

Presentation of Knowledge and Ideas


CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Future: Team Projects, 274–285; also see: Speaking Topics, 8–9, 14–15, 20–21, 28–29, 34–35, 48–49, 51, 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, 181, 188–189, 194–195, 200–201, 208–209, 213, 214–215, 217, 220–221, 228–229, 231, 234–235, 240–241



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, 274–285


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, 8–9, 14–15, 20–21, 28–29, 34–35, 48–49, 51, 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, 181, 188–189, 194–195, 200–201, 208–209, 213, 214–215, 217, 220–221, 228–229, 231, 234–235, 240–241

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, 10–11, 16, 17, 22, 30–31, 36–37, 42, 50–51, 56–57, 62, 70, 71, 76–77, 82–83, 90–91, 96–97, 110–111, 116–117, 122, 130–131, 136–137, 142, 150–151, 156–157, 162, 170–171, 176, 177, 182, 190, 191, 196–197, 202, 210–211, 222, 230–231, 242


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, 286–290; also see: Grammar, 10–11, 16, 17, 22, 30–31, 36–37, 42, 50–51, 56–57, 62, 70, 71, 76–77, 82–83, 90–91, 96–97, 110–111, 116–117, 122, 130–131, 136–137, 142, 150–151, 156–157, 162, 170–171, 176, 177, 182, 190, 191, 196–197, 202, 210–211, 222, 230–231, 242


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: Writing Watch, 268, 269, 270, 271, 272, 273

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

Future: Writing Watch: Use a dictionary to check spellings, 268, Proofread Your Writing, 273Workbook: Contractions, 17, 20

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: Writing Watch, 268, 269, 270, 271, 272, 273; also see: Grammar, 10–11, 16, 17, 22, 30–31, 36–37, 42, 50–51, 56–57, 62, 70, 71, 76–77, 82–83, 90–91, 96–97, 110–111, 116–117, 122, 130–131, 136–137, 142, 150–151, 156–157, 162, 170–171, 176, 177, 182, 190, 191, 196–197, 202, 210–211, 222, 230–231, 242

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.





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: For related material see: Pronunciation: –ed endings, 109; Adverbs of manner, 176; Adjectives: Comparative, 196–197

CCSS.ELA-Literacy.L.11-12.4c 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, its etymology, or its standard usage.

Future: For related material see: Vocabulary, 6–7, 26–27, 46–47, 66–67, 86–87, 106–107, 126–127, 146–147, 166–167, 186–187, 206–207, 226–227

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: Vocabulary, 6–7, 26–27, 46–47, 66–67, 86–87, 106–107, 126–127, 146–147, 166–167, 186–187, 206–207, 226–227


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: Describing people, 8–9, 14–15; Polite and rude behavior, 78–79; Phone messages, 100, 173

CCSS.ELA-Literacy.L.11-12.5b Future: For related material see:


Analyze nuances in the meaning of words with similar denotations.

Adverbs of degree, too/very, 62; Past time expressions: ago, last, in, later, 156–157


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




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: For related material see: Sentence Patterns: Compound sentences, and/but, 16, And…too / and…not, either, 17, 36, Because/For, 142, And/Or, 162, 222

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: Evaluating problems and recommending solutions, 24, 44, 64, 75, 84, 104, 124, 144, 164, 184, 204, 208, 224, 244; Judging statements of opinion, 33, 59, 179, 199Workbook: Debate, 108–109


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).

Future: For related material see: Grammar Watch: contractions, 10, 56, 170, 171; Writing Watch: Use a dictionary to check spellings, 268, Proofread Your Writing, 273

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

Future: For related material see: Writing Watch: subject-verb agreement, 271, 273

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: Pronouns: Object pronouns, 177

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: Appropriate conversation questions, 24; Polite and rude behavior, 78–79; Phone messages, 100, 173; Phone conversation, 140–141, 208–209, 211

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: Adjectives: With be, 10–11, Comparative, 196–197, Quantifiers, 202

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).

Future: For related material see: Pronouns: Object pronouns, 177; Writing Watch: subject-verb agreement, 271, 273

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

Future: For related material see: Yes/No questions and short answers, 22, 42, 150–151, 210–211; Affirmative and negative statements, 30–31, 56–57,


82–83, 90–91, 96–97, 110–111, 116–117, 136–137, 150–151, 170–171, 210–211; Information questions, 42, 71, 122, 210–211

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: Compound sentences: and/but, 16, and…too / and…not, either, 17, 36, because/for, 142, and/or, 162, 222

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: Sentence Patterns: have + object, 10, and…too / and…not, either, 17, 36, too/very, 62, frequency time expressions, 71, there is/there are, affirmative and there is/there are, questions and short answers, 96–97, because/for, 142, past time expressions: ago, last, in, later, 156–157, how much/how many, 191, and/or, 162, 222

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

Future: For related material see: Commas, 17, 36; Can/can't (ability), yes/no questions and short answers,


elements, end marks, and appropriate punctuation for clause separation).

150–151

Future Level 2_ 11-12 CCS_GED.docx · Web viewPronouns: Object pronouns, 177; Writing Watch:...

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