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A Correlation of Pearson Longman Keystone Book A, ©2013 To the Oregon English Language Proficiency Standards Grade 6

Transcript of Pearson Longman Keystone Keystone Correlations.pdfA Correlation of Pearson Longman Keystone Book A,...

A Correlation of

Pearson Longman Keystone

Book A, ©2013

To the

Oregon English Language Proficiency Standards

Grade 6

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

ELP.6-8.1 ................................................................................................................ 3 ELP.6-8.2 ................................................................................................................ 4 ELP.6-8.3 ................................................................................................................ 6 ELP.6-8.4 ................................................................................................................ 7 ELP.6-8.5 ................................................................................................................ 8 ELP.6-8.6 ................................................................................................................ 9 ELP.6-8.7 .............................................................................................................. 11 ELP.6-8.8 .............................................................................................................. 13 ELP.6-8.9 .............................................................................................................. 14 ELP.6-8.10 ............................................................................................................ 16

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book A Grade 6, ©2013

Grades 6–8 ELP Standards ELP.6-8.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.6-8.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts.

SE/TE: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 6, 22, 38, 52, 80, 96, 112, 125, 126, 172, 186, 202, 230, 246, 260, 274, 302, 334, 352, 380, 396, 414, 430; Word Study, 7, 23, 39, 53, 81, 97, 113, 127, 157, 173, 187, 203, 231, 247, 261, 275, 303, 321, 335, 353, 381, 397, 415, 431; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.6-8.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts.

SE/TE: Reading Strategy: identify main idea and details, 203, 205, 208; Reading Strategy: Summarize, 335, 337, 339; Comprehension: Recall, 14, 30, 44, 58, 88, 104, 118, 134, 164, 178, 194, 208, 238, 252, 266, 280, 312, 326, 344, 358, 388, 406, 422, 436 TE only: Model the Reading Strategy: Main Idea and Details, T206

ELP.6-8.1.3 use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text.

SE/TE: Reading Strategy: identify main idea and details, 203, 205, 208; Reading Strategy: Summarize, 335, 337, 339; In Your Own Words, 15, 44, 88, 118, 178, 208, 252, 280, 326, 358, 388, 436 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T206; Summarize, T340

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ELP.6-8.1.4 use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text.

SE/TE: Reading Strategy: identify main idea and details, 203, 205, 208; Reading Strategy: Summarize, 335, 337, 339; In Your Own Words, 15, 44, 88, 118, 178, 208, 252, 280, 326, 358, 388, 436 (SE lessons for In Your Own Words are linked with Leveled Support: Intermediate and Early Advanced activities) TE only: Model the Reading Strategy: Main Idea and Details, T206; Summarize, T340

ELP.6-8.1.5 use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text.

SE/TE: Reading Strategy: identify main idea and details, 203, 205, 208; Reading Strategy: Summarize, 335, 337, 339; In Your Own Words, 15, 44, 88, 118, 178, 208, 252, 280, 326, 358, 388, 436 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Main Idea and Details, T206; Summarize, T340

ELP.6-8.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.6-8.2.1 participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh- questions.

SE/TE: Quick Write, 3, 77; Discussion, 15, 31, 45, 59, 89, 105, 119, 135; Smithsonian American Art Museum: Discuss What You Learned, 75, 151; Listening and Speaking Workshop, 66–67, 142–143; Reading Strategy: Summarize, 335, 337, 339; also see: Listening and Speaking: Key words, 5, 37; Listening and Speaking: Academic words, 6, 22, 38, 52 TE only: Discuss the Big Question, T2, T76; View and Respond, T3, T77

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ELP.6-8.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions.

SE/TE: Quick Write, 77, 153; Discussion, 89, 105, 119, 135, 165, 179, 195, 209; Smithsonian American Art Museum: Discuss What You Learned, 75, 151, 225, 297, 375, 455; Listening and Speaking Workshop, 142–143, 216–217; also see: Listening and Speaking: Key words, 79, 111, 171, 201; Listening and Speaking: Academic words, 80, 96, 112, 125, 126, 172, 186, 202 TE only: Discuss the Big Question, T76, T152; View and Respond, T77, T153

ELP.6-8.2.3 participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information.

SE/TE: Quick Write, 153, 227; Discussion, 165, 179, 195, 209, 239, 253, 267; Smithsonian American Art Museum: Discuss What You Learned, 225, 297; Listening and Speaking Workshop, 216–217, 288–289; also see: Listening and Speaking: Key words, 171, 201, 245, 273; Listening and Speaking: Academic words, 172, 186, 202, 230, 246, 260, 274 TE only: Discuss the Big Question, T152, T226; View and Respond, T153, T227

ELP.6-8.2.4 participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed.

SE/TE: Quick Write, 227, 299; Discussion, 239, 253, 267, 281, 313, 327, 345, 359; Smithsonian American Art Museum: Discuss What You Learned, 297, 375; Listening and Speaking Workshop, 288–289, 366–367; Reading Strategy: Summarize, 335, 337, 339; also see: Listening and Speaking: Key words, 245, 273, 319, 351; Listening and Speaking: Academic words, 230, 246, 260, 274, 302, 334, 352 TE only: Discuss the Big Question, T226, T298; View and Respond, T227, T299

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ELP.6-8.2.5 participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed.

SE/TE: Quick Write, 299, 377; Discussion, 313, 327, 345, 359, 389, 407, 423, 437; Smithsonian American Art Museum: Discuss What You Learned, 375, 455; Listening and Speaking Workshop, 366–367, 444–445; Reading Strategy: Summarize, 335, 337, 339; also see: Listening and Speaking: Key words, 319, 351, 379, 429; Listening and Speaking: Academic words, 302, 334, 352, 380, 396, 414, 430 TE only: Discuss the Big Question, T298, T376; View and Respond, T299, T377

ELP.6-8.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.6-8.3.1 communicate simple information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 15, 44, 88, 118, 178, 208, 252, 280, 326, 358, 388, 436; Critical thinking & Discussion, 64, 140; Media Literacy and Projects, 65, 141 TE only: Visual Literacy: Ask, T74, T75, T150, T151

ELP.6-8.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 66–67, 142–143; Writing Workshop, 68–72, 144–148; Critical thinking & Discussion, 140, 214; Media Literacy and Projects, 141, 215 TE only: Visual Literacy: Ask, T150, T151, T224, T225

ELP.6-8.3.3 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, developed with some details.

SE/TE: Listening and Speaking Workshop, 216–217, 288–289; Writing Workshop, 218–222, 290–294; Critical thinking & Discussion, 214, 286; Media Literacy and Projects, 215, 287 TE only: Visual Literacy: Ask, T224, T225, T296, T297

ELP.6-8.3.4 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with some specific details.

SE/TE: Listening and Speaking Workshop, 288–289, 366–367; Writing Workshop, 290–294, 368–372; Critical thinking & Discussion, 286, 364; Media Literacy and Projects, 287, 365 TE only: Visual Literacy: Ask, T296, T297, T374, T375

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ELP.6-8.3.5 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with relevant details, ideas, or information.

SE/TE: Listening and Speaking Workshop, 366–367, 444–445; Writing Workshop, 368–372, 446–452; Critical thinking & Discussion, 364, 442; Media Literacy and Projects, 365, 443 TE only: Visual Literacy: Ask, T374, T375, T454, T455

ELP.6-8.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.6-8.4.1 express an opinion about familiar topics.

SE/TE: Review and Practice: Discussion, 15, 31, 45, 59, 89, 105, 119, 135; Critical thinking & Discussion, 64, 140; Persuasive writing: book review, 168–169, question–and–answer format (persuasive paragraph), 182–183, diary entry (persuasive paragraph), 198–199, critical evaluation, 212–213, persuasive speech, 218–222 Listening and Speaking Workshop: speech, 444–445

ELP.6-8.4.2 construct a claim about familiar topics and give a reason to support the claim.

SE/TE: Review and Practice: Discussion, 89, 105, 119, 135, 165, 179, 195, 209; Critical thinking & Discussion, 140, 214; Persuasive writing: book review, 168–169, question–and–answer format (persuasive paragraph), 182–183, diary entry (persuasive paragraph), 198–199, critical evaluation, 212–213, persuasive speech, 218–222 Listening and Speaking Workshop: speech, 444–445

ELP.6-8.4.3 construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 165, 179, 195, 209, 239, 253, 267, 281; Critical thinking & Discussion, 214, 286; Persuasive writing: book review, 168–169, question–and–answer format (persuasive paragraph), 182–183, diary entry (persuasive paragraph), 198–199, critical evaluation, 212–213, persuasive speech, 218–222 Listening and Speaking Workshop: speech, 444–445

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ELP.6-8.4.4 construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 239, 253, 267, 281, 313, 327, 345, 359; Critical thinking & Discussion, 286, 364; Persuasive writing: book review, 168–169, question–and–answer format (persuasive paragraph), 182–183, diary entry (persuasive paragraph), 198–199, critical evaluation, 212–213, persuasive speech, 218–222 Listening and Speaking Workshop: speech, 444–445

ELP.6-8.4.5 construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 313, 327, 345, 359, 389, 407, 423, 437; Critical thinking & Discussion, 364, 442; Persuasive writing: book review, 168–169, question–and–answer format (persuasive paragraph), 182–183, diary entry (persuasive paragraph), 198–199, critical evaluation, 212–213, persuasive speech, 218–222 Listening and Speaking Workshop: speech, 444–445

ELP.6-8.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.6-8.5.1 gather information from a few provided sources and label collected information.

SE/TE: Media Literacy and Projects, 65, 141; Research writing: introductory paragraph, 392–393; also see: Research and Study Skills, 15, 45

ELP.6-8.5.2 gather information from provided sources and record some data and information.

SE/TE: Media Literacy and Projects, 141, 215; Research writing: introductory paragraph, 392–393, main idea and examples, 410–411; also see: Research and Study Skills, 15, 45, 89, 119

ELP.6-8.5.3 gather information from multiple provided print and digital sources and summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate, and cite sources.

SE/TE: Reading Strategies preview, 7, use visuals, 39, 113; Media Literacy and Projects, 215, 287; Reading Strategy: Summarize, 335, 337, 339; Research writing: main idea and examples, 410–411, paraphrases and citations, 440–441, 440–441, paraphrases and quotations, 426–427; also see: Research and Study Skills, 15, 45, 89, 119, 179, 209, 253, 281, 327, 359

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ELP.6-8.5.4 gather information from multiple print and digital sources, using search terms effectively; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies preview, 7, use visuals, 39, 113; Media Literacy and Projects, 287, 365; Reading Strategy: Summarize, 335, 337, 339; Research writing: paraphrases and citations, 440–441, paraphrases and quotations, 426–427; also see: Research and Study Skills, 15, 45, 89, 119, 179, 209, 253, 281, 327, 359

ELP.6-8.5.5 gather information from multiple print and digital sources, using search terms effectively; and (at Grade 8) evaluate the credibility of each source; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies preview, 7, use visuals, 39, 113; Media Literacy and Projects, 365, 443; Reading Strategy: Summarize, 335, 337, 339; Research writing: paraphrases and citations, 440–441, paraphrases and quotations, 426–427, report, 446–451; also see: Research and Study Skills, 15, 45, 89, 119, 179, 209, 253, 281, 327, 359

ELP.6-8.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.6-8.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 67, 143, 217, 289, 367, 445 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for clarification, 45, 253, retell classmates’ ideas, 89, 119, let classmate finish before disagreeing, 135, 209, ask questions for more information, 165, summarize what speaker says, 345; Persuasive writing: book review, 168; Reading Strategies: distinguish fact from opinion, 187, employ analytical skills (author’s purpose), 431; also see: “Fact or Fiction,” 8–13

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

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Keystone Book A Grade 6, ©2013

ELP.6-8.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 67, 143, 217, 289, 367, 445 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for clarification, 45, 253, retell classmates’ ideas, 89, 119, let classmate finish before disagreeing, 135, 209, ask questions for more information, 165, summarize what speaker says, 345; Persuasive writing: book review, 168; Reading Strategies: distinguish fact from opinion, 187, employ analytical skills (author’s purpose), 431; also see: “Fact or Fiction,” 8–13

ELP.6-8.6.3 explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not.

SE/TE: Evaluate the Presentation, 67, 143, 217, 289, 367, 445 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for clarification, 45, 253, retell classmates’ ideas, 89, 119, let classmate finish before disagreeing, 135, 209, ask questions for more information, 165, summarize what speaker says, 345; Persuasive writing: book review, 168; Reading Strategies: distinguish fact from opinion, 187, employ analytical skills (author’s purpose), 431; also see: “Fact or Fiction,” 8–13

ELP.6-8.6.4 analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 67, 143, 217, 289, 367, 445 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for clarification, 45, 253, retell classmates’ ideas, 89, 119, let classmate finish before disagreeing, 135, 209, ask questions for more information, 165, summarize what speaker says, 345; Persuasive writing: book review, 168; Reading Strategies: distinguish fact from opinion, 187, employ analytical skills (author’s purpose), 431; also see: “Fact or Fiction,” 8–13

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

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ELP.6-8.6.5 analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 67, 143, 217, 289, 367, 445 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for clarification, 45, 253, retell classmates’ ideas, 89, 119, let classmate finish before disagreeing, 135, 209, ask questions for more information, 165, summarize what speaker says, 345; Persuasive writing: book review, 168; Reading Strategies: distinguish fact from opinion, 187, employ analytical skills (author’s purpose), 431; also see: “Fact or Fiction,” 8–13

ELP.6-8.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.6-8.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 6, 22, 38, 52, 80, 96, 112, 125 TE Only: Leveled Support: Beginning (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.7.2 adapt language choices according to task and audience with emerging control, and begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions.

SE/TE: Listening and Speaking Workshop, 66–67, 142–143; Writing Workshop, 68–72, 144–148; Critical thinking & Discussion, 140, 214; Media Literacy and Projects, 141, 215; also see: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 80, 96, 112, 125, 126, 172, 186, 202 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

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Keystone Book A Grade 6, ©2013

ELP.6-8.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease; use an increasing number of general academic and content-specific words and phrases in speech and short written texts, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 216–217, 288–289; Writing Workshop, 218–222, 290–294; Critical thinking & Discussion, 214, 286; Media Literacy and Projects, 215, 287; also see: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 126, 172, 186, 202, 230, 246, 260, 274 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.7.4 adapt language choices and style according to purpose, task, and audience, with increasing ease; use a wider range of general academic and content-specific academic words and phrases, and maintain consistency in style and tone throughout most of oral or written text.

SE/TE: Listening and Speaking Workshop, 288–289, 366–367; Writing Workshop, 290–294, 368–372; Critical thinking & Discussion, 286, 364; Media Literacy and Projects, 287, 365; also see: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 202, 230, 246, 260, 274, 302, 334, 352 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.7.5 adapt language choices and style according to purpose, task, and audience, with ease; use a wide variety of complex general academic and content-specific academic words to express ideas precisely, and maintain an appropriate and consistent style and tone throughout an oral or written text.

SE/TE: Listening and Speaking Workshop, 366–367, 444–445; Writing Workshop, 368–372, 446–452; Critical thinking & Discussion, 364, 442; Media Literacy and Projects, 365, 443; also see: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 274, 302, 334, 352, 380, 396, 414, 430 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

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Keystone Book A Grade 6, ©2013

ELP.6-8.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.6-8.8.1 recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 6, 22, 38, 52, 80, 96, 112, 126; Word Study, 7, 23, 39, 53, 81, 97, 113, 127; Literary terms, 21, 51, 95, 125 TE Only: Leveled Support: Beginning (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words (use dictionary), 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 80, 96, 112, 126, 156, 172, 186, 202; Word Study, 81, 97, 113, 127, 157, 173, 187, 203; Literary terms, 95, 125, 147, 155, 185 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words).

SE/TE: Listening and Speaking: Key words (use dictionary), 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 156, 172, 186, 202, 230, 246, 260, 274; Word Study, 157, 173, 187, 203, 231, 247, 261, 275; Literary terms, 155, 185, 229, 259, 395, 413 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

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Keystone Book A Grade 6, ©2013

ELP.6-8.8.4 determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology.

SE/TE: Understand idiomatic expressions and figures of speech, 21, 185, 333; Listening and Speaking: Key words (use dictionary), 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 230, 246, 260, 274, 302, 320, 334, 352; Word Study, 231, 247, 261, 275, 303, 321, 335, 353; Literary terms, 229, 259, 395, 413 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology.

SE/TE: Understand idiomatic expressions and figures of speech, 21, 185, 333; Listening and Speaking: Key words (use dictionary), 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 302, 320, 334, 352, 380, 396, 414, 430; Word Study, 303, 321, 335, 353, 381, 397, 415, 431; Literary terms, 229, 259, 395, 413 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T36, T78, T110, T170, T200, T244, T272, T318, T350, T378, T428

ELP.6-8.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.6-8.9.1 communicate simple information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 77, 153, 227, 299, 377; Listening and Speaking: Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429; Listening and Speaking: Academic words, 6, 22, 38, 52, 80, 96, 112, 125, 126; Discussion, 15, 31, 45, 59, 89, 105, 119, 135, 165, 179, 195, 209, 239, 253, 267, 281, 313, 327, 345, 359, 389, 407, 423, 437

A Correlation of Pearson Longman Keystone Book A, Grade 6, ©2013 to the

Oregon English Language Proficiency Standards

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Proficiency Standards

Keystone Book A Grade 6, ©2013

ELP.6-8.9.2 recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with emerging control, some commonly occurring linking words (e.g., next, because, and, also).

SE/TE: Narrative writing: events told in time order, 139, organize plot in time order, 145; Expository writing: words for cause-and-effect relationships, 257, compare and contrast using both and but, 271, sequence words, 369; also see: Quick Write, 77, 153; Listening and Speaking: Key words, 79, 111, 171, 201; Listening and Speaking: Academic words, 80, 96, 112, 125, 126, 172, 186, 202

ELP.6-8.9.3 recount a short sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with a few facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result).

SE/TE: Narrative writing: events told in time order, 139, organize plot in time order, 145; Expository writing: words for cause-and-effect relationships, 257, compare and contrast using both and but, 271, sequence words, 369; Listening and Speaking Workshop: TV sports report, 288–289, how–to demonstration, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 390–391; also see: Quick Write, 153, 227; Listening and Speaking: Key words, 171, 201, 245, 273; Listening and Speaking: Academic words, 172, 186, 202, 230, 246, 260, 274

ELP.6-8.9.4 recount a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on).

SE/TE: Narrative writing: events told in time order, 139, organize plot in time order, 145; Expository writing: words for cause-and-effect relationships, 257, compare and contrast using both and but, 271, sequence words, 369; Listening and Speaking Workshop: TV sports report, 288–289, how–to demonstration, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 390–391; also see: Quick Write, 227, 299; Listening and Speaking: Key words, 245, 273, 319, 351; Listening and Speaking: Academic words, 230, 246, 260, 274, 302, 334, 352

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ELP.6-8.9.5 recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas.

SE/TE: Narrative writing: events told in time order, 139, organize plot in time order, 145; Expository writing: words for cause-and-effect relationships, 257, compare and contrast using both and but, 271, sequence words, 369; Listening and Speaking Workshop: TV sports report, 288–289, how–to demonstration, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 390–391; also see: Quick Write, 299, 377; Listening and Speaking: Key words, 319, 351, 379, 429; Listening and Speaking: Academic words, 302, 334, 352, 380, 396, 414, 430

ELP.6-8.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.6-8.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, and verbs, and understand and respond to simple questions.

SE/TE: Nouns, 32–33, 106–107; Verbs, 120–121, 240–241, 282–283, 314–315, 328–329, 360–361; also see: Parts of speech, 16–17 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.2 use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases, and produce simple and compound sentences, with support (including visual aids and sentences).

SE/TE: Parts of speech, 16–17; Sentences: parts of, 16–17, simple and compound, 166–167, complex, 254–255; Adjectives, 32, 46–47, 196–197, 210–211; Pronouns, 32–33; Nouns, 32–33, 106–107; Prepositions: of location, 60–61, 211, of time, 180; Conjunctions: coordinating, 90, subordinating, 254–255; Adverbs, 91, 241, 255, 268–269, 315; Verbs, 120–121, 240–241, 282–283, 314–315, 328–329, 360–361; Prepositional phrases, 181 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

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ELP.6-8.10.3 use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases, and produce and expand simple, compound, and a few complex sentences, with support (including modeled sentences).

SE/TE: Sentences: parts of, 16–17, simple and compound, 166–167, complex, 254–255; Pronouns, 32–33; Prepositions: of location, 60–61, 211, of time, 180; Conjunctions: subordinating, 254–255; Adverbs, 91, 241, 255, 268–269, 315; Prepositional phrases, 181 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.4 use an increasing number of intensive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting most misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: parts of, 16–17, simple and compound, 166–167, complex, 254–255; Pronouns, 32–33; Prepositional phrases, 181; Clauses, adverb, 255; Verbs, active and passive voice, 360–361 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.5 use intensive pronouns and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: parts of, 16–17, simple and compound, 166–167, complex, 254–255; Pronouns, 32–33; Prepositional phrases, 181; Clauses, adverb, 255; Verbs, active and passive voice, 360–361 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keystone

Book B, ©2013

To the

Oregon English Language Proficiency Standards

Grade 7

A Correlation of Pearson Longman Keystone Book B, Grade 7, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

ELP.6-8.1 ................................................................................................................ 3 ELP.6-8.2 ................................................................................................................ 5 ELP.6-8.3 ................................................................................................................ 6 ELP.6-8.4 ................................................................................................................ 7 ELP.6-8.5 ................................................................................................................ 9 ELP.6-8.6 .............................................................................................................. 10 ELP.6-8.7 .............................................................................................................. 12 ELP.6-8.8 .............................................................................................................. 14 ELP.6-8.9 .............................................................................................................. 16 ELP.6-8.10 ............................................................................................................ 17

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Grades 6–8 ELP Standards ELP.6-8.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.6-8.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts.

SE/TE: Vocabulary, 5, 19, 35, 53, 81, 95, 109, 125, 153, 167, 181, 199, 227, 243, 259, 275, 303, 321, 335, 351, 379, 393, 407, 425; Listening and Speaking: Academic Words, 6, 20, 36, 54, 82, 96, 110, 110, 126, 154, 168, 182, 200, 228, 244, 260, 276, 304, 322, 336, 352, 380, 394, 408, 426; Word Study, 7, 21, 37, 55, 83, 97, 111, 127, 155, 169, 183, 201, 229, 245, 261, 277, 305, 323, 337, 353, 381, 395, 409, 427; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.6-8.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts.

SE/TE: Reading Strategy: identify main idea and details, 55, 57, 59; Reading Strategy: Summarize, 353, 355, 357; Comprehension: Recall, 12, 28, 46, 60, 88, 102, 118, 132, 160, 174, 192, 206, 236, 252, 268, 282, 314, 328, 344, 358, 386, 400, 418, 432 TE only: Model the Reading Strategy: Main Idea and Details, T56; Summarize, T356

ELP.6-8.1.3 use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text.

SE/TE: Reading Strategy: identify main idea and details, 55, 57, 59; Literary Words: Theme, 259, 265; Reading Strategy: Summarize, 353, 355, 357; In Your Own Words, 28, 60, 102, 132, 160, 206, 236, 252, 282, 328, 358, 400, 432 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T56; Summarize, T356

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ELP.6-8.1.4 use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text.

SE/TE: Reading Strategy: identify main idea and details, 55, 57, 59; Literary Words: Theme, 259, 265; Reading Strategy: Summarize, 353, 355, 357; In Your Own Words, 28, 60, 102, 132, 160, 206, 236, 252, 282, 328, 358, 400, 432 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T56; Summarize, T356

ELP.6-8.1.5 use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text.

SE/TE: Reading Strategy: identify main idea and details, 55, 57, 59; Literary Words: Theme, 259, 265; Reading Strategy: Summarize, 353, 355, 357; In Your Own Words, 28, 60, 102, 132, 160, 206, 236, 252, 282, 328, 358, 400, 432 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Main Idea and Details, T56; Summarize, T356

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ELP.6-8.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.6-8.2.1 participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh- questions.

SE/TE: Quick Write, 3, 79; Discussion, 13, 29, 47, 61, 89, 103, 119, 133; Smithsonian American Art Museum: Discuss What You Learned, 77, 149; Listening and Speaking Workshop, 68–69, 140–141; Reading Strategy: Summarize, 353, 355, 357; also see: Listening and Speaking: Key words, 19, 53, 95, 125, 425; Listening and Speaking: Academic Words, 6, 20, 36, 54, 82, 96, 110, 110, 126 TE only: Discuss the Big Question & View and Respond, T2, T3, T78, T79

ELP.6-8.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions.

SE/TE: Quick Write, 79, 151; Discussion, 89, 103, 119, 133, 161, 175, 193, 207; Smithsonian American Art Museum: Discuss What You Learned, 149, 223; Listening and Speaking Workshop, 140–141, 214–215; Reading Strategy: Summarize, 353, 355, 357; also see: Listening and Speaking: Key words, 95, 125, 153, 199; Listening and Speaking: Academic Words, 82, 96, 110, 110, 126, 154, 168, 182, 200 TE only: Discuss the Big Question & View and Respond, T78, T79, T150, T151

ELP.6-8.2.3 participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information.

SE/TE: Quick Write, 151, 225; Discussion, 133, 161, 175, 193, 207, 237, 253, 269, 283; Smithsonian American Art Museum: Discuss What You Learned, 223, 299; Listening and Speaking Workshop, 214–215, 290–291; Reading Strategy: Summarize, 353, 355, 357; also see: Listening and Speaking: Key words, 153, 199, 227, 275; Listening and Speaking: Academic Words, 154, 168, 182, 200, 228, 244, 260, 276 TE only: Discuss the Big Question & View and Respond, T150, T151, T224, T225

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ELP.6-8.2.4 participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed.

SE/TE: Quick Write, 225, 301; Discussion, 237, 253, 269, 283, 315, 329, 345, 359; Smithsonian American Art Museum: Discuss What You Learned, 299, 375; Listening and Speaking Workshop, 290–291, 366–367; Reading Strategy: Summarize, 353, 355, 357; also see: Listening and Speaking: Key words, 227, 275, 321, 351; Listening and Speaking: Academic Words, 228, 244, 260, 276, 304, 322, 336, 352 TE only: Discuss the Big Question & View and Respond, T224, T225, T300, T301

ELP.6-8.2.5 participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed.

SE/TE: Quick Write, 301, 377; Discussion, 315, 329, 345, 359, 387, 401, 419, 433; Smithsonian American Art Museum: Discuss What You Learned, 375, 451; Listening and Speaking Workshop, 366–367, 440–441; Reading Strategy: Summarize, 353, 355, 357; also see: Listening and Speaking: Key words, 321, 351, 393, 425; Listening and Speaking: Academic Words, 304, 322, 336, 352, 380, 394, 408, 426 TE only: Discuss the Big Question & View and Respond, T300, T301, T376, T377

ELP.6-8.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.6-8.3.1 communicate simple information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 28, 60, 102, 132, 160, 206, 236, 252, 282, 328, 358, 400, 432; Listening and Speaking Workshop, 68–69, 140–141; Critical Thinking & Discussion, 66, 138; Writing Workshop, 70–74, 142–146; Media Literacy and Projects, 67, 139 TE only: Visual Literacy, T76–T77

ELP.6-8.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 140–141, 214–215; Writing Workshop, 142–146, 216–220; Critical Thinking & Discussion, 138, 212; Media Literacy and Projects, 139, 213 TE only: Visual Literacy, T148–T149, T222–T223

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ELP.6-8.3.3 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, developed with some details.

SE/TE: Listening and Speaking Workshop, 214–215, 290–291; Writing Workshop, 216–220, 292–296; Critical Thinking & Discussion, 212, 288; Media Literacy and Projects, 213, 289 TE only: Visual Literacy, T222–T223, T298–T299

ELP.6-8.3.4 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with some specific details.

SE/TE: Listening and Speaking Workshop, 290–291, 366–367; Writing Workshop, 292–296, 368–372; Critical Thinking & Discussion, 288, 364; Media Literacy and Projects, 289, 365 TE only: Visual Literacy, T298–T299, T374–T375

ELP.6-8.3.5 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with relevant details, ideas, or information.

SE/TE: Listening and Speaking Workshop, 366–367, 440–441; Writing Workshop, 368–372, 442–448; Critical Thinking & Discussion, 364, 438; Media Literacy and Projects, 365, 439 TE only: Visual Literacy, T374–T375, T450–T451

ELP.6-8.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.6-8.4.1 express an opinion about familiar topics.

SE/TE: Review and Practice: Discussion, 13, 29, 47, 61, 89, 103, 119, 133; Critical Thinking & Discussion, 66, 138; Persuasive writing: Persuasive Essay, 292–296, Critique: supporting reasons and examples, 196, 197; Advertisement: supporting reasons and examples, 240, 241; Review: state your recommendation clearly, 272, present reasons in logical order, 273; Listening and Speaking Workshop: speech, 290–291

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ELP.6-8.4.2 construct a claim about familiar topics and give a reason to support the claim.

SE/TE: Review and Practice: Discussion, 89, 103, 119, 133, 161, 175, 193, 207; Critical Thinking & Discussion, 138, 212; Persuasive writing: Persuasive Essay, 292–296, Critique: supporting reasons and examples, 196, 197; Advertisement: supporting reasons and examples, 240, 241; Review: state your recommendation clearly, 272, present reasons in logical order, 273; Listening and Speaking Workshop: speech, 290–291

ELP.6-8.4.3 construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 133, 161, 175, 193, 207, 237, 253, 269, 283; Critical Thinking & Discussion, 212, 288; Persuasive writing: Persuasive Essay, 292–296, Critique: supporting reasons and examples, 196, 197; Advertisement: supporting reasons and examples, 240, 241; Review: state your recommendation clearly, 272, present reasons in logical order, 273; Listening and Speaking Workshop: speech, 290–291

ELP.6-8.4.4 construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 237, 253, 269, 283, 315, 329, 345, 359; Critical Thinking & Discussion, 288, 364; Persuasive writing: Persuasive Essay, 292–296, Critique: supporting reasons and examples, 196, 197; Advertisement: supporting reasons and examples, 240, 241; Review: state your recommendation clearly, 272, present reasons in logical order, 273; Listening and Speaking Workshop: speech, 290–291

ELP.6-8.4.5 construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 315, 329, 345, 359, 387, 401, 419, 433; Critical Thinking & Discussion, 364, 438; Persuasive writing: Persuasive Essay, 292–296, Critique: supporting reasons and examples, 196, 197; Advertisement: supporting reasons and examples, 240, 241; Review: state your recommendation clearly, 272, present reasons in logical order, 273; Listening and Speaking Workshop: speech, 290–291

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ELP.6-8.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.6-8.5.1 gather information from a few provided sources and label collected information.

SE/TE: Media Literacy and Projects, Media Literacy and Projects, 67, 139; Research Report, 442–448: also see: Research activities, 61, 68–69, 89, 103

ELP.6-8.5.2 gather information from provided sources and record some data and information.

SE/TE: Media Literacy and Projects, 139, 213; Research Report, 442–448: also see: Research activities, 89, 103, 161, 213, 237

ELP.6-8.5.3 gather information from multiple provided print and digital sources and summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate, and cite sources.

SE/TE: Reading Strategies preview, 21; use visuals, 97; Media Literacy and Projects, 213, 289; Reading Strategy: Summarize, 353, 355, 357; Research Report, 442–448: also see: Research activities, 161, 213, 237, 289, 290

ELP.6-8.5.4 gather information from multiple print and digital sources, using search terms effectively; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies preview, 21; use visuals, 97; Media Literacy and Projects, 289, 365; Reading Strategy: Summarize, 353, 355, 357; Research Report, 442–448: also see: Research activities, 237, 289, 290, 365, 366

ELP.6-8.5.5 gather information from multiple print and digital sources, using search terms effectively; and (at Grade 8) evaluate the credibility of each source; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies preview, 21; use visuals, 97; Media Literacy and Projects, 365, 439; Reading Strategy: Summarize, 353, 355, 357; Research Report, 442–448: also see: Research activities, 365–366, 401, 439

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ELP.6-8.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.6-8.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 69, 141, 215, 291, 367, 441 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 169; Listening Skills: Seek clarification, 89, 175, Listen for implicit ideas, 253, 315, Evaluate classmates’ facts, 433; Listen to others’ ideas, 29, Take notes, write down key ideas, 103, Listen politely, even if you disagree, 119, Retell or summarize ideas, 237, 359, 419, Listen for supporting details and reasons, 269

ELP.6-8.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 69, 141, 215, 291, 367, 441 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 169; Listening Skills: Seek clarification, 89, 175, Listen for implicit ideas, 253, 315, Evaluate classmates’ facts, 433; Listen to others’ ideas, 29, Take notes, write down key ideas, 103, Listen politely, even if you disagree, 119, Retell or summarize ideas, 237, 359, 419, Listen for supporting details and reasons, 269

ELP.6-8.6.3 explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not.

SE/TE: Evaluate the Presentation, 69, 141, 215, 291, 367, 441 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 169; Listening Skills: Seek clarification, 89, 175, Listen for implicit ideas, 253, 315, Evaluate classmates’ facts, 433; Listen to others’ ideas, 29, Take notes, write down key ideas, 103, Listen politely, even if you disagree, 119, Retell or summarize ideas, 237, 359, 419, Listen for supporting details and reasons, 269

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ELP.6-8.6.4 analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 69, 141, 215, 291, 367, 441 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 169; Listening Skills: Seek clarification, 89, 175, Listen for implicit ideas, 253, 315, Evaluate classmates’ facts, 433; Listen to others’ ideas, 29, Take notes, write down key ideas, 103, Listen politely, even if you disagree, 119, Retell or summarize ideas, 237, 359, 419, Listen for supporting details and reasons, 269

ELP.6-8.6.5 analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 69, 141, 215, 291, 367, 441 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 169; Listening Skills: Seek clarification, 89, 175, Listen for implicit ideas, 253, 315, Evaluate classmates’ facts, 433; Listen to others’ ideas, 29, Take notes, write down key ideas, 103, Listen politely, even if you disagree, 119, Retell or summarize ideas, 237, 359, 419, Listen for supporting details and reasons, 269

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ELP.6-8.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.6-8.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key words, 19, 53, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; Listening and Speaking: Academic words, 6, 20, 36, 54, 82, 96, 110, 110, 126 TE Only: Leveled Support: Beginning (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

ELP.6-8.7.2 adapt language choices according to task and audience with emerging control, and begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions.

SE/TE: Listening and Speaking Workshop, 140–141, 214–215; Writing Workshop, 142–146, 216–220; Critical Thinking & Discussion, 138, 212; Media Literacy and Projects, 139, 213; also see: Listening and Speaking: Key words, 19, 53, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; Listening and Speaking: Academic words, 82, 96, 110, 110, 126, 154, 168, 182, 200 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

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ELP.6-8.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease; use an increasing number of general academic and content-specific words and phrases in speech and short written texts, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 214–215, 290–291; Writing Workshop, 216–220, 292–296; Critical Thinking & Discussion, 212, 288; Media Literacy and Projects, 213, 289; also see: Listening and Speaking: Key words, 19, 53, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; Listening and Speaking: Academic words, 154, 168, 182, 200, 228, 244, 260, 276 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

ELP.6-8.7.4 adapt language choices and style according to purpose, task, and audience, with increasing ease; use a wider range of general academic and content-specific academic words and phrases, and maintain consistency in style and tone throughout most of oral or written text.

SE/TE: Listening and Speaking Workshop, 290–291, 366–367; Writing Workshop, 292–296, 368–372; Critical Thinking & Discussion, 288, 364; Media Literacy and Projects, 289, 365; also see: Listening and Speaking: Key words, 19, 53, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; Listening and Speaking: Academic words, 228, 244, 260, 276, 304, 322, 336, 352 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

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Keystone Book B Grade 7, ©2013

ELP.6-8.7.5 adapt language choices and style according to purpose, task, and audience, with ease; use a wide variety of complex general academic and content-specific academic words to express ideas precisely, and maintain an appropriate and consistent style and tone throughout an oral or written text.

SE/TE: Listening and Speaking Workshop, 366–367, 440–441; Writing Workshop, 368–372, 442–448; Critical Thinking & Discussion, 364, 438; Media Literacy and Projects, 365, 439; also see: Listening and Speaking: Key words, 19, 53, 95, 125, 153, 199, 227, 275, 321, 351, 393, 425; Listening and Speaking: Academic words, 304, 322, 336, 352, 380, 394, 408, 426 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

ELP.6-8.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.6-8.8.1 recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Vocabulary, 5, 19, 35, 53, 81, 95, 109, 125; Listening and Speaking: Academic Words, 6, 20, 36, 54, 82, 96, 110, 110, 126; Word Study, 7, 21, 37, 55, 83, 97, 111, 127 TE Only: Leveled Support: Beginning (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

ELP.6-8.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Vocabulary, 81, 95, 109, 125, 153, 167, 181, 199; Listening and Speaking: Academic Words, 82, 96, 110, 110, 126, 154, 168, 182, 200; Word Study, 83, 97, 111, 127, 155, 169, 183, 201 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

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ELP.6-8.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words).

SE/TE: Vocabulary, 153, 167, 181, 199, 227, 243, 259, 275; Listening and Speaking: Academic Words, 154, 168, 182, 200, 228, 244, 260, 276; Word Study, 155, 169, 183, 201, 229, 245, 261, 277 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

ELP.6-8.8.4 determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology.

SE/TE: Understand figurative language, 35; metaphor, 109; Vocabulary, 227, 243, 259, 275, 303, 321, 335, 351; Listening and Speaking: Academic Words, 228, 244, 260, 276, 304, 322, 336, 352; Word Study, 229, 245, 261, 277, 305, 323, 337, 353 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

ELP.6-8.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology.

SE/TE: Understand figurative language, 35; metaphor, 109; Vocabulary, 303, 321, 335, 351, 379, 393, 407, 425; Listening and Speaking: Academic Words, 304, 322, 336, 352, 380, 394, 408, 426; Word Study, 305, 323, 337, 353, 381, 395, 409, 427 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T18, T34, T52, T80, T94, T108, T124, T152, T166, T180, T198, T226, T242, T258, T274, T302, T320, T334, T350, T378, T392, T406, T424

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Oregon English Language Proficiency Standards

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Proficiency Standards

Keystone Book B Grade 7, ©2013

ELP.6-8.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.6-8.9.1 communicate simple information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 79; Listening and Speaking: Key words, 19, 53, 95, 125, 425; Listening and Speaking: Academic Words, 6, 20, 36, 54, 82, 96, 110, 110, 126; Discussion, 13, 29, 47, 61, 89, 103, 119, 133, 161, 175, 193, 207, 237, 253, 269, 283, 315, 329, 345, 359, 387, 401, 419, 433

ELP.6-8.9.2 recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with emerging control, some commonly occurring linking words (e.g., next, because, and, also).

SE/TE: Narrative writing: Short Story, 142–146; Expository writing: Instructional Essay, 368–372; Recognize cause and effect, 127; Recognize sequence, 261; also see: Quick Write, 79, 151; Listening and Speaking: Key words, 95, 125, 153, 199; Listening and Speaking: Academic Words, 82, 96, 110, 110, 126, 154, 168, 182, 200

ELP.6-8.9.3 recount a short sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with a few facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result).

SE/TE: Narrative writing: Short Story, 142–146; Expository writing: Instructional Essay, 368–372; Recognize cause and effect, 127; Recognize sequence, 261; also see: Listening and Speaking Workshop: personal narrative, 140–141, (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 143; also see: Quick Write, 151, 225; Listening and Speaking: Key words, 153, 199, 227, 275; Listening and Speaking: Academic Words, 154, 168, 182, 200, 228, 244, 260, 276

ELP.6-8.9.4 recount a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on).

SE/TE: Narrative writing: Short Story, 142–146; Expository writing: Instructional Essay, 368–372; Recognize cause and effect, 127; Recognize sequence, 261; also see: Listening and Speaking Workshop: personal narrative, 140–141, (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 143; also see: Quick Write, 225, 301; Listening and Speaking: Key words, 227, 275, 321, 351; Listening and Speaking: Academic Words, 228, 244, 260, 276, 304, 322, 336, 352

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ELP.6-8.9.5 recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas.

SE/TE: Narrative writing: Short Story, 142–146; Expository writing: Instructional Essay, 368–372; Recognize cause and effect, 127; Recognize sequence, 261; also see: Listening and Speaking Workshop: personal narrative, 140–141, (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 143; also see: Quick Write, 301, 377; Listening and Speaking: Key words, 321, 351, 393, 425; Listening and Speaking: Academic Words, 304, 322, 336, 352, 380, 394, 408, 426

ELP.6-8.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.6-8.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, and verbs, and understand and respond to simple questions.

SE/TE: Nouns, 48, 63, 271; Verbs, 48–49, 62–63, 90–91, 104–105, 134–135, 208, 238–239, 284, 316–317, 330–331 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.2 use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases, and produce simple and compound sentences, with support (including visual aids and sentences).

SE/TE: Sentences: simple, 48–49; compound and complex, 360–361; Adjectives, 14, 15, 134, 162–163, 346–347, 402–403; Nouns, 48, 63, 271; Pronouns, 48, 270–271; Conjunctions: subordinating, 254–255; Adverbs, 120–121, 135, 434; Verbs, 48–49, 62–63, 90–91, 104–105, 134–135, 208, 238–239, 284, 316–317, 330–331 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.3 use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases, and produce and expand simple, compound, and a few complex sentences, with support (including modeled sentences).

SE/TE: Sentences: simple, 48–49; compound and complex, 360–361; Pronouns, 48, 270–271; Conjunctions: subordinating, 254–255; Adverbs, 120–121, 135, 434 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

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ELP.6-8.10.4 use an increasing number of intensive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting most misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: simple, 48–49; compound and complex, 360–361; Pronouns, 48, 270–271; Clauses, 120–121, 135, 162–163; Active and Passive Voice, 104–105 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.5 use intensive pronouns and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: simple, 48–49; compound and complex, 360–361; Pronouns, 48, 270–271; Clauses, 120–121, 135, 162–163; Active and Passive Voice, 104–105 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keystone

Book C, ©2013

To the

Oregon English Language Proficiency Standards

Grade 8

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

ELP.6-8.1 ................................................................................................................ 3 ELP.6-8.2 ................................................................................................................ 4 ELP.6-8.3 ................................................................................................................ 6 ELP.6-8.4 ................................................................................................................ 7 ELP.6-8.5 ................................................................................................................ 9 ELP.6-8.6 .............................................................................................................. 10 ELP.6-8.7 .............................................................................................................. 12 ELP.6-8.8 .............................................................................................................. 14 ELP.6-8.9 .............................................................................................................. 15 ELP.6-8.10 ............................................................................................................ 17

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Proficiency Standards

Keystone Book C Grade 8, ©2013

Grades 6–8 ELP Standards ELP.6-8.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.6-8.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts.

SE/TE: Vocabulary, 5, 21, 35, 51, 79, 95, 127, 155, 173, 187, 205, 233, 247, 263, 277, 305, 321, 339, 357, 385, 399, 417, 431; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128, 156, 174, 188, 206, 234, 248, 264, 278, 306, 322, 340, 358, 386, 400, 418, 432; Word Study, 7, 23, 37, 53, 81, 97, 111, 129, 157, 175, 189, 207, 235, 249, 265, 279, 307, 323, 341, 359, 387, 401, 419, 433; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.6-8.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Comprehension: Recall, 14, 28, 44, 58, 88, 102, 120, 134, 166, 180, 198, 212, 240, 256, 270, 284, 314, 332, 350, 364, 392, 410, 424, 438 TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

ELP.6-8.1.3 use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Literary Words: Theme, 321; In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

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ELP.6-8.1.4 use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Literary Words: Theme, 321; In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

ELP.6-8.1.5 use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Literary Words: Theme, 321; In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

ELP.6-8.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.6-8.2.1 participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh- questions.

SE/TE: Quick Write, 3, 77; Discussion, 15, 29, 45, 59, 89, 103, 121, 135; Smithsonian American Art Museum: Discuss What You Learned, 75, 151; Listening and Speaking Workshop, 66–67, 142–143; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 21, 51, 79, 127; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128 TE only: Discuss the Big Question & View and Respond, T2, T3, T76, T77

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ELP.6-8.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions.

SE/TE: Quick Write, 77, 153; Discussion, 89, 103, 121, 135, 167, 181, 199, 213; Smithsonian American Art Museum: Discuss What You Learned, 151, 229; Listening and Speaking Workshop, 142–143, 220–221; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key words, 79, 127, 173, 205; Listening and Speaking: Academic Words, 80, 96, 110, 128, 156, 174, 188, 206 TE only: Discuss the Big Question & View and Respond, T76, T77, T152, T153

ELP.6-8.2.3 participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information.

SE/TE: Quick Write, 153, 231; Discussion, 167, 181, 199, 213, 241, 257, 271, 285; Smithsonian American Art Museum: Discuss What You Learned, 229, 301; Listening and Speaking Workshop, 220–221, 292–293; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 173, 205, 233, 277; Listening and Speaking: Academic Words, 156, 174, 188, 206, 234, 248, 264, 278 TE only: Discuss the Big Question & View and Respond, T152, T153, T230, T231

ELP.6-8.2.4 participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed.

SE/TE: Quick Write, 231, 303; Discussion, 241, 257, 271, 285, 315, 333, 351, 365; Smithsonian American Art Museum: Discuss What You Learned, 301, 381; Listening and Speaking Workshop, 292–293, 372–373; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 233, 277, 305, 357; Listening and Speaking: Academic Words, 234, 248, 264, 278, 306, 322, 340, 358 TE only: Discuss the Big Question & View and Respond, T230, T231, T302, T303

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ELP.6-8.2.5 participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed.

SE/TE: Quick Write, 303, 383; Discussion, 315, 333, 351, 365, 393, 411, 425, 439; Smithsonian American Art Museum: Discuss What You Learned, 381, 457; Listening and Speaking Workshop, 372–373, 446–447; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 305, 357, 417, 431; Listening and Speaking: Academic Words, 306, 322, 340, 358, 386, 400, 418, 432 TE only: Discuss the Big Question & View and Respond, T302, T303, T382, T383

ELP.6-8.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.6-8.3.1 communicate simple information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438; Listening and Speaking Workshop, 66–67, 142–143; Critical Thinking & Discussion, 64, 140; Writing Workshop, 68–72, 144–148; Media Literacy and Projects, 65, 141 TE only: Visual Literacy, T74–T75, T150–T51

ELP.6-8.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 142–143, 220–221; Writing Workshop, 144–148, 222–226; Critical Thinking & Discussion, 140, 218; Media Literacy and Projects, 141, 219 TE only: Visual Literacy, T150–T151, T228–T229

ELP.6-8.3.3 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, developed with some details.

SE/TE: Listening and Speaking Workshop, 220–221, 292–293; Writing Workshop, 222–226, 294–298; Critical Thinking & Discussion, 218, 290; Media Literacy and Projects, 219, 291 TE only: Visual Literacy, T228–T229, T300–T301

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ELP.6-8.3.4 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with some specific details.

SE/TE: Listening and Speaking Workshop, 292–293, 372–373; Writing Workshop, 294–298, 374–378; Critical Thinking & Discussion, 290, 370; Media Literacy and Projects, 291, 371 TE only: Visual Literacy, T300–T301, T380–T381

ELP.6-8.3.5 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with relevant details, ideas, or information.

SE/TE: Listening and Speaking Workshop, 372–373, 446–447; Writing Workshop, 374–378, 448–453; Critical Thinking & Discussion, 370, 444; Media Literacy and Projects, 371, 445 TE only: Visual Literacy, T380–T381, T456–T457

ELP.6-8.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.6-8.4.1 express an opinion about familiar topics.

SE/TE: Review and Practice: Discussion, 15, 29, 45, 59, 89, 103, 121, 135; Critical Thinking & Discussion, 64, 140; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

ELP.6-8.4.2 construct a claim about familiar topics and give a reason to support the claim.

SE/TE: Review and Practice: Discussion, 89, 103, 121, 135, 167, 181, 199, 213; Critical Thinking & Discussion, 140, 218; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

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ELP.6-8.4.3 construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 167, 181, 199, 213, 241, 257, 271, 285; Critical Thinking & Discussion, 218, 290; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

ELP.6-8.4.4 construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 241, 257, 271, 285, 315, 333, 351, 365; Critical Thinking & Discussion, 290, 370; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

ELP.6-8.4.5 construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 315, 333, 351, 365, 393, 411, 425, 439; Critical Thinking & Discussion, 370, 444; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

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Oregon English Language Proficiency Standards

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Keystone Book C Grade 8, ©2013

ELP.6-8.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.6-8.5.1 gather information from a few provided sources and label collected information.

SE/TE: Media Literacy and Projects, 65, 141; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.2 gather information from provided sources and record some data and information.

SE/TE: Media Literacy and Projects, 141, 219; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.3 gather information from multiple provided print and digital sources and summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate, and cite sources.

SE/TE: Reading Strategies: preview, 53; use visuals, 235; Media Literacy and Projects, 219, 291; Reading Strategy: Summarize, 249; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.4 gather information from multiple print and digital sources, using search terms effectively; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies: preview, 53; use visuals, 235; Media Literacy and Projects, 291, 371; Reading Strategy: Summarize, 249; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.5 gather information from multiple print and digital sources, using search terms effectively; and (at Grade 8) evaluate the credibility of each source; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies: preview, 53; use visuals, 235; Media Literacy and Projects, 371, 445; Reading Strategy: Summarize, 249; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

10 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book C Grade 8, ©2013

ELP.6-8.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.6-8.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241

ELP.6-8.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

ELP.6-8.6.3 explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

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Proficiency Standards

Keystone Book C Grade 8, ©2013

ELP.6-8.6.4 analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

ELP.6-8.6.5 analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

12 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book C Grade 8, ©2013

ELP.6-8.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.6-8.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key words, 21, 51, 79, 127; Listening and Speaking: Academic words, 6, 22, 36, 52, 80, 96, 110, 128 TE Only: Leveled Support: Beginning (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.7.2 adapt language choices according to task and audience with emerging control, and begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions.

SE/TE: Listening and Speaking Workshop, 142–143, 220–221; Writing Workshop, 144–148, 222–226; Critical Thinking & Discussion, 140, 218; Media Literacy and Projects, 141, 219; also see: Listening and Speaking: Key words, 79, 127, 173, 205; Listening and Speaking: Academic words, 80, 96, 110, 128, 156, 174, 188, 206 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease; use an increasing number of general academic and content-specific words and phrases in speech and short written texts, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 220–221, 292–293; Writing Workshop, 222–226, 294–298; Critical Thinking & Discussion, 218, 290; Media Literacy and Projects, 219, 291; also see: Listening and Speaking: Key words, 173, 205, 233, 277; Listening and Speaking: Academic words, 156, 174, 188, 206, 234, 248, 264, 278 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

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Oregon English Language Proficiency Standards

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Keystone Book C Grade 8, ©2013

ELP.6-8.7.4 adapt language choices and style according to purpose, task, and audience, with increasing ease; use a wider range of general academic and content-specific academic words and phrases, and maintain consistency in style and tone throughout most of oral or written text.

SE/TE: Listening and Speaking Workshop, 292–293, 372–373; Writing Workshop, 294–298, 374–378; Critical Thinking & Discussion, 290, 370; Media Literacy and Projects, 291, 371; also see: Listening and Speaking: Key words, 233, 277, 305, 357; Listening and Speaking: Academic words, 234, 248, 264, 278, 306, 322, 340, 358 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.7.5 adapt language choices and style according to purpose, task, and audience, with ease; use a wide variety of complex general academic and content-specific academic words to express ideas precisely, and maintain an appropriate and consistent style and tone throughout an oral or written text.

SE/TE: Listening and Speaking Workshop, 372–373, 446–447; Writing Workshop, 374–378, 448–453; Critical Thinking & Discussion, 370, 444; Media Literacy and Projects, 371, 445; also see: Listening and Speaking: Key words, 305, 357, 417, 431; Listening and Speaking: Academic words, 306, 322, 340, 358, 386, 400, 418, 432 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book C Grade 8, ©2013

ELP.6-8.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.6-8.8.1 recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Vocabulary, 5, 21, 35, 51, 79, 95, 127; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128; Word Study, 7, 23, 37, 53, 81, 97, 111, 129 TE Only: Leveled Support: Beginning (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Vocabulary, 79, 95, 127, 155, 173, 187, 205; Listening and Speaking: Academic Words, 80, 96, 110, 128, 156, 174, 188, 206; Word Study, 81, 97, 111, 129, 157, 175, 189, 207 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words).

SE/TE: Vocabulary, 155, 173, 187, 205, 233, 247, 263, 277; Listening and Speaking:, Academic Words, 156, 174, 188, 206, 234, 248, 264, 278; Word Study, 157, 175, 189, 207, 235, 249, 265, 279 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

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Keystone Book C Grade 8, ©2013

ELP.6-8.8.4 determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology.

SE/TE: Vocabulary, 233, 247, 263, 277, 305, 321, 339, 357; Listening and Speaking: Academic Words, 234, 248, 264, 278, 306, 322, 340, 358; Word Study, 235, 249, 265, 279, 307, 323, 341, 359 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology.

SE/TE: Vocabulary, 305, 321, 339, 357, 385, 399, 417, 431; Listening and Speaking: Academic Words, 306, 322, 340, 358, 386, 400, 418, 432; Word Study, 323, 341, 359, 387, 401, 419, 433 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.6-8.9.1 communicate simple information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 77; Listening and Speaking: Key Words, 21, 51, 79, 127; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128; Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

ELP.6-8.9.2 recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with emerging control, some commonly occurring linking words (e.g., next, because, and, also).

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Quick Write, 77, 153; Listening and Speaking: Key words, 79, 127, 173, 205; Listening and Speaking: Academic Words, 80, 96, 110, 128, 156, 174, 188, 206

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ELP.6-8.9.3 recount a short sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with a few facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result).

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Listening and Speaking Workshop: how–to demonstration, 221–222 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 200, 440–441; also see: Quick Write, 153, 231; Listening and Speaking: Key words, 173, 205, 233, 277; Listening and Speaking: Academic Words, 156, 174, 188, 206, 234, 248, 264, 278

ELP.6-8.9.4 recount a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on).

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Listening and Speaking Workshop: how–to demonstration, 221–222 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 200, 440–441; also see: Quick Write, 231, 303; Listening and Speaking: Key words, 233, 277, 305, 357; Listening and Speaking: Academic Words, 234, 248, 264, 278, 306, 322, 340, 358

ELP.6-8.9.5 recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas.

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Listening and Speaking Workshop: how–to demonstration, 221–222 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 200, 440–441; also see: Quick Write, 303, 383; Listening and Speaking: Key words, 305, 357, 417, 431; Listening and Speaking: Academic Words, 306, 322, 340, 358, 386, 400, 418, 432

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ELP.6-8.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.6-8.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, and verbs, and understand and respond to simple questions.

SE/TE: Verbs, 30–31, 91, 136–137, 316–317, 352–353, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.2 use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases, and produce simple and compound sentences, with support (including visual aids and sentences).

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Adjectives, 60–61, 242–243, 258; Pronouns, 214, 242–243; Adverbs, 46, 259, 272–273; Prepositions, 90; Verbs, 30–31, 91, 136–137, 316–317, 352–353, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.3 use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases, and produce and expand simple, compound, and a few complex sentences, with support (including modeled sentences).

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Pronouns, 214, 242–243; Prepositions, 90; Adverbs, 46, 259, 272–273 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.4 use an increasing number of intensive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting most misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Pronouns, 214, 242–243; Clauses, 242–243, 272–273, 440–441; Active and Passive Voice, 136–137; Prepositions, 90 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.5 use intensive pronouns and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Pronouns, 214, 242–243; Clauses, 242–243, 272–273, 440–441; Active and Passive Voice, 136–137; Prepositions, 90 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keystone

Book C, ©2013

To the

Oregon English Language Proficiency Standards

Grade 8

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

ELP.6-8.1 ................................................................................................................ 3 ELP.6-8.2 ................................................................................................................ 4 ELP.6-8.3 ................................................................................................................ 6 ELP.6-8.4 ................................................................................................................ 7 ELP.6-8.5 ................................................................................................................ 9 ELP.6-8.6 .............................................................................................................. 10 ELP.6-8.7 .............................................................................................................. 12 ELP.6-8.8 .............................................................................................................. 14 ELP.6-8.9 .............................................................................................................. 15 ELP.6-8.10 ............................................................................................................ 17

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Keystone Book C Grade 8, ©2013

Grades 6–8 ELP Standards ELP.6-8.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.6-8.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts.

SE/TE: Vocabulary, 5, 21, 35, 51, 79, 95, 127, 155, 173, 187, 205, 233, 247, 263, 277, 305, 321, 339, 357, 385, 399, 417, 431; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128, 156, 174, 188, 206, 234, 248, 264, 278, 306, 322, 340, 358, 386, 400, 418, 432; Word Study, 7, 23, 37, 53, 81, 97, 111, 129, 157, 175, 189, 207, 235, 249, 265, 279, 307, 323, 341, 359, 387, 401, 419, 433; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.6-8.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Comprehension: Recall, 14, 28, 44, 58, 88, 102, 120, 134, 166, 180, 198, 212, 240, 256, 270, 284, 314, 332, 350, 364, 392, 410, 424, 438 TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

ELP.6-8.1.3 use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Literary Words: Theme, 321; In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

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ELP.6-8.1.4 use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Literary Words: Theme, 321; In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

ELP.6-8.1.5 use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text.

SE/TE: Reading Strategy: identify main idea and details, 359; Reading Strategy: Summarize, 249; Literary Words: Theme, 321; In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Main Idea and Details, T362; Summarize, T252

ELP.6-8.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.6-8.2.1 participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh- questions.

SE/TE: Quick Write, 3, 77; Discussion, 15, 29, 45, 59, 89, 103, 121, 135; Smithsonian American Art Museum: Discuss What You Learned, 75, 151; Listening and Speaking Workshop, 66–67, 142–143; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 21, 51, 79, 127; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128 TE only: Discuss the Big Question & View and Respond, T2, T3, T76, T77

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ELP.6-8.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions.

SE/TE: Quick Write, 77, 153; Discussion, 89, 103, 121, 135, 167, 181, 199, 213; Smithsonian American Art Museum: Discuss What You Learned, 151, 229; Listening and Speaking Workshop, 142–143, 220–221; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key words, 79, 127, 173, 205; Listening and Speaking: Academic Words, 80, 96, 110, 128, 156, 174, 188, 206 TE only: Discuss the Big Question & View and Respond, T76, T77, T152, T153

ELP.6-8.2.3 participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information.

SE/TE: Quick Write, 153, 231; Discussion, 167, 181, 199, 213, 241, 257, 271, 285; Smithsonian American Art Museum: Discuss What You Learned, 229, 301; Listening and Speaking Workshop, 220–221, 292–293; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 173, 205, 233, 277; Listening and Speaking: Academic Words, 156, 174, 188, 206, 234, 248, 264, 278 TE only: Discuss the Big Question & View and Respond, T152, T153, T230, T231

ELP.6-8.2.4 participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed.

SE/TE: Quick Write, 231, 303; Discussion, 241, 257, 271, 285, 315, 333, 351, 365; Smithsonian American Art Museum: Discuss What You Learned, 301, 381; Listening and Speaking Workshop, 292–293, 372–373; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 233, 277, 305, 357; Listening and Speaking: Academic Words, 234, 248, 264, 278, 306, 322, 340, 358 TE only: Discuss the Big Question & View and Respond, T230, T231, T302, T303

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

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Proficiency Standards

Keystone Book C Grade 8, ©2013

ELP.6-8.2.5 participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed.

SE/TE: Quick Write, 303, 383; Discussion, 315, 333, 351, 365, 393, 411, 425, 439; Smithsonian American Art Museum: Discuss What You Learned, 381, 457; Listening and Speaking Workshop, 372–373, 446–447; Reading Strategy: Summarize, 249; also see: Listening and Speaking: Key Words, 305, 357, 417, 431; Listening and Speaking: Academic Words, 306, 322, 340, 358, 386, 400, 418, 432 TE only: Discuss the Big Question & View and Respond, T302, T303, T382, T383

ELP.6-8.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.6-8.3.1 communicate simple information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 28, 58, 88, 120, 134, 180, 212, 240, 284, 314, 364, 424, 438; Listening and Speaking Workshop, 66–67, 142–143; Critical Thinking & Discussion, 64, 140; Writing Workshop, 68–72, 144–148; Media Literacy and Projects, 65, 141 TE only: Visual Literacy, T74–T75, T150–T51

ELP.6-8.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 142–143, 220–221; Writing Workshop, 144–148, 222–226; Critical Thinking & Discussion, 140, 218; Media Literacy and Projects, 141, 219 TE only: Visual Literacy, T150–T151, T228–T229

ELP.6-8.3.3 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, developed with some details.

SE/TE: Listening and Speaking Workshop, 220–221, 292–293; Writing Workshop, 222–226, 294–298; Critical Thinking & Discussion, 218, 290; Media Literacy and Projects, 219, 291 TE only: Visual Literacy, T228–T229, T300–T301

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Keystone Book C Grade 8, ©2013

ELP.6-8.3.4 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with some specific details.

SE/TE: Listening and Speaking Workshop, 292–293, 372–373; Writing Workshop, 294–298, 374–378; Critical Thinking & Discussion, 290, 370; Media Literacy and Projects, 291, 371 TE only: Visual Literacy, T300–T301, T380–T381

ELP.6-8.3.5 deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, developed with relevant details, ideas, or information.

SE/TE: Listening and Speaking Workshop, 372–373, 446–447; Writing Workshop, 374–378, 448–453; Critical Thinking & Discussion, 370, 444; Media Literacy and Projects, 371, 445 TE only: Visual Literacy, T380–T381, T456–T457

ELP.6-8.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.6-8.4.1 express an opinion about familiar topics.

SE/TE: Review and Practice: Discussion, 15, 29, 45, 59, 89, 103, 121, 135; Critical Thinking & Discussion, 64, 140; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

ELP.6-8.4.2 construct a claim about familiar topics and give a reason to support the claim.

SE/TE: Review and Practice: Discussion, 89, 103, 121, 135, 167, 181, 199, 213; Critical Thinking & Discussion, 140, 218; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

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Keystone Book C Grade 8, ©2013

ELP.6-8.4.3 construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 167, 181, 199, 213, 241, 257, 271, 285; Critical Thinking & Discussion, 218, 290; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

ELP.6-8.4.4 construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 241, 257, 271, 285, 315, 333, 351, 365; Critical Thinking & Discussion, 290, 370; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

ELP.6-8.4.5 construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 315, 333, 351, 365, 393, 411, 425, 439; Critical Thinking & Discussion, 370, 444; Persuasive Writing: Persuasive Speech, 374–378, Advertisement: begin with attention-grabbing audience, 318, 319; Review: state your opinion, 336, 337; Persuasive Paragraph: introduce topic you feel strongly about, 354; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447

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Keystone Book C Grade 8, ©2013

ELP.6-8.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.6-8.5.1 gather information from a few provided sources and label collected information.

SE/TE: Media Literacy and Projects, 65, 141; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.2 gather information from provided sources and record some data and information.

SE/TE: Media Literacy and Projects, 141, 219; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.3 gather information from multiple provided print and digital sources and summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate, and cite sources.

SE/TE: Reading Strategies: preview, 53; use visuals, 235; Media Literacy and Projects, 219, 291; Reading Strategy: Summarize, 249; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.4 gather information from multiple print and digital sources, using search terms effectively; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies: preview, 53; use visuals, 235; Media Literacy and Projects, 291, 371; Reading Strategy: Summarize, 249; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

ELP.6-8.5.5 gather information from multiple print and digital sources, using search terms effectively; and (at Grade 8) evaluate the credibility of each source; quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate; and cite sources, using a standard format for citation.

SE/TE: Reading Strategies: preview, 53; use visuals, 235; Media Literacy and Projects, 371, 445; Reading Strategy: Summarize, 249; Research Report, 448–453; Research Writing, 396, 414, 442: also see: Research Activities (Internet and Library), 29, 65–66, 141, 181, 199, 213, 219, 241, 285, 291, 315, 371, 425, 445

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Keystone Book C Grade 8, ©2013

ELP.6-8.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.6-8.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241

ELP.6-8.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

ELP.6-8.6.3 explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

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Oregon English Language Proficiency Standards

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Keystone Book C Grade 8, ©2013

ELP.6-8.6.4 analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

ELP.6-8.6.5 analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 67, 143, 221, 293, 373, 447 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Distinguish Fact from Opinion, 307; Listening and Speaking Workshop: radio commercial, 372–373, oral report, 446–447; Listening Skill: listen carefully to other peoples’ ideas, 59, listen for general meaning, main ideas and details, 67, 143, 447, relate others’ ideas to your own, 121, listen for implicit ideas, 181, 351, summarize and decide if you agree or disagree, 241, relate what you are hearing to what you already know, 333, think about how ideas compare to your own, 411

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

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Keystone Book C Grade 8, ©2013

ELP.6-8.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.6-8.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key words, 21, 51, 79, 127; Listening and Speaking: Academic words, 6, 22, 36, 52, 80, 96, 110, 128 TE Only: Leveled Support: Beginning (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.7.2 adapt language choices according to task and audience with emerging control, and begin to use frequently occurring general academic and content-specific words and phrases in conversations and discussions.

SE/TE: Listening and Speaking Workshop, 142–143, 220–221; Writing Workshop, 144–148, 222–226; Critical Thinking & Discussion, 140, 218; Media Literacy and Projects, 141, 219; also see: Listening and Speaking: Key words, 79, 127, 173, 205; Listening and Speaking: Academic words, 80, 96, 110, 128, 156, 174, 188, 206 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease; use an increasing number of general academic and content-specific words and phrases in speech and short written texts, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 220–221, 292–293; Writing Workshop, 222–226, 294–298; Critical Thinking & Discussion, 218, 290; Media Literacy and Projects, 219, 291; also see: Listening and Speaking: Key words, 173, 205, 233, 277; Listening and Speaking: Academic words, 156, 174, 188, 206, 234, 248, 264, 278 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

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Keystone Book C Grade 8, ©2013

ELP.6-8.7.4 adapt language choices and style according to purpose, task, and audience, with increasing ease; use a wider range of general academic and content-specific academic words and phrases, and maintain consistency in style and tone throughout most of oral or written text.

SE/TE: Listening and Speaking Workshop, 292–293, 372–373; Writing Workshop, 294–298, 374–378; Critical Thinking & Discussion, 290, 370; Media Literacy and Projects, 291, 371; also see: Listening and Speaking: Key words, 233, 277, 305, 357; Listening and Speaking: Academic words, 234, 248, 264, 278, 306, 322, 340, 358 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.7.5 adapt language choices and style according to purpose, task, and audience, with ease; use a wide variety of complex general academic and content-specific academic words to express ideas precisely, and maintain an appropriate and consistent style and tone throughout an oral or written text.

SE/TE: Listening and Speaking Workshop, 372–373, 446–447; Writing Workshop, 374–378, 448–453; Critical Thinking & Discussion, 370, 444; Media Literacy and Projects, 371, 445; also see: Listening and Speaking: Key words, 305, 357, 417, 431; Listening and Speaking: Academic words, 306, 322, 340, 358, 386, 400, 418, 432 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

A Correlation of Pearson Longman Keystone Book C, Grade 8, ©2013 to the

Oregon English Language Proficiency Standards

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Keystone Book C Grade 8, ©2013

ELP.6-8.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.6-8.8.1 recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Vocabulary, 5, 21, 35, 51, 79, 95, 127; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128; Word Study, 7, 23, 37, 53, 81, 97, 111, 129 TE Only: Leveled Support: Beginning (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Vocabulary, 79, 95, 127, 155, 173, 187, 205; Listening and Speaking: Academic Words, 80, 96, 110, 128, 156, 174, 188, 206; Word Study, 81, 97, 111, 129, 157, 175, 189, 207 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words).

SE/TE: Vocabulary, 155, 173, 187, 205, 233, 247, 263, 277; Listening and Speaking:, Academic Words, 156, 174, 188, 206, 234, 248, 264, 278; Word Study, 157, 175, 189, 207, 235, 249, 265, 279 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

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ELP.6-8.8.4 determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology.

SE/TE: Vocabulary, 233, 247, 263, 277, 305, 321, 339, 357; Listening and Speaking: Academic Words, 234, 248, 264, 278, 306, 322, 340, 358; Word Study, 235, 249, 265, 279, 307, 323, 341, 359 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology.

SE/TE: Vocabulary, 305, 321, 339, 357, 385, 399, 417, 431; Listening and Speaking: Academic Words, 306, 322, 340, 358, 386, 400, 418, 432; Word Study, 323, 341, 359, 387, 401, 419, 433 TE Only: Leveled Support: Early Advanced / Advanced (Vocabulary), T4, T20, T34, T50, T78, T94, T126, T154, T172, T186, T204, T232, T246, T262, T276, T304, T320, T338, T356, T384, T398, T416, T430

ELP.6-8.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.6-8.9.1 communicate simple information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 77; Listening and Speaking: Key Words, 21, 51, 79, 127; Listening and Speaking: Academic Words, 6, 22, 36, 52, 80, 96, 110, 128; Discussion, 15, 29, 45, 59, 89, 103, 121, 135, 167, 181, 199, 213, 241, 257, 271, 285, 315, 333, 351, 365, 393, 411, 425, 439

ELP.6-8.9.2 recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with emerging control, some commonly occurring linking words (e.g., next, because, and, also).

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Quick Write, 77, 153; Listening and Speaking: Key words, 79, 127, 173, 205; Listening and Speaking: Academic Words, 80, 96, 110, 128, 156, 174, 188, 206

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ELP.6-8.9.3 recount a short sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with a few facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result).

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Listening and Speaking Workshop: how–to demonstration, 221–222 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 200, 440–441; also see: Quick Write, 153, 231; Listening and Speaking: Key words, 173, 205, 233, 277; Listening and Speaking: Academic Words, 156, 174, 188, 206, 234, 248, 264, 278

ELP.6-8.9.4 recount a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on).

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Listening and Speaking Workshop: how–to demonstration, 221–222 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 200, 440–441; also see: Quick Write, 231, 303; Listening and Speaking: Key words, 233, 277, 305, 357; Listening and Speaking: Academic Words, 234, 248, 264, 278, 306, 322, 340, 358

ELP.6-8.9.5 recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas.

SE/TE: Narrative writing: Fictional Narrative, 144–148; Expository Essay, 222–226, 294–298; Recognize cause and effect, 129; Recognize sequence, 23; also see: Listening and Speaking Workshop: how–to demonstration, 221–222 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Transitions, 200, 440–441; also see: Quick Write, 303, 383; Listening and Speaking: Key words, 305, 357, 417, 431; Listening and Speaking: Academic Words, 306, 322, 340, 358, 386, 400, 418, 432

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Oregon English Language Proficiency Standards

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ELP.6-8.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.6-8.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, and verbs, and understand and respond to simple questions.

SE/TE: Verbs, 30–31, 91, 136–137, 316–317, 352–353, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.2 use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases, and produce simple and compound sentences, with support (including visual aids and sentences).

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Adjectives, 60–61, 242–243, 258; Pronouns, 214, 242–243; Adverbs, 46, 259, 272–273; Prepositions, 90; Verbs, 30–31, 91, 136–137, 316–317, 352–353, 366–367 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.3 use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases, and produce and expand simple, compound, and a few complex sentences, with support (including modeled sentences).

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Pronouns, 214, 242–243; Prepositions, 90; Adverbs, 46, 259, 272–273 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.4 use an increasing number of intensive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting most misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Pronouns, 214, 242–243; Clauses, 242–243, 272–273, 440–441; Active and Passive Voice, 136–137; Prepositions, 90 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.6-8.10.5 use intensive pronouns and verbs in the active and passive voices; place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers; and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: simple and compound, 122–123; complex, 182–183; Pronouns, 214, 242–243; Clauses, 242–243, 272–273, 440–441; Active and Passive Voice, 136–137; Prepositions, 90 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keystone

Book D, ©2013

To the

Oregon English Language Proficiency Standards

Grade 9

A Correlation of Pearson Longman Keystone Book D, Grade 9, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

ELP.9-12.1 .............................................................................................................. 3 ELP.9-12.2 .............................................................................................................. 4 ELP.9-12.3 .............................................................................................................. 6 ELP.9-12.4 .............................................................................................................. 7 ELP.9-12.5 .............................................................................................................. 8 ELP.9-12.6 .............................................................................................................. 9 ELP.9-12.7 ............................................................................................................ 11 ELP.9-12.8 ............................................................................................................ 13 ELP.9-12.9 ............................................................................................................ 15 ELP.9-12.10 .......................................................................................................... 17

A Correlation of Pearson Longman Keystone Book D, Grade 9, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book D Grade 9, ©2013

Grades 9–12 ELP Standards ELP.9-12.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.9-12.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts.

SE/TE: Listening and Speaking: Key words, 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449; Listening and Speaking: Academic words, 6, 20, 34, 46, 90, 102, 116, 128, 170, 184, 196, 208, 248, 262, 278, 292, 332, 346, 358, 370, 412, 424, 438, 450; Word Study, 7, 21, 35, 39, 47, 91, 103, 117, 129, 171, 174, 185, 197, 209, 249, 263, 279, 293, 333, 347, 359, 371, 425, 439, 451; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.9-12.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts.

SE/TE: Reading Strategy: identify main idea and details, 249, 256; Reading Strategy: Summarize, 66, 209, 214; Comprehension: Recall, 14, 28, 40, 56, 96, 110, 122, 136, 178–179, 190, 202, 214, 256, 272, 273, 286, 340, 352, 364, 432, 444, 458 TE only: Model the Reading Strategy: Summarize, T212; Main Idea and Details, T252, T254

ELP.9-12.1.3 use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text.

SE/TE: Literary Terms: Theme, 195, 201; Reading Strategy: identify main idea and details, 249, 256; Reading Strategy: Summarize, 66, 209, 214; In Your Own Words, 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Summarize, T212; Main Idea and Details, T252, T254

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ELP.9-12.1.4 use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text.

SE/TE: Literary Terms: Theme, 195, 201; Reading Strategy: identify main idea and details, 249, 256; Reading Strategy: Summarize, 66, 209, 214; In Your Own Words, 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 (SE lessons for In Your Own Words are linked with Leveled Support: Intermediate and Early Advanced activities) TE only: Model the Reading Strategy: Summarize, T212; Main Idea and Details, T252, T254

ELP.9-12.1.5 use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text.

SE/TE: Literary Terms: Theme, 195, 201; Reading Strategy: identify main idea and details, 249, 256; Reading Strategy: Summarize, 66, 209, 214; In Your Own Words, 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Summarize, T212; Main Idea and Details, T252, T254

ELP.9-12.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.9-12.2.1 participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh- questions.

SE/TE: Quick Write, 3, 87; Discussion, 15, 28, 41, 97, 111, 123, 137; Smithsonian American Art Museum: Discuss What You Learned, 85, 165; Listening and Speaking Workshop, 78–79, 158–159; Reading Strategy: Summarize, 66, 209, 214; also see: Listening and Speaking: Key words, 19, 45, 89, 115; Listening and Speaking: Academic words, 6, 20, 34, 46, 90, 102, 116, 128 TE only: Discuss the Big Question, T2, T86; Extend, T3, T87

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ELP.9-12.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh- questions.

SE/TE: Quick Write, 87, 167; Discussion, 97, 111, 123, 137, 179, 191, 203, 215; Smithsonian American Art Museum: Discuss What You Learned, 165, 243; Listening and Speaking Workshop, 158–159, 236–237; also see: Listening and Speaking: Key words, 89, 115, 183, 207; Listening and Speaking: Academic words, 90, 102, 116, 128, 170, 184, 196, 208 TE only: Discuss the Big Question, T86, T166; Extend, T87, T167

ELP.9-12.2.3 participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues: building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed.

SE/TE: Quick Write, 167, 245; Discussion, 179, 191, 203, 215, 257, 273, 287; Smithsonian American Art Museum: Discuss What You Learned, 243, 327; Listening and Speaking Workshop, 236–237, 320–321; also see: Listening and Speaking: Key words, 183, 207, 247, 277; Listening and Speaking: Academic words, 170, 184, 196, 208, 248, 262, 278, 292 TE only: Discuss the Big Question, T166, T244; Extend, T167, T245

ELP.9-12.2.4 participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues: build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed.

SE/TE: Quick Write, 245, 329; Discussion, 257, 273, 287, 341, 353, 365; Smithsonian American Art Museum: Discuss What You Learned, 327, 407; Listening and Speaking Workshop, 320–321, 400–401; Reading Strategy: Summarize, 66, 209, 214; also see: Listening and Speaking: Key words, 247, 277, 331, 357; Listening and Speaking: Academic words, 248, 262, 278, 292, 332, 346, 358, 370 TE only: Discuss the Big Question, T244, T328; Extend, T245, T329

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ELP.9-12.2.5 participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues: build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed.

SE/TE: Quick Write, 329, 409; Discussion, 341, 353, 365, 433, 445, 459; Smithsonian American Art Museum: Discuss What You Learned, 407, 489; Listening and Speaking Workshop, 400–401, 480–481; Reading Strategy: Summarize, 66, 209, 214; also see: Listening and Speaking: Key words, 331, 357, 423, 449; Listening and Speaking: Academic words, 332, 346, 358, 370, 412, 424, 438, 450 TE only: Discuss the Big Question, T328, T408; Extend, T329, T409

ELP.9-12.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.9-12.3.1 communicate information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458; Critical Thinking & Discussion, 76, 156; Media Literacy and Projects, 77, 157 TE only: Visual Literacy: Ask, T2, T3, T84, T85

ELP.9-12.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 78–79, 158–159; Writing Workshop, 80–83, 160–163; Critical Thinking & Discussion, 156, 234; Media Literacy and Projects, 157, 235 TE only: Visual Literacy: Ask, T84, T85, T164, T165

ELP.9-12.3.3 deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences).

SE/TE: Listening and Speaking Workshop, 236–237, 320–321; Writing Workshop, 238–241, 322–325; Critical Thinking & Discussion, 234, 318; Media Literacy and Projects, 235, 319 TE only: Visual Literacy: Ask, T164, T165, T242, T243

ELP.9-12.3.4 deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful.

SE/TE: Listening and Speaking Workshop, 320–321, 400–401; Writing Workshop, 322–325, 402–405; Critical Thinking & Discussion, 318, 398; Media Literacy and Projects, 319, 399 TE only: Visual Literacy: Ask, T326, T327, T406, T407

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ELP.9-12.3.5 deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful.

SE/TE: Listening and Speaking Workshop, 400–401, 480–481; Writing Workshop, 402–405, 482–487; Critical thinking & Discussion, 398, 478; Media Literacy and Projects, 399, 479 TE only: Visual Literacy: Ask, T406, T407, T488, T489

ELP.9-12.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.9-12.4.1 express an opinion about a familiar topic.

SE/TE: Review and Practice: Discussion, 15, 28, 41, 97, 111, 123, 137; Critical Thinking & Discussion, 76, 156; Persuasive writing: review, 181, letter to the editor, 193, paragraph, 205, advertisement, 217, essay, 230–233, speech, 238–240; Listening and Speaking Workshop: radio commercial, 236–237

ELP.9-12.4.2 construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 97, 111, 123, 137, 179, 191, 203, 215; Critical Thinking & Discussion, 156, 234; Persuasive writing: review, 181, letter to the editor, 193, paragraph, 205, advertisement, 217, essay, 230–233, speech, 238–240; Listening and Speaking Workshop: radio commercial, 236–237

ELP.9-12.4.3 construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 179, 191, 203, 215, 257, 273, 287, 281; Critical Thinking & Discussion, 234, 318; Persuasive writing: review, 181, letter to the editor, 193, paragraph, 205, advertisement, 217, essay, 230–233, speech, 238–240; Listening and Speaking Workshop: radio commercial, 236–237

ELP.9-12.4.4 construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 257, 273, 287, 341, 353, 365; Critical Thinking & Discussion, 318, 398; Persuasive writing: review, 181, letter to the editor, 193, paragraph, 205, advertisement, 217, essay, 230–233, speech, 238–240; Listening and Speaking Workshop: radio commercial, 236–237

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ELP.9-12.4.5 construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counter-claim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented.

SE/TE: Review and Practice: Discussion, 341, 353, 365, 433, 445, 459; Critical Thinking & Discussion, 398, 478; Persuasive writing: review, 181, letter to the editor, 193, paragraph, 205, advertisement, 217, essay, 230–233, speech, 238–240; Listening and Speaking Workshop: radio commercial, 236–237

ELP.9-12.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.9-12.5.1 gather information from a few provided print and digital sources, and label collected information, experiences, or events.

SE/TE: Media Literacy and Projects, 77, 157; Research writing: introductory paragraph, 421; also see: Research and Study Skills, 57, 61, 97, 137, 141

ELP.9-12.5.2 gather information from provided print and digital sources, and summarize data and information.

SE/TE: Media Literacy and Projects, 157, 235; Research writing: introductory paragraph, 421, classifying paragraphs, 435; also see: Research and Study Skills, 137, 141, 215, 219

ELP.9-12.5.3 carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources.

SE/TE: Reading Strategies preview and skim, 21, use visuals, 47; Media Literacy and Projects, 235, 319; Reading Strategy: Summarize, 66, 209, 214; Research writing: classifying paragraphs, 435, main idea support, 447, evaluating sources, 475, quotations and citations, 461; Writing Workshop: Research Report, 482–487; also see: Research and Study Skills, 215, 219, 287, 299, 303

ELP.9-12.5.4 carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately.

SE/TE: Reading Strategies preview and skim, 21, use visuals, 47; Media Literacy and Projects, 319, 399; Reading Strategy: Summarize, 66, 209, 214; Research writing: main idea support, 447, evaluating sources, 475, quotations and citations, 461; also see: Writing Workshop: Research Report, 482–487; Research and Study Skills, 287, 299, 303, 383

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ELP.9-12.5.5 carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately.

SE/TE: Reading Strategies preview and skim, 21, use visuals, 47; Media Literacy and Projects, 399, 479; Reading Strategy: Summarize, 66, 209, 214; Research writing: main idea support, 447, evaluating sources, 475, quotations and citations, 461; also see: Writing Workshop: Research Report, 482–487; Research and Study Skills, 383, 433, 459, 463

ELP.9-12.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.9-12.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 79, 159, 237, 321, 401, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: carefully to others’ ideas, 15, wait for speaker to finish before asking question, 123, retell or summarize ideas, 179, 433, wait for each speaker to finish before making a comment, 273, give speaker time to express ideas clearly, 353, listen carefully to see if you agree, 433; Persuasive writing: review, 181; Reading Strategies: understand author’s viewpoint, 65, distinguish fact from opinion, 185, identify author’s purpose, 197, 220, analyze opinions, 221, analyze evidence, 222

ELP.9-12.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 79, 159, 237, 321, 401, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: carefully to others’ ideas, 15, wait for speaker to finish before asking question, 123, retell or summarize ideas, 179, 433, wait for each speaker to finish before making a comment, 273, give speaker time to express ideas clearly, 353, listen carefully to see if you agree, 433; Persuasive writing: critique, 66, 259, review, 181; Reading Strategies: understand author's viewpoint, 65, distinguish fact from opinion, 185, identify author's purpose, 197, 220, analyze opinions, 221, analyze evidence, 222

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ELP.9-12.6.3 explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 79, 159, 237, 321, 401, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: carefully to others’ ideas, 15, wait for speaker to finish before asking question, 123, retell or summarize ideas, 179, 433, wait for each speaker to finish before making a comment, 273, give speaker time to express ideas clearly, 353, listen carefully to see if you agree, 433; Persuasive writing: review, 181; Reading Strategies: understand author’s viewpoint, 65, distinguish fact from opinion, 185, identify author’s purpose, 197, 220, analyze opinions, 221, analyze evidence, 222

ELP.9-12.6.4 analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 79, 159, 237, 321, 401, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: carefully to others’ ideas, 15, wait for speaker to finish before asking question, 123, retell or summarize ideas, 179, 433, wait for each speaker to finish before making a comment, 273, give speaker time to express ideas clearly, 353, listen carefully to see if you agree, 433; Persuasive writing: review, 181; Reading Strategies: understand author’s viewpoint, 65, distinguish fact from opinion, 185, identify author’s purpose, 197, 220, analyze opinions, 221, analyze evidence, 222

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ELP.9-12.6.5 analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis.

SE/TE: Evaluate the Presentation, 79, 159, 237, 321, 401, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: carefully to others’ ideas, 15, wait for speaker to finish before asking question, 123, retell or summarize ideas, 179, 433, wait for each speaker to finish before making a comment, 273, give speaker time to express ideas clearly, 353, listen carefully to see if you agree, 433; Persuasive writing: review, 181; Reading Strategies: understand author’s viewpoint, 65, distinguish fact from opinion, 185, identify author’s purpose, 197, 220, analyze opinions, 221, analyze evidence, 222

ELP.9-12.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.9-12.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key words, 19, 45, 89, 115; Listening and Speaking: Academic words, 90, 102, 116, 128 TE Only: Leveled Support: Beginning, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

ELP.9-12.7.2 adapt language choices to task and audience with emerging control, and use some frequently occurring general academic and content-specific words in conversation and discussion.

SE/TE: Listening and Speaking Workshop, 78–79, 158–159; Writing Workshop, 80–83, 160–163; Critical Thinking & Discussion, 156, 234; Media Literacy and Projects, 157, 235; also see: Listening and Speaking: Key words, 89, 115, 183, 207; Listening and Speaking: Academic words, 90, 102, 116, 128, 70, 184, 196, 208 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

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ELP.9-12.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease, use an increasing number of general academic and content-specific words and expressions in speech and written text, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 236–237, 320–321; Writing Workshop, 238–241, 322–325; Critical Thinking & Discussion, 234, 318; Media Literacy and Projects, 235, 319; also see: Listening and Speaking: Key words, 183, 207, 247, 277; Listening and Speaking: Academic words, 184, 196, 208, 248, 262, 278, 292 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

ELP.9-12.7.4 adapt language choices and style according to purpose, task, and audience, use a wider range of complex general academic and content-specific words and phrases, and adopt and maintain a formal style in speech and writing, as appropriate.

SE/TE: Listening and Speaking Workshop, 320–321, 400–401; Writing Workshop, 322–325, 402–405; Critical Thinking & Discussion, 318, 398; Media Literacy and Projects, 319, 399; also see: Listening and Speaking: Key words, 247, 277, 331, 357; Listening and Speaking: Academic words, 248, 262, 278, 292, 332, 346, 358, 370 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

ELP.9-12.7.5 adapt language choices and style according to purpose, task, and audience with ease, use a wide variety of complex general academic and content-specific words and phrases, and employ both formal and more informal styles effectively, as appropriate.

SE/TE: Listening and Speaking Workshop, 400–401, 480–481; Writing Workshop, 402–405, 482–487; Critical Thinking & Discussion, 398, 478; Media Literacy and Projects, 399, 479; also see: Listening and Speaking: Key words, 331, 357, 423, 449; Listening and Speaking: Academic words, 332, 346, 358, 370, 412, 424, 438, 450 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

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ELP.9-12.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.9-12.8.1 recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words, 19, 45, 89, 115; Listening and Speaking: Academic words, 90, 102, 116, 128; Word Study, 7, 21, 35, 39, 47, 91, 103, 117, 129; Literary terms, 5, 33, 101, 127 TE Only: Leveled Support: Beginning, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

ELP.9-12.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words (use dictionary), 89, 115, 183, 207; Listening and Speaking: Academic words, 90, 102, 116, 128, 70, 184, 196, 208; Word Study, 91, 103, 117, 129, 171, 174, 185, 197, 209; Literary terms, 101, 127, 169, 195 TE Only: Leveled Support: Early Intermediate / Intermediate, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

ELP.9-12.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words).

SE/TE: Listening and Speaking: Key words (use dictionary), 183, 207, 247, 277; Listening and Speaking: Academic words, 184, 196, 208, 248, 262, 278, 292; Word Study, 171, 174, 185, 197, 209, 249, 263, 279, 293; Literary terms, 169, 195, 261, 291 TE Only: Leveled Support: Early Intermediate / Intermediate, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

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ELP.9-12.8.4 determine the meaning of general academic and content-specific words and phrases, figurative language, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, increasingly complex visual aids, reference materials, and an increasing knowledge of morphology.

SE/TE: Idioms, 129; Listening and Speaking: Key words (use dictionary), 247, 277, 331, 357; Listening and Speaking: Academic words, 248, 262, 278, 292, 332, 346, 358, 370; Word Study, 249, 263, 279, 293, 333, 347, 359, 371; Literary terms, 261, 291, 345, 369 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

ELP.9-12.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, figurative language (e.g., irony, hyperbole), and idiomatic expressions in texts about a variety of topics, experiences, or events, using context, complex visual aids, reference materials, and consistent knowledge of morphology.

SE/TE: Idioms, 129;; Listening and Speaking: Key words (use dictionary), 331, 357, 423, 449; Listening and Speaking: Academic words, 332, 346, 358, 370, 412, 424, 438, 450; Word Study, 333, 347, 359, 371, 425, 439, 451; Literary terms, 345, 369, 411, 437 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T32, T44, T88, T100, T114, T124, T168, T182, T194, T206, T246, T260, T276, T290, T330, T344, T356, T368, T410, T422, T436, T448

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ELP.9-12.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.9-12.9.1 communicate basic information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 87; Listening and Speaking: Key words, 19, 45, 89, 115; Listening and Speaking: Academic words, 90, 102, 116, 128; Discussion, 28, 41, 97, 111, 123, 137, 179, 191, 203, 215, 257, 273, 287, 341, 353, 365, 433, 445, 459

ELP.9-12.9.2 recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because).

SE/TE: Grammar: sequence words, 98; Narrative writing: sequence words, 99; Expository Writing: step–by–step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381; also see: Quick Write, 87, 167; Listening and Speaking: Key words, 89, 115, 183, 207; Listening and Speaking: Academic words, 90, 102, 116, 128, 70, 184, 196, 208

ELP.9-12.9.3 recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result).

SE/TE: Grammar: sequence words, 98; Narrative writing: sequence words, 99; Expository Writing: step–by–step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381; Listening and Speaking Workshop: how–to demonstration, 320–321, oral report, 400–401, TV documentary, 480–481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 167, 245; Listening and Speaking: Key words, 183, 207, 247, 277; Listening and Speaking: Academic words, 184, 196, 208, 248, 262, 278, 292

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ELP.9-12.9.4 recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas.

SE/TE: Grammar: sequence words, 98; Narrative writing: sequence words, 99; Expository Writing: step–by–step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381; Listening and Speaking Workshop: how–to demonstration, 320–321, oral report, 400–401, TV documentary, 480–481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 245, 329; Listening and Speaking: Key words, 247, 277, 331, 357; Listening and Speaking: Academic words, 248, 262, 278, 292, 332, 346, 358, 370

ELP.9-12.9.5 recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas.

SE/TE: Grammar: sequence words, 98; Narrative writing: sequence words, 99; Expository Writing: step–by–step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381; Listening and Speaking Workshop: how–to demonstration, 320–321, oral report, 400–401, TV documentary, 480–481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 329, 409; Listening and Speaking: Key words, 331, 357, 423, 449; Listening and Speaking: Academic words, 332, 346, 358, 370, 412, 424, 438, 450

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ELP.9-12.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.9-12.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions (but, or, and), and prepositions, and understand and respond to simple questions.

SE/TE: Prepositions of place, 42; Nouns, 171, 342; Verbs, 124, 138, 180, 204, 274, 366; Appositives, 342; Conjunctions, 354 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.2 use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions, and produce simple and compound sentences, with support (including modeled sentences).

SE/TE: Adjectives, 16, 216, 258; Adverb clauses of time, 30; Prepositions of place, 42; Verbs, 124, 138, 180, 204, 274, 366; Nouns, 171, 342; Pronouns, 192, 228, 313, 434; Sentences: compound and complex, 300; Conjunctions, 354; (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.3 use simple phrases (e.g., noun, verb, adjectival, adverbial, prepositional) and clauses (e.g., independent, dependent, relative, adverbial), and produce and expand simple compound and a few complex sentences, with support (including modeled sentences).

SE/TE: Prepositions of place, 42; Restrictive and nonrestrictive clauses, 58, 149; Punctuating clauses, phrases, and expressions, 149; Sentences: compound and complex, 300; Appositives, 342; Adjective phrases, 420 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.4 use increasingly complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses, and produce and expand simple, compound, and complex sentences.

SE/TE: Prepositions of place, 42; Restrictive and nonrestrictive clauses, 58, 149; Punctuating clauses, phrases, and expressions, 149; Sentences: compound and complex, 300; Appositives, 342; Adjective phrases, 420 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.5 use complex phrases and clauses, and produce and expand simple, compound, and complex sentences.

SE/TE: Prepositions of place, 42; Restrictive and nonrestrictive clauses, 58, 149; Punctuating clauses, phrases, and expressions, 149; Sentences: compound and complex, 300; Appositives, 342; Adjective phrases, 420 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keystone

Book E, ©2013

To the

Oregon English Language Proficiency Standards

Grade 10

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents ELP.9-12.1 .............................................................................................................. 3 ELP.9-12.2 .............................................................................................................. 4 ELP.9-12.3 .............................................................................................................. 6 ELP.9-12.4 .............................................................................................................. 7 ELP.9-12.5 .............................................................................................................. 8 ELP.9-12.6 .............................................................................................................. 9 ELP.9-12.7 ............................................................................................................ 12 ELP.9-12.8 ............................................................................................................ 14 ELP.9-12.9 ............................................................................................................ 16 ELP.9-12.10 .......................................................................................................... 18

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Proficiency Standards

Keystone Book E Grade 10, ©2013

Grades 9–12 ELP Standards ELP.9-12.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.9-12.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts.

SE/TE: Listening and Speaking: Key words, 21, 49, 103, 129, 185, 213, 269, 295, 351, 377, 431, 459; Listening and Speaking: Academic words, 6, 22, 36, 50, 90, 104, 116, 130, 172, 186, 198, 214, 254, 270, 282, 296, 336, 352, 364, 378, 418, 432, 446, 460; Word Study, 7, 23, 37, 51, 91, 105, 117, 131, 173, 187, 199, 215, 255, 271, 283, 297, 337, 353, 365, 379, 419, 433, 447, 461; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.9-12.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts.

SE/TE: Reading Strategy: identify main ideas, 226, 461; Reading Strategy: Summarize, 297, 478; Comprehension: Recall, 17, 30, 56, 110, 138, 180–181, 192, 220, 276, 302, 346, 358, 384, 468 TE only: Model the Reading Strategy: Summarize, T300; Main Idea and Details, T466

ELP.9-12.1.3 use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text.

SE/TE: Reading Strategy: identify main ideas, 226, 461; Reading Strategy: Summarize, 297, 478; Literary words: theme, 445; In Your Own Words, 30, 56, 110, 138, 192, 220, 276, 302, 358, 384, 440, 468 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Summarize, T300; Main Idea and Details, T466

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ELP.9-12.1.4 use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text.

SE/TE: Reading Strategy: identify main ideas, 226, 461; Reading Strategy: Summarize, 297, 478; Literary words: theme, 445; In Your Own Words, 30, 56, 110, 138, 192, 220, 276, 302, 358, 384, 440, 468 (SE lessons for In Your Own Words are linked with Leveled Support: Intermediate and Early Advanced activities) TE only: Model the Reading Strategy: Summarize, T300; Main Idea and Details, T466

ELP.9-12.1.5 use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text.

SE/TE: Reading Strategy: identify main ideas, 226, 461; Reading Strategy: Summarize, 297, 478; Literary words: theme, 445; In Your Own Words, 30, 56, 110, 138, 192, 220, 276, 302, 358, 384, 440, 468 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Summarize, T300; Main Idea and Details, T466

ELP.9-12.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.9-12.2.1 participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh- questions.

SE/TE: Quick Write, 3, 87; Discussion, 17, 31, 57, 111, 139; Smithsonian American Art Museum: Discuss What You Learned, 85, 167; Listening and Speaking Workshop, 78–79, 160–161; Reading Strategy: Summarize, 297, 478; also see: Listening and Speaking: Key words, 21, 49, 103, 129; Listening and Speaking: Academic words, 6, 22, 36, 50, 90, 104, 116, 130 TE only: Discuss the Big Question, T2, T87; Extend, T3, T87

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ELP.9-12.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh- questions.

SE/TE: Quick Write, 87, 169; Discussion, 111, 139, 181, 193, 221; Smithsonian American Art Museum: Discuss What You Learned, 167, 249; Listening and Speaking Workshop, 160–161, 242–243; also see: Listening and Speaking: Key words, 103, 129, 185, 213; Listening and Speaking: Academic words, 90, 104, 116, 130, 172, 186, 198, 214 TE only: Discuss the Big Question, T86, T168; Extend, T87, T169

ELP.9-12.2.3 participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues: building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed.

SE/TE: Quick Write, 169, 251; Discussion, 181, 193, 221, 277, 303; Smithsonian American Art Museum: Discuss What You Learned, 249, 331; Listening and Speaking Workshop, 242–243, 324–325; also see: Listening and Speaking: Key words, 185, 213, 269, 295; Listening and Speaking: Academic words, 172, 186, 198, 214, 254, 270, 282, 296 TE only: Discuss the Big Question, T168, T250; Extend, T169, T251

ELP.9-12.2.4 participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues: build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed.

SE/TE: Quick Write, 251, 333; Discussion, 277, 303, 347, 359, 385; Smithsonian American Art Museum: Discuss What You Learned, 331, 413; Listening and Speaking Workshop, 324–325, 406–407; Reading Strategy: Summarize, 297, 478; also see: Listening and Speaking: Key words, 269, 295, 351, 377; Listening and Speaking: Academic words, 254, 270, 282, 296, 336, 352, 364, 378 TE only: Discuss the Big Question, T250, T332; Extend, T251, T333

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ELP.9-12.2.5 participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues: build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed.

SE/TE: Quick Write, 333, 415; Discussion, 347, 359, 385, 469; Smithsonian American Art Museum: Discuss What You Learned, 413, 499; Listening and Speaking Workshop, 406–407, 490–491; Reading Strategy: Summarize, 297, 478; also see: Listening and Speaking: Key words, 351, 377, 431, 459; Listening and Speaking: Academic words, 336, 352, 364, 378, 418, 432, 446, 460 TE only: Discuss the Big Question, T332, T414; Extend, T333, T415

ELP.9-12.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.9-12.3.1 communicate information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 30, 56, 110, 138, 192, 220, 276, 302, 358, 384, 440, 468; Critical Thinking & Discussion, 76, 158; Media Literacy and Projects, 77, 159 TE only: Visual Literacy: Ask, T2, T86

ELP.9-12.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 78–79, 160–161; Writing Workshop, 80–83, 162–165; Critical Thinking & Discussion, 158, 240; Media Literacy and Projects, 159, 241 TE only: Visual Literacy: Ask, T86, T168

ELP.9-12.3.3 deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences).

SE/TE: Listening and Speaking Workshop, 242–243, 324–325; Writing Workshop, 244–247, 326–329; Critical Thinking & Discussion, 240, 322; Media Literacy and Projects, 241, 323 TE only: Visual Literacy: Ask, T168, T250

ELP.9-12.3.4 deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful.

SE/TE: Listening and Speaking Workshop, 324–325, 406–407; Writing Workshop, 326–329, 408–411; Critical Thinking & Discussion, 322, 404; Media Literacy and Projects, 323, 405 TE only: Visual Literacy: Ask, T250, T332

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ELP.9-12.3.5 deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful.

SE/TE: Listening and Speaking Workshop, 406–407, 490–491; Writing Workshop, 408–411, 492–497; Critical Thinking & Discussion, 404, 488; Media Literacy and Projects, 405, 489 TE only: Visual Literacy: Ask, T332, T414

ELP.9-12.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.9-12.4.1 express an opinion about a familiar topic.

SE/TE: Review and Practice: Discussion, 17, 31, 57, 111, 139; Critical Thinking & Discussion, 76, 158; Persuasive writing: advertisement, 183, critique, 195, 478, personal letter, 211, letter to the editor, 223, essay, 244–247; Listening and Speaking Workshop: panel discussion, 160–161, speech, 490–491

ELP.9-12.4.2 construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 111, 139, 181, 193, 221; Critical Thinking & Discussion, 158, 240; Persuasive writing: advertisement, 183, critique, 195, 478, personal letter, 211, letter to the editor, 223, essay, 244–247; Listening and Speaking Workshop: panel discussion, 160–161, speech, 490–491

ELP.9-12.4.3 construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 181, 193, 221, 277, 303; Critical Thinking & Discussion, 240, 322; Persuasive writing: advertisement, 183, critique, 195, 478, personal letter, 211, letter to the editor, 223, essay, 244–247; Listening and Speaking Workshop: panel discussion, 160–161, speech, 490–491

ELP.9-12.4.4 construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 277, 303, 347, 359, 385; Critical Thinking & Discussion, 322, 404; Persuasive writing: advertisement, 183, critique, 195, 478, personal letter, 211, letter to the editor, 223, essay, 244–247; Listening and Speaking Workshop: panel discussion, 160–161, speech, 490–491

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ELP.9-12.4.5 construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counter-claim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented.

SE/TE: Review and Practice: Discussion, 347, 359, 385, 469; Critical Thinking & Discussion, 404, 488; Persuasive writing: advertisement, 183, critique, 195, 478, personal letter, 211, letter to the editor, 223, essay, 244–247; Listening and Speaking Workshop: panel discussion, 160–161, speech, 490–491

ELP.9-12.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.9-12.5.1 gather information from a few provided print and digital sources, and label collected information, experiences, or events.

SE/TE: Media Literacy and Projects, 77, 159; Research writing: introductory paragraph, 429; also see: Research and Study Skills, 57, 78, 139, 160

ELP.9-12.5.2 gather information from provided print and digital sources, and summarize data and information.

SE/TE: Media Literacy and Projects, 159, 241; Research writing: introductory paragraph, 429, quotations and citations, 443; also see: Research and Study Skills, 139, 160, 193, 221, 242

ELP.9-12.5.3 carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources.

SE/TE: Reading Strategies preview, 23, use visuals, 51; Media Literacy and Projects, 241, 323; Reading Strategy: Summarize, 297, 478; Research writing: quotations and citations, 443, quotations and citations, 443, paraphrases and citations, 457, support for main idea, 471, preparing to write, 484–487; Writing Workshop: Research Report, 492–497; also see: Research and Study Skills, 193, 221, 242, 277, 303, 307, 324

ELP.9-12.5.4 carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately.

SE/TE: Reading Strategies preview, 23, use visuals, 51; Media Literacy and Projects, 323, 405; Reading Strategy: Summarize, 297, 478; Research writing: quotations and citations, 443, paraphrases and citations, 457, support for main idea, 471, preparing to write, 484–487; also see: Writing Workshop: Research Report, 492–497; Research and Study Skills, 277, 303, 307, 324, 385

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ELP.9-12.5.5 carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately.

SE/TE: Reading Strategies preview, 23, use visuals, 51; Media Literacy and Projects, 405, 489; Reading Strategy: Summarize, 297, 478; Research writing: quotations and citations, 443, paraphrases and citations, 457, support for main idea, 471, preparing to write, 484–487; also see: Writing Workshop: Research Report, 492–497; Research and Study Skills, 385, 441, 469

ELP.9-12.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.9-12.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 79, 161, 243, 325, 407, 491 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for speaker to repeat if you don’t understand, 57, listen for viewpoints you hadn’t considered, 139, retell others’ ideas in your own words, 193, ask questions if something is unclear, 277, use others’ points to strengthen own position, 303, if you disagree, wait for person to finish before giving your opinion, 347, practice interviewing, 359, use active listening techniques, 385, paraphrase or summarize others’ ideas, 469; Persuasive writing: advertisement, 183; Reading Strategies (informational text): distinguish fact from opinion, 173; Text Analysis (Social Studies): Author’s purpose, 226; Controlling Ideas and Details, 226; different kinds of evidence, 227; evaluating evidence, 228; rhetorical fallacies, 231

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ELP.9-12.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 79, 161, 243, 325, 407, 491 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for speaker to repeat if you don’t understand, 57, listen for viewpoints you hadn’t considered, 139, retell others’ ideas in your own words, 193, ask questions if something is unclear, 277, use others’ points to strengthen own position, 303, if you disagree, wait for person to finish before giving your opinion, 347, practice interviewing, 359, use active listening techniques, 385, paraphrase or summarize others’ ideas, 469; Persuasive writing: advertisement, 183, critique, 195; Reading Strategies (informational text): distinguish fact from opinion, 173; Text Analysis (Social Studies): Author’s purpose, 226; Controlling Ideas and Details, 226; different kinds of evidence, 227; evaluating evidence, 228; rhetorical fallacies, 231

ELP.9-12.6.3 explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 79, 161, 243, 325, 407, 491 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for speaker to repeat if you don’t understand, 57, listen for viewpoints you hadn’t considered, 139, retell others’ ideas in your own words, 193, ask questions if something is unclear, 277, use others’ points to strengthen own position, 303, if you disagree, wait for person to finish before giving your opinion, 347, practice interviewing, 359, use active listening techniques, 385, paraphrase or summarize others’ ideas, 469; Persuasive writing: critique, 195, personal letter, 211; Reading Strategies (informational text): distinguish fact from opinion, 173; Text Analysis (Social Studies): Author’s purpose, 226; Controlling Ideas and Details, 226; different kinds of evidence, 227; evaluating evidence, 228; rhetorical fallacies, 231

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Oregon English Language Proficiency Standards

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ELP.9-12.6.4 analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 79, 161, 243, 325, 407, 491 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for speaker to repeat if you don’t understand, 57, listen for viewpoints you hadn’t considered, 139, retell others’ ideas in your own words, 193, ask questions if something is unclear, 277, use others’ points to strengthen own position, 303, if you disagree, wait for person to finish before giving your opinion, 347, practice interviewing, 359, use active listening techniques, 385, paraphrase or summarize others’ ideas, 469; Persuasive writing: personal letter, 211, letter to the editor, 223; Reading Strategies (informational text): distinguish fact from opinion, 173; Text Analysis (Social Studies): Author’s purpose, 226; Controlling Ideas and Details, 226; different kinds of evidence, 227; evaluating evidence, 228; rhetorical fallacies, 231

ELP.9-12.6.5 analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis.

SE/TE: Evaluate the Presentation, 79, 161, 243, 325, 407, 491 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: ask for speaker to repeat if you don’t understand, 57, listen for viewpoints you hadn’t considered, 139, retell others’ ideas in your own words, 193, ask questions if something is unclear, 277, use others’ points to strengthen own position, 303, if you disagree, wait for person to finish before giving your opinion, 347, practice interviewing, 359, use active listening techniques, 385, paraphrase or summarize others’ ideas, 469; Persuasive writing: letter to the editor, 223, essay, 244–247; Reading Strategies (informational text): distinguish fact from opinion, 173; Text Analysis (Social Studies): Author’s purpose, 226; Controlling Ideas and Details, 226; different kinds of evidence, 227; evaluating evidence, 228; rhetorical fallacies, 231

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Oregon English Language Proficiency Standards

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ELP.9-12.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.9-12.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key words, 21, 49, 103, 129; Listening and Speaking: Academic words, 6, 22, 36, 50, 90, 104, 116, 130 TE Only: Leveled Support: Beginning, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

ELP.9-12.7.2 adapt language choices to task and audience with emerging control, and use some frequently occurring general academic and content-specific words in conversation and discussion.

SE/TE: Listening and Speaking Workshop, 78–79, 160–161; Writing Workshop, 80–83, 162–165; Critical Thinking & Discussion, 158, 240; Media Literacy and Projects, 159, 241; also see: Listening and Speaking: Key words, 103, 129, 185, 213; Listening and Speaking: Academic words, 90, 104, 116, 130, 172, 186, 198, 214 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

ELP.9-12.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease, use an increasing number of general academic and content-specific words and expressions in speech and written text, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 242–243, 324–325; Writing Workshop, 244–247, 326–329; Critical Thinking & Discussion, 240, 322; Media Literacy and Projects, 241, 323; also see: Listening and Speaking: Key words, 185, 213, 269, 295; Listening and Speaking: Academic words, 172, 186, 198, 214, 254, 270, 282, 296 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

13 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book E Grade 10, ©2013

ELP.9-12.7.4 adapt language choices and style according to purpose, task, and audience, use a wider range of complex general academic and content-specific words and phrases, and adopt and maintain a formal style in speech and writing, as appropriate.

SE/TE: Listening and Speaking Workshop, 324–325, 406–407; Writing Workshop, 326–329, 408–411; Critical Thinking & Discussion, 322, 404; Media Literacy and Projects, 323, 405; also see: Listening and Speaking: Key words, 269, 295, 351, 377; Listening and Speaking: Academic words, 254, 270, 282, 296, 336, 352, 364, 378 TE Only: Leveled Support: Early Advanced / Advanced, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

ELP.9-12.7.5 adapt language choices and style according to purpose, task, and audience with ease, use a wide variety of complex general academic and content-specific words and phrases, and employ both formal and more informal styles effectively, as appropriate.

SE/TE: Listening and Speaking Workshop, 406–407, 490–491; Writing Workshop, 408–411, 492–497; Critical Thinking & Discussion, 404, 488; Media Literacy and Projects, 405, 489; also see: Listening and Speaking: Key words, 351, 377, 431, 459; Listening and Speaking: Academic words, 336, 352, 364, 378, 418, 432, 446, 460 TE Only: Leveled Support: Early Advanced / Advanced, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

14 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book E Grade 10, ©2013

ELP.9-12.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.9-12.8.1 recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words, 21, 49, 103, 129; Listening and Speaking: Academic words, 6, 22, 36, 50, 90, 104, 116, 130; Word Study, 7, 23, 37, 51, 91, 105, 117, 131; Literary terms, 5, 35, 89, 115 TE Only: Leveled Support: Beginning, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

ELP.9-12.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words (use dictionary), 103, 129, 185, 213; Listening and Speaking: Academic words, 90, 104, 116, 130, 172, 186, 198, 214; Word Study, 91, 105, 117, 131, 173, 187, 199, 215; Literary terms, 89, 115, 171, 197 TE Only: Leveled Support: Early Intermediate / Intermediate, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

ELP.9-12.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words).

SE/TE: Listening and Speaking: Key words (use dictionary), 185, 213, 269, 295; Listening and Speaking: Academic words, 172, 186, 198, 214, 254, 270, 282, 296; Word Study, 173, 187, 199, 215, 255, 271, 283, 297; Literary terms, 171, 197, 253, 281 TE Only: Leveled Support: Early Intermediate / Intermediate, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book E Grade 10, ©2013

ELP.9-12.8.4 determine the meaning of general academic and content-specific words and phrases, figurative language, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, increasingly complex visual aids, reference materials, and an increasing knowledge of morphology.

SE/TE: Collocations with make and take, 105; Foreign phrases, 307; Listening and Speaking: Key words (use dictionary), 269, 295, 351, 377; Listening and Speaking: Academic words, 254, 270, 282, 296, 336, 352, 364, 378; Word Study, 255, 271, 283, 297, 337, 353, 365, 379; Literary terms, 253, 281, 335, 363 TE Only: Leveled Support: Early Advanced / Advanced, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

ELP.9-12.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, figurative language (e.g., irony, hyperbole), and idiomatic expressions in texts about a variety of topics, experiences, or events, using context, complex visual aids, reference materials, and consistent knowledge of morphology.

SE/TE: Collocations with make and take, 105; Foreign phrases, 307; Listening and Speaking: Key words (use dictionary), 351, 377, 431, 459; Listening and Speaking: Academic words, 336, 352, 364, 378, 418, 432, 446, 460; Word Study, 337, 353, 365, 379, 419, 433, 447, 461; Literary terms, 335, 363, 417, 445 TE Only: Leveled Support: Early Advanced / Advanced, T4, T20, T34, T48, T88, T102, T114, T128, T170, T184, T196, T212, T252, T268, T280, T294, T334, T350, T362, T376, T416, T430, T444, T458

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book E Grade 10, ©2013

ELP.9-12.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.9-12.9.1 communicate basic information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 87; Listening and Speaking: Key words, 21, 49, 103, 129; Listening and Speaking: Academic words, 6, 22, 36, 50, 90, 104, 116, 130; Discussion, 17, 31, 57, 111, 139, 181, 193, 221, 277, 303, 347, 359, 385, 469

ELP.9-12.9.2 recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because).

SE/TE: Reading Skill: Transition words, 49; Expository Writing: steps in a process, 101, cause and effect, 127, sequence words, 141, use transition and sequence words, 163, 409; Grammar: Transitions and transitional expressions, 266; Narrative writing: logical sequence, 267, story with a starter, 279, biographical paragraph, 305, list and organize ideas and details, 326, story with beginning, middle, and end, 327; also see: Quick Write, 87, 169; Listening and Speaking: Key words, 103, 129, 185, 213; Listening and Speaking: Academic words, 90, 104, 116, 130, 172, 186, 198, 214

ELP.9-12.9.3 recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result).

SE/TE: Reading Skill: Transition words, 49; Expository Writing: steps in a process, 101, cause and effect, 127, sequence words, 141, use transition and sequence words, 163, 409; Grammar: Transitions and transitional expressions, 266; Narrative writing: logical sequence, 267, story with a starter, 279, biographical paragraph, 305, list and organize ideas and details, 326, story with beginning, middle, and end, 327; Listening and Speaking Workshop: team presentation, 78–79, TV news show, 242–243 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 169, 251; Listening and Speaking: Key words, 185, 213, 269, 295; Listening and Speaking: Academic words, 172, 186, 198, 214, 254, 270, 282, 296

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

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Keystone Book E Grade 10, ©2013

ELP.9-12.9.4 recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas.

SE/TE: Reading Skill: Transition words, 49; Expository Writing: steps in a process, 101, cause and effect, 127, sequence words, 141, use transition and sequence words, 163, 409; Grammar: Transitions and transitional expressions, 266; Narrative writing: logical sequence, 267, story with a starter, 279, biographical paragraph, 305, list and organize ideas and details, 326, story with beginning, middle, and end, 327; Listening and Speaking Workshop: team presentation, 78–79, TV news show, 242–243 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 251, 333; Listening and Speaking: Key words, 269, 295, 351, 377; Listening and Speaking: Academic words, 254, 270, 282, 296, 336, 352, 364, 378

ELP.9-12.9.5 recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas.

SE/TE: Reading Skill: Transition words, 49; Expository Writing: steps in a process, 101, cause and effect, 127, sequence words, 141, use transition and sequence words, 163, 409; Grammar: Transitions and transitional expressions, 266; Narrative writing: logical sequence, 267, story with a starter, 279, biographical paragraph, 305, list and organize ideas and details, 326, story with beginning, middle, and end, 327; Listening and Speaking Workshop: Listening and Speaking Workshop: team presentation, 78–79, TV news show, 242–243 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 333, 415; Listening and Speaking: Key words, 351, 377, 431, 459; Listening and Speaking: Academic words, 336, 352, 364, 378, 418, 432, 446, 460

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book E Grade 10, ©2013

ELP.9-12.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.9-12.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions (but, or, and), and prepositions, and understand and respond to simple questions.

SE/TE: Can/can't + verb for ability or possibility, 32; Verb tenses, 46, 182, 194, 456; Subjunctive mood, 235; Gerunds as objects of verbs and objects of prepositions, 278; Agreement with generic nouns and indefinite pronouns, 292; Habit in past: would, 304; Transforming nouns into adjectives, 348 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.2 use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions, and produce simple and compound sentences, with support (including modeled sentences).

SE/TE: Sentences: compound and complex, 18, compound and compound–complex, 58; Verb tenses, 46, 182, 194, 456; Reciprocal pronouns, 234; Subjunctive mood, 235; Gerunds as objects of verbs and objects of prepositions, 278; Agreement with generic nouns and indefinite pronouns, 292; Transforming nouns into adjectives, 348; Adverb clauses: showing opposition with although, even though, and after, 360; Adverb clauses of condition: if, 374; Adjective clauses relative pronouns as subjects and objects, 428; Adverb clauses of time: since (then), when, once, after, 470 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.3 use simple phrases (e.g., noun, verb, adjectival, adverbial, prepositional) and clauses (e.g., independent, dependent, relative, adverbial), and produce and expand simple compound and a few complex sentences, with support (including modeled sentences).

SE/TE: Sentences: compound and complex, 18, compound and compound–complex, 58; Restrictive and nonrestrictive clauses, 151; Gerunds as objects of verbs and objects of prepositions, 278; Adverb clauses: showing opposition with although, even though, and after, 360; Adverb clauses of condition: if, 374; Adjective clauses relative pronouns as subjects and objects, 428; Adverb clauses of time: since (then), when, once, after, 470 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of Pearson Longman Keystone Book E, Grade 10, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book E Grade 10, ©2013

ELP.9-12.10.4 use increasingly complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses, and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: compound and complex, 18, compound and compound–complex, 58; Restrictive and nonrestrictive clauses, 151; Gerunds as objects of verbs and objects of prepositions, 278; Adverb clauses: showing opposition with although, even though, and after, 360; Adverb clauses of condition: if, 374; Adjective clauses relative pronouns as subjects and objects, 428; Adverb clauses of time: since (then), when, once, after, 470 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.5 use complex phrases and clauses, and produce and expand simple, compound, and complex sentences.

SE/TE: Sentences: compound and complex, 18, compound and compound–complex, 58; Restrictive and nonrestrictive clauses, 151; Gerunds as objects of verbs and objects of prepositions, 278; Adverb clauses: showing opposition with although, even though, and after, 360; Adverb clauses of condition: if, 374; Adjective clauses relative pronouns as subjects and objects, 428; Adverb clauses of time: since (then), when, once, after, 470 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keystone

Book F, ©2013

To the

Oregon English Language Proficiency Standards

Grades 11-12

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

ELP.9-12.1 .............................................................................................................. 3 ELP.9-12.2 .............................................................................................................. 4 ELP.9-12.3 .............................................................................................................. 6 ELP.9-12.4 .............................................................................................................. 7 ELP.9-12.5 .............................................................................................................. 8 ELP.9-12.6 ............................................................................................................ 10 ELP.9-12.7 ............................................................................................................ 12 ELP.9-12.8 ............................................................................................................ 14 ELP.9-12.9 ............................................................................................................ 16 ELP.9-12.10 .......................................................................................................... 18

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

3 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

Grades 9–12 ELP Standards ELP.9-12.1 An ELL can . . . construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP.9-12.1.1 use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts.

SE/TE: Listening and Speaking: Key Words, 19, 47, 87, 113, 167, 197, 261, 287, 329, 357, 409, 437; Listening and Speaking: Academic Words, 6, 20, 32, 48, 88, 102, 114, 126, 168, 182, 198, 210, 250, 262, 274, 288, 322, 330, 344, 358, 370, 410, 424, 452; Word Study, 7, 21, 33, 49, 89, 103, 115, 127, 169, 183, 199, 211, 251, 263, 275, 289, 323, 331, 345, 359, 371, 411, 425, 453; (SE lessons for Key Words and Word Study are linked with the “SIOP in Practice” lesson notes for English Learners in the TE)

ELP.9-12.1.2 use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts.

SE/TE: Reading Strategy: monitor comprehension, 115; Summarize, 169; identify controlling idea and details, 60; Theme 141; Comprehension: Recall, 14, 26, 42, 54, 96, 108, 120, 134, 176, 192, 204, 216, 256, 268, 282, 296, 338, 352, 364, 376, 418, 432, 446, 458 TE only: Model the Reading Strategy: Summarize, T172

ELP.9-12.1.3 use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text.

SE/TE: Reading Strategy: monitor comprehension, 115; Summarize, 169; identify controlling idea and details, 60; Theme 141; In Your Own Words, 26, 54, 96, 120, 176, 204, 268, 296, 338, 364, 418, 446 (SE lessons for In Your Own Words are linked with Leveled Support: Early Intermediate and Intermediate activities) TE only: Model the Reading Strategy: Summarize, T172

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

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Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.1.4 use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text.

SE/TE: Reading Strategy: monitor comprehension, 115; Summarize, 169; identify controlling idea and details, 60; Theme 141; In Your Own Words, 26, 54, 96, 120, 176, 204, 268, 296, 338, 364, 418, 446 (SE lessons for In Your Own Words are linked with Leveled Support: Intermediate and Early Advanced activities) TE only: Model the Reading Strategy: Summarize, T172

ELP.9-12.1.5 use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text.

SE/TE: Reading Strategy: monitor comprehension, 115; Summarize, 169; identify controlling idea and details, 60; Theme 141; In Your Own Words, 26, 54, 96, 120, 176, 204, 268, 296, 338, 364, 418, 446 (SE lessons for In Your Own Words are linked with Leveled Support: Early Advanced and Advanced activities) TE only: Model the Reading Strategy: Summarize, T172

ELP.9-12.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. ELP.9-12.2.1 participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh- questions.

SE/TE: Quick Write, 3, 85; Discussion, 15, 27, 43, 55, 69, 97, 109, 121, 135, 147; Smithsonian American Art Museum: Discuss What You Learned, 83, 163; Listening and Speaking Workshop, 76–77, 156–157; Reading Strategy: Summarize, 169; also see: Listening and Speaking: Key Words, 19, 47, 87, 113; Listening and Speaking: Academic Words, 6, 20, 32, 48, 88, 102, 114, 126 TE only: Discuss the Big Question, T2, T84; Extend, T3, T85

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

5 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.2.2 participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh- questions.

SE/TE: Quick Write, 85, 165; Discussion, 97, 109, 121, 135, 147, 177, 193, 205, 217, 228; Smithsonian American Art Museum: Discuss What You Learned, 163, 245; Listening and Speaking Workshop, 156–157, 238–239; Reading Strategy: Summarize, 169; also see: Listening and Speaking: Key Words, 87, 113, 167, 197; Listening and Speaking: Academic words, 88, 102, 114, 126, 168, 182, 198, 210 TE only: Discuss the Big Question, T84, T164; Extend, T85, T165

ELP.9-12.2.3 participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues: building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed.

SE/TE: Quick Write, 165, 247; Discussion, 177, 193, 205, 217, 228, 257, 269, 283, 297, 307; Smithsonian American Art Museum: Discuss What You Learned, 245, 325; Listening and Speaking Workshop, 238–239, 318–319; Reading Strategy: Summarize, 169; also see: Listening and Speaking: Key words, 167, 197, 261, 287; Listening and Speaking: Academic Words, 168, 182, 198, 210, 250, 262, 274, 288, 322 TE only: Discuss the Big Question, T164, T246; Extend, T165, T247

ELP.9-12.2.4 participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues: build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed.

SE/TE: Quick Write, 247, 327; Discussion, 257, 269, 283, 297, 307, 339, 353, 365, 377; Smithsonian American Art Museum: Discuss What You Learned, 325, 405; Listening and Speaking Workshop, 318–319, 398–399; Reading Strategy: Summarize, 169; also see: Listening and Speaking: Key words, 261, 287, 329, 357; Listening and Speaking: Academic Words, 250, 262, 274, 288, 322, 330, 344, 358, 370 TE only: Discuss the Big Question, T246, T326; Extend, T247, T327

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

6 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.2.5 participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues: build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed.

SE/TE: Quick Write, 327, 407; Discussion, 339, 353, 365, 377, 419, 433, 447, 459; Smithsonian American Art Museum: Discuss What You Learned, 405, 489; Listening and Speaking Workshop, 398–399, 480–481; Reading Strategy: Summarize, 169; also see: Listening and Speaking: Key words, 329, 357, 409, 437; Listening and Speaking: Academic Words, 322, 330, 344, 358, 370, 410, 424, 452 TE only: Discuss the Big Question, T326, T406; Extend, T327, T407

ELP.9-12.3 An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics. ELP.9-12.3.1 communicate information about familiar texts, topics, and experiences.

SE/TE: In Your Own Words, 26, 54, 96, 120, 176, 204, 268, 296, 338, 364, 418, 446, 458; Critical Thinking & Discussion, 74, 154; Media Literacy and Projects, 75, 155 TE only: Visual Literacy: Ask, T2, T3, T84, T85

ELP.9-12.3.2 deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events.

SE/TE: Listening and Speaking Workshop, 156–157, 238–239; Writing Workshop, 158–161, 240–243; Critical Thinking & Discussion, 154, 236; Media Literacy and Projects, 155, 237 TE only: Visual Literacy: Ask, T84, T85, T164, T165

ELP.9-12.3.3 deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences).

SE/TE: Listening and Speaking Workshop, 238–239, 318–319; Writing Workshop, 240–243, 320–323; Critical Thinking & Discussion, 236, 316; Media Literacy and Projects, 237, 317; TE only: Visual Literacy: Ask, T164, T165, T246, T247

ELP.9-12.3.4 deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful.

SE/TE: Listening and Speaking Workshop, 318–319, 398–399; Writing Workshop, 320–323, 400–403; Critical Thinking & Discussion, 316, 396; Media Literacy and Projects, 317, 397 TE only: Visual Literacy: Ask, T246, T247, T326, T327,

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

7 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.3.5 deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful.

SE/TE: Listening and Speaking Workshop, 398–399, 480–481; Writing Workshop, 400–403, 482–487; Critical Thinking & Discussion, 396, 478; Media Literacy and Projects, 397, 479 TE only: Visual Literacy: Ask, T326, T327, T406, T407

ELP.9-12.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence. ELP.9-12.4.1 express an opinion about a familiar topic.

SE/TE: Review and Practice: Discussion, 15, 27, 43, 55, 69, 97, 109, 121, 135, 147; Critical Thinking & Discussion, 74, 154; Writing Workshop: persuasive brochure, 240–243; Persuasive writing: editorial, 179; essay, 471–474; formal e–mail, 207; letter to the editor, 219; review, 195; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399

ELP.9-12.4.2 construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 97, 109, 121, 135, 147, 177, 193, 205, 217, 228; Critical Thinking & Discussion, 154, 236; Writing Workshop: persuasive brochure, 240–243; Persuasive writing: editorial, 179; essay, 471–474; formal e–mail, 207; letter to the editor, 219; review, 195; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399

ELP.9-12.4.3 construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 177, 193, 205, 217, 228, 257, 269, 283, 297, 307; Critical Thinking & Discussion, 236, 316; Writing Workshop: persuasive brochure, 240–243; Persuasive writing: editorial, 179; essay, 471–474; formal e–mail, 207; letter to the editor, 219; review, 195; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

8 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.4.4 construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.

SE/TE: Review and Practice: Discussion, 257, 269, 283, 297, 307, 339, 353, 365, 377; Critical Thinking & Discussion, 316, 396; Writing Workshop: persuasive brochure, 240–243; Persuasive writing: editorial, 179; essay, 471–474; formal e–mail, 207; letter to the editor, 219; review, 195; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399

ELP.9-12.4.5 construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counter-claim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented.

SE/TE: Review and Practice: Discussion, 339, 353, 365, 377, 419, 433, 447, 459; Critical Thinking & Discussion, 396, 478; Writing Workshop: persuasive brochure, 240–243; Persuasive writing: editorial, 179; essay, 471–474; formal e–mail, 207; letter to the editor, 219; review, 195; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399

ELP.9-12.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. ELP.9-12.5.1 gather information from a few provided print and digital sources, and label collected information, experiences, or events.

SE/TE: Media Literacy and Projects, 75, 155; Writing Workshop: Research Report, 482–487; Research writing, 421, 435, 449, 461; Conducting Research, 546; Citing Sources, 548–549; How to Use the Internet for Research, 551; Research opportunities, 27, 76

ELP.9-12.5.2 gather information from provided print and digital sources, and summarize data and information.

SE/TE: Media Literacy and Projects, 155, 237; Writing Workshop: Research Report, 482–487; Research writing, 421, 435, 449, 461; Conducting Research, 546; Citing Sources, 548–549; How to Use the Internet for Research, 551; Research opportunities, 177, 205, 207

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

9 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.5.3 carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources.

SE/TE: Reading Strategies Preview, 21; skim and scan, 49; use visuals, 89; Media Literacy and Projects, 237, 317; Reading Strategy: Summarize, 169; Writing Workshop: Research Report, 482–487; Research writing, 421, 435, 449, 461; Conducting Research, 546; Citing Sources, 548–549; How to Use the Internet for Research, 551; How to Evaluate the Quality of Information, 552–553; Research opportunities, 177, 205, 207, 257, 297, 339, 439, 453

ELP.9-12.5.4 carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately.

SE/TE: Reading Strategies Preview, 21; skim and scan, 49; use visuals, 89; Media Literacy and Projects, 317, 397; Reading Strategy: Summarize, 169; Writing Workshop: Research Report, 482–487; Research writing: narrowing a topic, 421, supporting main idea with facts and details, 435, quotations and citations, 461, supporting main idea with examples and explanations, 449; Conducting Research, 546; Citing Sources, 548–549; How to Use the Internet for Research, 551; How to Evaluate the Quality of Information, 552–553; Research opportunities, 257, 297, 339

ELP.9-12.5.5 carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately.

SE/TE: Reading Strategies Preview, 21; skim and scan, 49; use visuals, 89; Media Literacy and Projects, 397, 479; Reading Strategy: Summarize, 169; Writing Workshop: Research Report, 482–487; Research writing: narrowing a topic, 421, supporting main idea with facts and details, 435, quotations and citations, 461, supporting main idea with examples and explanations, 449; Conducting Research, 546; Citing Sources, 548–549; How to Use the Internet for Research, 551; How to Evaluate the Quality of Information, 552–553; Research opportunities, 339, 439, 453

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

10 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. ELP.9-12.6.1 identify a point an author or a speaker makes.

SE/TE: Evaluate the Presentation, 77, 157, 239, 319, 399, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: listen carefully to team members, 77, 97, ask for clarification, 135, 269, summarize ideas in your mind, 177, listen for implicit ideas, 193, listen for supporting details, 217, listen for reasons, 239; Persuasive writing: review, 195; Reading Strategies: distinguish fact from opinion, 199; identify author's purpose, 60, 211; identify cause and effect, 263; identify controlling idea, 60; identify details, 60; identify problem and solution, 331

ELP.9-12.6.2 identify the main argument and one reason an author or a speaker gives to support the argument.

SE/TE: Evaluate the Presentation, 77, 157, 239, 319, 399, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: listen carefully to team members, 77, 97, ask for clarification, 135, 269, summarize ideas in your mind, 177, listen for implicit ideas, 193, listen for supporting details, 217, listen for reasons, 239; Persuasive writing: review, 195; Reading Strategies: distinguish fact from opinion, 199; identify author's purpose, 60, 211; identify cause and effect, 263; identify controlling idea, 60; identify details, 60; identify problem and solution, 331

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

11 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.6.3 explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 77, 157, 239, 319, 399, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: listen carefully to team members, 77, 97, ask for clarification, 135, 269, summarize ideas in your mind, 177, listen for implicit ideas, 193, listen for supporting details, 217, listen for reasons, 239; Persuasive writing: review, 195; Reading Strategies: distinguish fact from opinion, 199; identify author's purpose, 60, 211; identify cause and effect, 263; identify controlling idea, 60; identify details, 60; identify problem and solution, 331

ELP.9-12.6.4 analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis.

SE/TE: Evaluate the Presentation, 77, 157, 239, 319, 399, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: listen carefully to team members, 77, 97, ask for clarification, 135, 269, summarize ideas in your mind, 177, listen for implicit ideas, 193, listen for supporting details, 217, listen for reasons, 239; Persuasive writing: review, 195; Reading Strategies: distinguish fact from opinion, 199; identify author's purpose, 60, 211; identify cause and effect, 263; identify controlling idea, 60; identify details, 60; identify problem and solution, 331

ELP.9-12.6.5 analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis.

SE/TE: Evaluate the Presentation, 77, 157, 239, 319, 399, 481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); Listening Skills: listen carefully to team members, 77, 97, ask for clarification, 135, 269, summarize ideas in your mind, 177, listen for implicit ideas, 193, listen for supporting details, 217, listen for reasons, 239; Persuasive writing: review, 195; Reading Strategies: distinguish fact from opinion, 199; identify author's purpose, 60, 211; identify cause and effect, 263; identify controlling idea, 60; identify details, 60; identify problem and solution, 331

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

12 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. ELP.9-12.7.1 recognize the meaning of some words learned through conversations, reading, and being read to.

SE/TE: Listening and Speaking: Key Words, 19, 47, 87, 113; Listening and Speaking: Academic Words, 6, 20, 32, 48, 88, 102, 114, 126 TE Only: Leveled Support: Beginning, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

ELP.9-12.7.2 adapt language choices to task and audience with emerging control, and use some frequently occurring general academic and content-specific words in conversation and discussion.

SE/TE: Listening and Speaking Workshop, 156–157, 238–239; Writing Workshop, 158–161, 240–243; Critical thinking & Discussion, 154, 236; Media Literacy and Projects, 155, 237; also see: Listening and Speaking: Key Words, 87, 113, 167, 197; Listening and Speaking: Academic words, 88, 102, 114, 126, 168, 182, 198, 210 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

ELP.9-12.7.3 adapt language choices and style according to purpose, task, and audience, with developing ease, use an increasing number of general academic and content-specific words and expressions in speech and written text, and show developing control of style and tone in oral or written text.

SE/TE: Listening and Speaking Workshop, 238–239, 318–319; Writing Workshop, 240–243, 320–323; Critical thinking & Discussion, 236, 316; Media Literacy and Projects, 237, 317; also see: Listening and Speaking: Key words, 167, 197, 261, 287; Listening and Speaking: Academic Words, 168, 182, 198, 210, 250, 262, 274, 288, 322 TE Only: Leveled Support: Early Intermediate / Intermediate (Vocabulary), T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

13 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.7.4 adapt language choices and style according to purpose, task, and audience, use a wider range of complex general academic and content-specific words and phrases, and adopt and maintain a formal style in speech and writing, as appropriate.

SE/TE: Listening and Speaking Workshop, 318–319, 398–399; Writing Workshop, 320–323, 400–403; Critical thinking & Discussion, 316, 396; Media Literacy and Projects, 317, 397; also see: Listening and Speaking: Key words, 261, 287, 329, 357; Listening and Speaking: Academic Words, 250, 262, 274, 288, 322, 330, 344, 358, 370 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

ELP.9-12.7.5 adapt language choices and style according to purpose, task, and audience with ease, use a wide variety of complex general academic and content-specific words and phrases, and employ both formal and more informal styles effectively, as appropriate.

SE/TE: Listening and Speaking Workshop, 398–399, 480–481; Writing Workshop, 400–403, 482–487; Critical thinking & Discussion, 396, 478; Media Literacy and Projects, 397, 479; also see: Listening and Speaking: Key words, 329, 357, 409, 437; Listening and Speaking: Academic Words, 322, 330, 344, 358, 370, 410, 424, 452 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

14 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text. ELP.9-12.8.1 recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key Words, 19, 47, 87, 113; Listening and Speaking: Academic Words, 6, 20, 32, 48, 88, 102, 114, 126; Word Study, 7, 21, 33, 49, 89, 103, 115, 127; Literary Terms, 5, 31, 101, 125 TE Only: Leveled Support: Beginning, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

ELP.9-12.8.2 determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language.

SE/TE: Listening and Speaking: Key words (use dictionary), 87, 113, 167, 197; Listening and Speaking: Academic words, 88, 102, 114, 126, 168, 182, 198, 210; Word Study, 89, 103, 115, 127, 163, 169, 183, 199, 211; Literary Terms, 101, 125, 181, 209 TE Only: Leveled Support: Early Intermediate / Intermediate, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

ELP.9-12.8.3 determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words).

SE/TE: Listening and Speaking: Key words (use dictionary), 167, 197, 261, 287; Listening and Speaking: Academic Words, 168, 182, 198, 210, 250, 262, 274, 288, 322; Word Study, 163, 169, 183, 199, 211, 251, 263, 275, 289, 323; Literary Terms, 181, 209, 249, 273 TE Only: Leveled Support: Early Intermediate / Intermediate, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

15 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.8.4 determine the meaning of general academic and content-specific words and phrases, figurative language, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, increasingly complex visual aids, reference materials, and an increasing knowledge of morphology.

SE/TE: Figurative Language, 31, 36, 128, 140; Listening and Speaking: Key words (use dictionary), 261, 287, 329, 357; Listening and Speaking: Academic Words, 250, 262, 274, 288, 322, 330, 344, 358, 370; Word Study, 251, 263, 275, 289, 323, 331, 345, 359, 371; Literary Terms, 249, 273, 343, 369 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

ELP.9-12.8.5 determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, figurative language (e.g., irony, hyperbole), and idiomatic expressions in texts about a variety of topics, experiences, or events, using context, complex visual aids, reference materials, and consistent knowledge of morphology.

SE/TE: Figurative Language, 31, 36, 128, 140; Irony, 145; Listening and Speaking: Key words (use dictionary), 329, 357, 409, 437; Listening and Speaking: Academic Words, 322, 330, 344, 358, 370, 410, 424, 452; Word Study, 331, 345, 359, 371, 411, 425, 453; Literary Terms, 343, 369, 423, 451 TE Only: Leveled Support: Early Advanced / Advanced, T4, T18, T30, T46, T86, T100, T112, T124, T166, T180, T196, T208, T248, T260, T272, T286, T328, T342, T356, T368, T408, T422, T436, T450

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

16 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.9 An ELL can . . . create clear and coherent grade-appropriate speech and text. ELP.9-12.9.1 communicate basic information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences.

SE/TE: Quick Write, 3, 85; Listening and Speaking: Key Words, 19, 47, 87, 113; Listening and Speaking: Academic Words, 6, 20, 32, 48, 88, 102, 114, 126; Discussion, 15, 27, 43, 55, 69, 97, 109, 121, 135, 147, 177, 193, 205, 217, 228, 257, 269, 283, 297, 307, 339, 353, 365, 377, 419, 433, 447, 459

ELP.9-12.9.2 recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because).

SE/TE: Recognize sequence, 275; Writing Workshop: descriptive essay, 78–81; expository essay, 320–323, expository essay, 400–403; fictional narrative, 158–161; Writing: script, 232–235; chronological order, 63, 158; step–by–step instructions, 285; also see: Quick Write, 85, 165; Listening and Speaking: Key Words, 87, 113, 167, 197; Listening and Speaking: Academic Words, 88, 102, 114, 126, 168, 182, 198, 210

ELP.9-12.9.3 recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result).

SE/TE: Recognize sequence, 275; Writing Workshop: descriptive essay, 78–81; expository essay, 320–323, expository essay, 400–403; fictional narrative, 158–161; Writing: script, 232–235; chronological order, 63, 158; step–by–step instructions, 285; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399; oral report, 480–481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 165, 247; Listening and Speaking: Key Words, 167, 197, 261, 287; Listening and Speaking: Academic Words, 168, 182, 198, 210, 250, 262, 274, 288, 322

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

17 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.9.4 recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas.

SE/TE: Recognize sequence, 275; Writing Workshop: descriptive essay, 78–81; expository essay, 320–323, expository essay, 400–403; fictional narrative, 158–161; Writing: script, 232–235; chronological order, 63, 158; step–by–step instructions, 285; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399; oral report, 480–481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 247, 327; Listening and Speaking: Key Words, 261, 287, 329, 357; Listening and Speaking: Academic Words, 250, 262, 274, 288, 322, 330, 344, 358, 370

ELP.9-12.9.5 recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas.

SE/TE: Recognize sequence, 275; Writing Workshop: descriptive essay, 78–81; expository essay, 320–323, expository essay, 400–403; fictional narrative, 158–161; Writing: script, 232–235; chronological order, 63, 158; step–by–step instructions, 285; Listening and Speaking Workshop: TV documentary, 318–319; TV news show, 398–399; oral report, 480–481 (use the SIOP and SELP2 TE notes to evaluate student proficiency); also see: Quick Write, 327, 407; Listening and Speaking: Key Words, 329, 357, 409, 437; Listening and Speaking: Academic Words, 322, 330, 344, 358, 370, 410, 424, 452

A Correlation of Pearson Longman Keystone Book F, Grades 11-12, ©2013 to the

Oregon English Language Proficiency Standards

18 SE = Student Edition TE = Teacher’s Edition

Oregon English Language

Proficiency Standards

Keystone Book F Grades 11-12, ©2013

ELP.9-12.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. ELP.9-12.10.1 recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions (but, or, and), and prepositions, and understand and respond to simple questions.

SE/TE: Prepositions, 16, 56; Nouns, 148, 359, 366; Verb Tense, 110, 122, 340; Conjunctions, 270, 420 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.2 use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions, and produce simple and compound sentences, with support (including modeled sentences).

SE/TE: Adjectives, 44, 136, 258; Adverb clauses of time, 218; Prepositions of place, 16, 56; Verb Tense, 110, 122, 340; Nouns, 148, 359, 366; Pronouns, 231 (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.3 use simple phrases (e.g., noun, verb, adjectival, adverbial, prepositional) and clauses (e.g., independent, dependent, relative, adverbial), and produce and expand simple compound and a few complex sentences, with support (including modeled sentences).

SE/TE: Prepositions of place, 16, 56; Adverb clauses of time, 218; Adjective clauses, 298, 354, 434; Restrictive and nonrestrictive clauses, 308; (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.4 use increasingly complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses, and produce and expand simple, compound, and complex sentences.

SE/TE: Prepositions of place, 16, 56; Adverb clauses of time, 218; Adjective clauses, 298, 354, 434; Restrictive and nonrestrictive clauses, 308; (use the SIOP and SELP2 TE notes to evaluate student proficiency)

ELP.9-12.10.5 use complex phrases and clauses, and produce and expand simple, compound, and complex sentences.

SE/TE: Prepositions of place, 16, 56; Adverb clauses of time, 218; Adjective clauses, 298, 354, 434; Restrictive and nonrestrictive clauses, 308; (use the SIOP and SELP2 TE notes to evaluate student proficiency)

A Correlation of

Pearson Longman Keys to Learning

©2013

To the

Common Core Standards for English Language Arts

Grades 6-12

A Correlation of Pearson Longman Keys to Learning, ©2013 to the

Common Core Standards for English Language Arts, Grades 6

Key: SE = Student Edition; TE = Teacher Edition 2

Introduction

This document demonstrates how Pearson Longman Keys to Learning aligns to the Common Core State Standards for English Language Arts.

Keys to Learning guides beginning learners through the initial stages of language acquisition. The program helps learners make a great start in reading, writing, and grammar; a perfect choice for students who are building their communication and academic skills. The systematic and explicit instruction guides students from decoding to grammar, to word knowledge skills to fluency activities, which transfer to lifelong academic success. Students progress as they develop writing routines that transfer across content areas and into the mainstream classroom.

Key Features: • Readings and dialogues model language use • Organized sequence of Word Study activities from decoding to grammar • Writing Workshop lessons guide development of writing skills

Pearson Longman Keys to Learning is a component of the Keystone Grades 6-12 eight-level flexible program. It is designed for English learners and struggling readers whose academic achievement is two or more years below grade level. Through explicit, intensive, and focused instruction that accelerates students' language acquisition, Check Your Comprehension, vocabulary, and oral and written communication skills, students will quickly begin achieving academic success and be better prepared to transition to mainstream coursework across the curriculum.

Pearson Longman Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest literature. In addition, this series incorporates the focused and purposeful instructional principles of Understanding by Design, which allow students to demonstrate their understanding and mastery of skills through multiple formal and informal assessment opportunities. Through this process, students will be equipped with the key transferable academic skills necessary for lifelong success.

A Correlation of Pearson Longman Keys to Learning, ©2013 to the

Common Core Standards for English Language Arts, Grades 6

Key: SE = Student Edition; TE = Teacher Edition 3

Table of Contents

Common Core Standards for English Language Arts, Grade 6 ................................. 4  Common Core Standards for English Language Arts, Grade 7 ............................... 17  Common Core Standards for English Language Arts, Grade 8 ............................... 31  Common Core Standards for English Language Arts, Grade 9-10 ......................... 45  Common Core Standards for English Language Arts, Grade 11–12 ....................... 58 

A Correlation of Pearson Longman Keys to Learning, ©2013 to the

Common Core Standards for English Language Arts, Grades 6

Key: SE = Student Edition; TE = Teacher Edition 4

Common Core Standards for English Language Arts, Grade 6

Pearson Longman Keys to Learning, ©2013

English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

English Language Arts Standards » Reading: Literature » Grade 6 Key Ideas and Details RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Learning Strategy: make inferences, 131–133, 159–160, 227–228; also see: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SE/TE: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305 TE only: Preview the unit, T20, T74, T122, T170, T218, T266

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

Craft and Structure RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

SE/TE: Figurative Speech, 215, 216; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304

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Common Core Standards for English Language Arts, Grade 6

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RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; also see: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 215–216

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

SE/TE: Fluency: Voice and Character, 305; also see: Writing workshop: play about characters in the book, 306–307

Integration of Knowledge and Ideas RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

SE/TE: For related material see: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; also see: Writing workshop: play about characters in the book, 306–307

RL.6.8 (Not applicable to literature) (Not applicable to literature)

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

SE/TE: Poetry, 208, 210–211; Across the curriculum: poetry, figurative speech, 215, 216, 217; also see: Writing workshop: play about characters in the book, 306–307

Range of Reading and Level of Text Complexity RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 215–216; Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

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Common Core Standards for English Language Arts, Grades 6

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Common Core Standards for English Language Arts, Grade 6

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 6 Key Ideas and Details RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

SE/TE: Learning Strategy: use what you know, 70, 166, 262; also see: Across the Curriculum, 70–72, 118–120, 166–168, 310–312

Craft and Structure RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

SE/TE: Learning Strategy: take notes, 310; also see: Nonfiction: mathematics text, 71–72; journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; newspaper article, 244–245; history text, 311–312; Across the Curriculum, 70–72, 118–120, 166–168

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SE/TE: For related material see: Newspaper article, 244

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Common Core Standards for English Language Arts, Grade 6

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Integration of Knowledge and Ideas RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

SE/TE: Informational Texts (that include graphics, headings, maps, illustrations): mathematics text, 72; Social studies text, 118, 119, 120; science text, 167, 168, 263, 264, 265; Poetry, 215; history text, 311, 312, 313 TE Only: Math Symbols and Signs, 71

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

SE/TE: For related material see nonfiction models and assignments: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

Range of Reading and Level of Text Complexity RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Nonfiction: journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312; Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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Common Core Standards for English Language Arts, Grades 6

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Common Core Standards for English Language Arts, Grade 6

Pearson Longman Keys to Learning, ©2013

English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 6 Text Types and Purposes W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

SE/TE: Writing Workshop: Letter of advice, 292–293; also see: Listening and speaking workshop: persuasive speech, 232

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.6.1d Establish and maintain a formal style.

SE/TE: Writing Workshop: Letter of advice (revise, edit, and proofread), 293

W.6.1e Provide a concluding statement or section that follows from the argument presented.

SE/TE: Letter of advice (see model), 292, End on a positive note, 293

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Common Core Standards for English Language Arts, Grade 6

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W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

SE/TE: List steps, 258, 259

W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Use word web, 85; Use describing words, 115; Use words and phrases that tell how something happens, 279

W.6.2e Establish and maintain a formal style.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.

SE/TE: Last paragraph as summary, 230, 231; Review steps in last paragraph, 259; Ending paragraph. 278, 279

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Common Core Standards for English Language Arts, Grade 6

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W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: List steps, 258, 259

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

SE/TE: Use word web, 32, 33, 48, 49; Use describing words, 115

W.6.3e Provide a conclusion that follows from the narrated experiences or events.

SE/TE: Last paragraph as summary, 230, 231

Production and Distribution of Writing W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SE/TE: Writing Workshop (prewrite, draft, revise, edit and proofread, publish), 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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Common Core Standards for English Language Arts, Grades 6

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Common Core Standards for English Language Arts, Grade 6

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W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

Research to Build and Present Knowledge W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

SE/TE: Use the Internet or reference books, 279, 313; also see: Essay, 86–87, 230–231, 258–259, 278–279

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

SE/TE: Use the Internet or reference books, 279, 313; Informational Texts (that include headings and section titles, etc): ; mathematics text, 71–72; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

SE/TE: Across the curriculum: poetry extension activity, 217; Writing workshop: play about characters in the book, 306–307

W.6.9b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

SE/TE: Across the Curriculum: Self-evaluation and expansion, 73, 121, 313

Range of Writing W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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Common Core Standards for English Language Arts, Grades 6

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Common Core Standards for English Language Arts, Grade 6

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 6 Comprehension and Collaboration SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SE/TE: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SE/TE: Listening and Speaking Workshop (Evaluate), 36, 52, 68, 88, 102, 116, 136, 150, 164, 184, 198, 212, 232, 246, 260, 280, 294, 308; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SE/TE: Listening and Speaking Workshop (Evaluate), 36, 52, 68, 88, 102, 116, 136, 150, 164, 184, 198, 212, 232, 246, 260, 280, 294, 308; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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Common Core Standards for English Language Arts, Grade 6

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SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SE/TE: Listening and Speaking Workshop (Evaluate), speech: persuasive, 232

Presentation of Knowledge and Ideas SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Listening and Speaking Workshop: introduce yourself, 36; speech, 164; demonstration for TV food show, 198; recite a poem, 212; TV newscaster describing accident, 246; perform, 308

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279 TE Only: Designs, 34; Creative expression, 66

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; Listening and Speaking Workshop: introduce yourself, 36; speech, 164; demonstration for TV food show, 198; recite a poem, 212; TV newscaster describing accident, 246; perform, 308

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Common Core Standards for English Language Arts, Grades 6

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Common Core Standards for English Language Arts, Grade 6

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

English Language Arts Standards » Language » Grade 6 Conventions of Standard English L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

SE/TE: Pronouns: subject, 26, 44, 130, 135, object, 130

L.6.1b Use intensive pronouns (e.g., myself, ourselves).

SE/TE: For related material see: Pronouns, 26, 44, 58–59, 130, 135, 240

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

SE/TE: For related material see: Pronouns, 26, 44, 58–59, 130, 135, 240

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

SE/TE: For related material see: Pronouns, 26, 44, 58–59, 130, 135, 240

L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

SE/TE: For related material see: Across the curriculum: poetry, figurative speech, 215, 216, 217; also see: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

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Common Core Standards for English Language Arts, Grade 6

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L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

SE/TE: Writing Conventions: punctuation, 34, 50, 66,149, 211, 245, 307

L.6.2b Spell correctly. SE/TE: Spell words, 4, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

Knowledge of Language L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

SE/TE: For related material see: Information questions, 81, 94, 108, 129, 144, 149, 176, 177, 178, 224, 239, 240, 253, 273

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

SE/TE: Revise & Edit and Proofread, 34, 50, 66, 87, 101, 115, 135, 149, 163, 183, 197, 211, 231, 245, 259, 279, 293, 307

Vocabulary Acquisition and Use L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Reading: Find the meaning in context, 159–160, 227–228, 265; also see: Vocabulary and expressions, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

SE/TE: For related material see: Syllables, 41, 285, 299; Learn word families, 57, 79, 107, 127, 141, 155, 175

L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

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Common Core Standards for English Language Arts, Grade 6

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L.6.4d 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).

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6.5a Interpret figures of speech (e.g., personification) in context.

SE/TE: Across the curriculum: poetry, figurative speech, 215, 216, 217

L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

SE/TE: For related material see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317; Academic words, 73, 121, 169, 217, 265, 313

L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

SE/TE: For related material see: Use a dictionary, 25, 73, 121, 169, 217; Learn word families, 57, 79, 107, 127, 141, 155, 175

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 7 Key Ideas and Details RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Learning Strategy: make inferences, 131–133, 159–160, 227–228; also see: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

SE/TE: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305 TE only: Preview the unit, T20, T74, T122, T170, T218, T266

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

SE/TE: Figurative Speech, 215, 216; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; Writing Workshop: Poem, 210–211; Script, 134–135, 182–183, 306–307

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

Pearson Longman Keys to Learning, ©2013

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

SE/TE: Fluency: Voice and Character, 305; also see: Writing workshop: play about characters in the book, 306–307

Integration of Knowledge and Ideas RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

SE/TE: For related material see: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; also see: Writing workshop: play about characters in the book, 306–307

RL.7.8 (Not applicable to literature) (Not applicable to literature) RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

SE/TE: For related material see: Writing workshop: play about characters in the book, 306–307; George Washington: America’s First President, 311–312

Range of Reading and Level of Text Complexity RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 215–216; Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 7 Key Ideas and Details RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

SE/TE: Learning Strategy: use what you know, 70, 166, 262; also see: Across the Curriculum, 70–72, 118–120, 166–168, 310–312

Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

SE/TE: Learning Strategy: take notes, 310; also see: Nonfiction: mathematics text, 71–72; journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; newspaper article, 244–245; history text, 311–312; Across the Curriculum, 70–72, 118–120, 166–168

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

SE/TE: For related material see: Newspaper article, 244

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

Pearson Longman Keys to Learning, ©2013

Integration of Knowledge and Ideas RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

SE/TE: Informational Texts (that include graphics, headings, maps, illustrations): mathematics text, 72; Social studies text, 118, 119, 120; science text, 167, 168, 263, 264, 265; Poetry, 215; history text, 311, 312, 313

RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

SE/TE: For related material see nonfiction models and assignments: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

Range of Reading and Level of Text Complexity RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Nonfiction: journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312; Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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Common Core Standards for English Language Arts, Grade 7

Pearson Longman Keys to Learning, ©2013

English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

English Language Arts Standards » Writing » Grade 7 Text Types and Purposes W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: Writing Workshop: Letter of advice, 292–293; also see: Listening and speaking workshop: persuasive speech, 232

W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.7.1d Establish and maintain a formal style.

SE/TE: Writing Workshop: Letter of advice (revise, edit, and proofread), 293

W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Letter of advice (see model), 292, End on a positive note, 293

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Common Core Standards for English Language Arts, Grade 7

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W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: List steps, 258, 259

W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Use word web, 85; Use describing words, 115; Use words and phrases that tell how something happens, 279

W.7.2e Establish and maintain a formal style.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Last paragraph as summary, 230, 231; Review steps in last paragraph, 259; Ending paragraph, 278, 279

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Common Core Standards for English Language Arts, Grade 7

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W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: List steps, 258, 259

W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: Use word web, 32, 33, 48, 49; Use describing words, 115

W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: Last paragraph as summary, 230, 231

Production and Distribution of Writing W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing Workshop (prewrite, draft, revise, edit and proofread, publish), 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

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W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

Research to Build and Present Knowledge W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

SE/TE: Use the Internet or reference books, 279, 313; also see: Essay, 86–87, 230–231, 258–259, 278–279

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Use the Internet or reference books, 279, 313; Informational Texts (that include headings and section titles, etc): ; mathematics text, 71–72; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

SE/TE: Across the curriculum: poetry extension activity, 217; Writing workshop: play about characters in the book, 306–307

W.7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

SE/TE: Across the Curriculum: Self-evaluation and expansion, 73, 121, 313

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Common Core Standards for English Language Arts, Grade 7

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Range of Writing W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

English Language Arts Standards » Speaking & Listening » Grade 7 Comprehension and Collaboration SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SE/TE: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SE/TE: Listening and Speaking Workshop (Evaluate), 36, 52, 68, 88, 102, 116, 136, 150, 164, 184, 198, 212, 232, 246, 260, 280, 294, 308; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

SE/TE: Listening and Speaking Workshop (Evaluate), 36, 52, 68, 88, 102, 116, 136, 150, 164, 184, 198, 212, 232, 246, 260, 280, 294, 308; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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Common Core Standards for English Language Arts, Grade 7

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SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SE/TE: Listening and Speaking Workshop (Evaluate), speech: persuasive, 232

Presentation of Knowledge and Ideas SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Listening and Speaking Workshop: introduce yourself, 36; speech, 164; demonstration for TV food show, 198; recite a poem, 212; TV newscaster describing accident, 246; perform, 308

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; Listening and Speaking Workshop: introduce yourself, 36; speech, 164; demonstration for TV food show, 198; recite a poem, 212; TV newscaster describing accident, 246; perform, 308

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Common Core Standards for English Language Arts, Grade 7

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 7 Conventions of Standard English L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.

SE/TE: Because clauses, 288, 293

L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

SE/TE: For related material see: Information questions, 81, 94, 108, 129, 144, 149, 176, 177, 178, 224, 239, 240, 253, 273

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

SE/TE: Because clauses, 288, 293

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.2a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

SE/TE: For related material see: comma, 66, 163, 211; Adjectives, 44, 204, 206, 300

L.7.2b Spell correctly. SE/TE: Spell words, 4, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

Knowledge of Language L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

SE/TE: Revise & Edit and Proofread, 34, 50, 66, 87, 101, 115, 135, 149, 163, 183, 197, 211, 231, 245, 259, 279, 293, 307

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Common Core Standards for English Language Arts, Grade 7

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Vocabulary Acquisition and Use L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Reading: Find the meaning in context, 159–160, 227–228, 265; also see: Vocabulary and expressions, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

SE/TE: For related material see: Syllables, 41, 285, 299; Learn word families, 57, 79, 107, 127, 141, 155, 175

L.7.4c 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 or its part of speech.

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

L.7.4d 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).

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

SE/TE: Across the curriculum: poetry, figurative speech, 215, 216, 217

L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

SE/TE: For related material see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317; Academic words, 73, 121, 169, 217, 265, 313

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Common Core Standards for English Language Arts, Grade 7

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L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

SE/TE: For related material see: Use a dictionary, 25, 73, 121, 169, 217; Learn word families, 57, 79, 107, 127, 141, 155, 175

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

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Common Core Standards for English Language Arts, Grade 8

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Common Core Standards for English Language Arts, Grade 8

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 8 Key Ideas and Details RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Learning Strategy: make inferences, 131–133, 159–160, 227–228; also see: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

SE/TE: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305 TE Only: Preview the unit, T20, T74, T122, T170, T218, T266

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

Craft and Structure RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: Figurative Speech, 215, 216; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; also see: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 215–216

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Common Core Standards for English Language Arts, Grade 8

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RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

SE/TE: Fluency: Voice and Character, 305; also see: Writing workshop: play about characters in the book, 306–307

Integration of Knowledge and Ideas RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

SE/TE: For related material see: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; also see: Writing workshop: play about characters in the book, 306–307

RL.8.8 (Not applicable to literature) (Not applicable to literature)

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

SE/TE: For related material see: Poetry, 208, 210–211; Across the curriculum: poetry, figurative speech, 215, 216, 217; also see: Writing workshop: play about characters in the book, 306–307

Range of Reading and Level of Text Complexity RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

SE/TE: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 215–216; Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 8 Key Ideas and Details RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

SE/TE: Learning Strategy: use what you know, 70, 166, 262; also see: Across the Curriculum, 70–72, 118–120, 166–168, 310–312

Craft and Structure RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

SE/TE: Learning Strategy: take notes, 310; also see: Nonfiction: mathematics text, 71–72; journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; newspaper article, 244–245; history text, 311–312; Across the Curriculum, 70–72, 118–120, 166–168

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SE/TE: For related material see: Newspaper article, 244

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Integration of Knowledge and Ideas RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SE/TE: Informational Texts (that include graphics, headings, maps, illustrations): mathematics text, 72; Social studies text, 118, 119, 120; science text, 167, 168, 263, 264, 265; Poetry, 215; history text, 311, 312, 313

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

SE/TE: For related material see nonfiction models and assignments: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

Range of Reading and Level of Text Complexity RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

SE/TE: Nonfiction: journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312; Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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Common Core Standards for English Language Arts, Grade 8

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 8 Text Types and Purposes W.8.1 Write arguments to support claims with clear reasons and relevant evidence.

W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: Writing Workshop: Letter of advice, 292–293; also see: Listening and speaking workshop: persuasive speech, 232

W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.8.1d Establish and maintain a formal style.

SE/TE: Writing Workshop: Letter of advice (revise, edit, and proofread), 293

W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Letter of advice (see model), 292, End on a positive note, 293

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Common Core Standards for English Language Arts, Grade 8

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W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: List steps, 258, 259

W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Use word web, 85; Use describing words, 115; Use words and phrases that tell how something happens, 279

W.8.2e Establish and maintain a formal style.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Last paragraph as summary, 230, 231; Review steps in last paragraph, 259; Ending paragraph. 278, 279

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Common Core Standards for English Language Arts, Grade 8

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W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

SE/TE: List steps, 258, 259

W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: Use word web, 32, 33, 48, 49; Use describing words, 115

W.8.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: Last paragraph as summary, 230, 231

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Common Core Standards for English Language Arts, Grade 8

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Production and Distribution of Writing W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing Workshop (prewrite, draft, revise, edit and proofread, publish), 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

Research to Build and Present Knowledge W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Use the Internet or reference books, 279, 313; also see: Essay, 86–87, 230–231, 258–259, 278–279

W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Use the Internet or reference books, 279, 313; Informational Texts (that include headings and section titles, etc): ; mathematics text, 71–72; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312

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Common Core Standards for English Language Arts, Grade 8

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W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.9a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

SE/TE: Across the curriculum: poetry extension activity, 217; Writing workshop: play about characters in the book, 306–307

W.8.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

SE/TE: Across the Curriculum: Self-evaluation and expansion, 73, 121, 313

Range of Writing W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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Common Core Standards for English Language Arts, Grade 8

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

English Language Arts Standards » Speaking & Listening » Grade 8 Comprehension and Collaboration SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SE/TE: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

SE/TE: Listening and Speaking Workshop (Evaluate), 36, 52, 68, 88, 102, 116, 136, 150, 164, 184, 198, 212, 232, 246, 260, 280, 294, 308; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SE/TE: Listening and Speaking Workshop (Evaluate), 36, 52, 68, 88, 102, 116, 136, 150, 164, 184, 198, 212, 232, 246, 260, 280, 294, 308; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SE/TE: Listening and Speaking Workshop (Evaluate), speech: persuasive, 232

Presentation of Knowledge and Ideas SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Listening and Speaking Workshop: introduce yourself, 36; speech, 164; demonstration for TV food show, 198; recite a poem, 212; TV newscaster describing accident, 246; perform, 308

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Reader's theater, 23, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297; Listening and Speaking Workshop: introduce yourself, 36; speech, 164; demonstration for TV food show, 198; recite a poem, 212; TV newscaster describing accident, 246; perform, 308

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Common Core Standards for English Language Arts, Grade 8

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 8 Conventions of Standard English L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

SE/TE: Gerunds, 274

L.8.1b Form and use verbs in the active and passive voice.

SE/TE: For related material see: Verbs, 95, 128–129, 135, 142, 143–144, 156, 158, 224–225, 238–239; Handbook, 325–330

L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

SE/TE: Verbs, 95, 128–129, 135, 142, 143–144, 156, 158, 224–225, 238–239; Handbook, 325–330

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

SE/TE: For related material see: Verbs, 95, 128–129, 135, 142, 143–144, 156, 158, 224–225, 238–239; Handbook, 325–330

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

SE/TE: Punctuation, 66, 149, 163, 181, 195, 211, 245, 307

L.8.2b Use an ellipsis to indicate an omission.

SE/TE: For related material see: Revise & Edit and Proofread, 34, 50, 66, 87, 101, 115, 135, 149, 163, 183, 197, 211, 231, 245, 259, 279, 293, 307

L.8.2c Spell correctly. SE/TE: Spell words, 4, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

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Common Core Standards for English Language Arts, Grade 8

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Knowledge of Language L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.8.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

SE/TE: Verbs, 95, 128–129, 135, 142, 143–144, 156, 158, 224–225, 238–239; Handbook, 325–330

Vocabulary Acquisition and Use L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Reading: Find the meaning in context, 159–160, 227–228, 265; also see: Vocabulary and expressions, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

SE/TE: For related material see: Syllables, 41, 285, 299; Learn word families, 57, 79, 107, 127, 141, 155, 175

L.8.4c 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 or its part of speech.

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

L.8.4d 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).

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

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L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context.

SE/TE: Across the curriculum: poetry, figurative speech, 215, 216, 217

L.8.5b Use the relationship between particular words to better understand each of the words.

SE/TE: For related material see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317; Academic words, 73, 121, 169, 217, 265, 313

L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

SE/TE: For related material see: Use a dictionary, 25, 73, 121, 169, 217; Learn word families, 57, 79, 107, 127, 141, 155, 175

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

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Common Core Standards for English Language Arts, Grade 9-10

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Common Core Standards for English Language Arts, Grade 9-10

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Learning Strategy: make inferences, 131–133, 159–160, 227–228; also see: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

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.

SE/TE: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305 TE Only: Preview the unit, T20, T74, T122, T170, T218, T266

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Literary terms: character, 133, 135, 145, 161, 209, 255, 257, 289, 305, 306, plot, 145

Craft and Structure 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).

SE/TE: Figurative Speech, 215, 216; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304

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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, tension, or surprise.

SE/TE: For related material see: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 214

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.

SE/TE: Poetry: “A Fleeting Dream,” by Jorge Luán, 215; Understanding the Poem, 216; Comprehension, 217

Integration of Knowledge and Ideas 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).

SE/TE: For related material see: Writing workshop: play about characters in the book, 306–307

RL.9-10.8 (Not applicable to literature) (Not applicable to literature)

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 Shakespeare).

SE/TE: For related material see: Writing workshop: play about characters in the book, 306–307

Range of Reading and Level of Text Complexity 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.

SE/TE: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 215–216; Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

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.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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.

SE/TE: Learning Strategy: use what you know, 70, 166; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

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

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

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).

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

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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.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

Integration of Knowledge and Ideas 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.

SE/TE: For related material see: Informational Texts (that include graphics, headings, maps, illustrations): mathematics text, 72; Social studies text, 118, 119, 120; science text, 167, 168, 263, 264, 265; Poetry, 215; history text, 311, 312, 313

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 reasoning.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

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.

SE/TE: For related material see: “George Washington: America’s First President,” 311–312; Comprehension, 313

Range of Reading and Level of Text Complexity RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

SE/TE: Nonfiction: journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312; Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 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.

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.

SE/TE: Writing Workshop: Letter of advice, 292–293; also see: Listening and speaking workshop: persuasive speech, 232

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.

SE/TE: Writing Workshop: Letter of advice (draft), 293

W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Writing Workshop: Letter of advice (draft), 293

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.

SE/TE: Writing Workshop: Letter of advice (revise, edit, and proofread), 293

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W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Letter of advice (see model), 292, End on a positive note, 293

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.

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.

SE/TE: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

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.

SE/TE: List steps, 258, 259

W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: Use word web, 85; Use describing words, 115; Use words and phrases that tell how something happens, 279

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.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

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).

SE/TE: Last paragraph as summary, 230, 231; Review steps in last paragraph, 259; Ending paragraph. 278, 279

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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.

W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: List steps, 258, 259

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.

SE/TE: Use word web, 32, 33, 48, 49; Use describing words, 115

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.

SE/TE: Last paragraph as summary, 230, 231

Production and Distribution of Writing W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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.

SE/TE: Writing Workshop (prewrite, draft, revise, edit and proofread, publish), 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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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.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

Research to Build and Present Knowledge 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.

SE/TE: Use the Internet or reference books, 279, 313; also see: Essay, 86–87, 230–231, 258–259, 278–279

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.

SE/TE: Use the Internet or reference books, 279, 313; Informational Texts (that include headings and section titles, etc): ; mathematics text, 71–72; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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]”).

SE/TE: Across the curriculum: poetry extension activity, 217; Writing workshop: play about characters in the book, 306–307

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”).

SE/TE: Across the Curriculum: Self-evaluation and expansion, 73, 121, 313

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Range of Writing 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.

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Comprehension and Collaboration 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.

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.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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 as needed.

SE/TE: Prepare: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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.

SE/TE: Language functions: ask/tell about activities and classes, 52, 94, 109, 129, 142, 144, 225, 274, ask/tell about people and things, 28, 58, 94, 150, 178, 192, 240, 280

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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.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Listening and Speaking Workshop (Evaluate), speech: persuasive, 232

Presentation of Knowledge and Ideas 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.

SE/TE: Listening and Speaking Workshop: introduction, 36, informative speech, 52, 68, 150, 260, 280, demonstration, 198, persuasive speech, 232, TV news report, 246, panel discussion, 294

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.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Listening and speaking workshop: introduction, 36, informative speech, 52, 68, 150, 260, 280, performance (fashion show/play/skit), 136, 184, 308, description, 88, 102, 116, thanking/honoring, 164, demonstration, 198, recitation, 212, persuasive speech, 232, TV news report, 246, panel discussion, 294

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 9-10 Conventions of Standard English L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.1a Use parallel structure.* SE/TE: For related material see: Conjunctions (and, but, so), 66, 192, Because clauses, 288, 293

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.

SE/TE: For related material see: Because clauses, 288, 293

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

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

SE/TE: For related material see: Conjunctions, 66, 192; Because clauses, 288, 293

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

SE/TE: Punctuation: quotation marks, 245, 307

L.9-10.2c Spell correctly. SE/TE: Spell words, 4, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

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Knowledge of Language 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.

L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: Writing Workshop (edit), 35, 51, 67, 87, 101, 115, 135, 149, 163, 183, 197, 211, 231, 245, 259, 279, 293, 307

Vocabulary Acquisition and Use 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.

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.

SE/TE: Reading: Find the meaning in context, 159–160, 227–228, 265; also see: Vocabulary and expressions, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: For related material see: Syllables, 41, 285, 299; Learn word families, 57, 79, 107, 127, 141, 155, 175

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.

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

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).

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

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

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

SE/TE: Across the curriculum: poetry, figurative speech, 215, 216, 217

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

SE/TE: For related material see: Use a dictionary, 25, 73, 121, 169, 217

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.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317;

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Learning Strategy: make inferences, 131–133, 159–160, 227–228; also see: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

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.

SE/TE: Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 217, 229, 243, 257, 277, 291, 305

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SE/TE: Listening and Reading & Reader's theater, 22, 23, 38, 39, 54, 55, 76, 77, 90, 91, 104, 105, 124, 125, 138, 139, 152, 153, 172, 173, 186, 187, 200, 201, 220, 221, 234, 235, 248, 249, 268, 269, 282, 283, 296, 297

Craft and Structure 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.)

SE/TE: Figurative Speech, 215, 216; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304

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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 meaning as well as its aesthetic impact.

SE/TE: For related material see: Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; literature text, 214

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).

SE/TE: For related material see: Figurative speech, 215–216

Integration of Knowledge and Ideas 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.)

SE/TE: For related material see: Fluency, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 229, 243, 257, 277, 291, 305

RL.11-12.8 (Not applicable to literature) (Not applicable to literature)

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.

SE/TE: For related material see: “George Washington: America’s First President,” 311–312; Comprehension, 313

Range of Reading and Level of Text Complexity 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.

SE/TE: Poetry: “A Fleeting Dream,” by Jorge Luán, 215; Understanding the Poem, 216; Comprehension, 217; Fiction: story, 30, 46, 62, 70, 84, 98, 112, 118, 132, 146, 160, 166, 180, 194, 208, 214, 228, 242, 256, 262, 276, 290, 304, 310; Check Your Comprehension, 31, 47, 63, 85, 99, 113, 133, 147, 161, 181, 195, 209, 229, 243, 257, 277, 291, 305

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

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.

SE/TE: Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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.

SE/TE: Learning Strategy: use what you know, 70, 166; Across the Curriculum, 70–72, 118–120, 166–168, 310–312

Craft and Structure 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).

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; Vocabulary Handbook, 314-321; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

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.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

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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.

SE/TE: Writing Workshop: Letter of advice (model), 292; also see: Listening and speaking workshop: persuasive speech, 232

Integration of Knowledge and Ideas 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.

SE/TE: For related material see: Informational Texts (that include graphics, headings, maps, illustrations): mathematics text, 72; Social studies text, 118, 119, 120; science text, 167, 168, 263, 264, 265; Poetry, 215; history text, 311, 312, 313

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).

SE/TE: For related material see: “George Washington: America’s First President,” 311–312; Comprehension, 313

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.

SE/TE: For related material see: “George Washington: America’s First President,” 311–312; Comprehension, 313

Range of Reading and Level of Text Complexity 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.

SE/TE: Nonfiction: journal, 112, 114–115; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312; Check Your Comprehension (nonfiction text), 73, 113, 121, 169, 313

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 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.

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.

SE/TE: Writing Workshop: Letter of advice, 292–293; also see: Listening and speaking workshop: persuasive speech, 232

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.

SE/TE: Writing Workshop: Letter of advice (draft), 293

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.

SE/TE: Writing Workshop: Letter of advice (draft), 293

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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.

SE/TE: Writing Workshop: Letter of advice (revise, edit, and proofread), 293

W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Letter of advice (see model), 292, End on a positive note, 293

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.

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.

SE/TE: Essay, 86–87, 230–231, 258–259, 278–279; Newspaper Article, 244–245; Journal Entry, 114–115

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.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

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.

SE/TE: List steps, 258, 259

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.

SE/TE: Use word web, 85; Use describing words, 115; Use words and phrases that tell how something happens, 279

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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.

SE/TE: Draft & Tools for Writing: Essay, 87, 231, 259, 279; Newspaper Article, 245; Journal Entry, 115

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).

SE/TE: Last paragraph as summary, 230, 231; Review steps in last paragraph, 259; Ending paragraph. 278, 279

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.

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.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Writing Workshop: Personal Narrative, 32–35, 48–51, 114–115, 230–231, 258–259

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).

SE/TE: List steps, 258, 259

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.

SE/TE: Use word web, 32, 33, 48, 49; Use describing words, 115

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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.

SE/TE: Last paragraph as summary, 230, 231

Production and Distribution of Writing 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.)

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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.

SE/TE: Writing Workshop (prewrite, draft, revise, edit and proofread, publish), 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

Research to Build and Present Knowledge 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.

SE/TE: Use the Internet or reference books, 279, 313; also see: Essay, 86–87, 230–231, 258–259, 278–279

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.

SE/TE: Use the Internet or reference books, 279, 313; Informational Texts (that include headings and section titles, etc; mathematics text, 71–72; social studies text, 119–120; science text, 167–168, 263–264; history text, 311–312

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

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”).

SE/TE: Across the curriculum: poetry extension activity, 217; Writing workshop: play about characters in the book, 306–307

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]”).

SE/TE: Across the Curriculum: Self-evaluation and expansion, 73, 121, 313

Range of Writing 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

SE/TE: Writing Workshop, 32–35, 48–51, 64–67, 86–87, 100–101, 114–115, 134–135, 148–149, 162–163, 182–183, 196–197, 210–211, 230–231, 244–245, 258–259, 278–279, 292–293, 306–307

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Comprehension and Collaboration 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.

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.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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.

SE/TE: Prepare: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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.

SE/TE: Language functions: ask/tell about activities and classes, 52, 94, 109, 129, 142, 144, 225, 274, ask/tell about people and things, 28, 58, 94, 150, 178, 192, 240, 280

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.

SE/TE: Advice panel, 294; also see: After You Read, 31, 47, 63, 85, 99, 113, 119, 133, 147, 161, 167, 181, 195, 209, 215, 229, 243, 257, 263, 277, 291, 305

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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.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

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.

SE/TE: Listening and Speaking Workshop (Evaluate), speech: persuasive, 232

Presentation of Knowledge and Ideas 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.

SE/TE: Listening and Speaking Workshop: introduction, 36, informative speech, 52, 68, 150, 260, 280, demonstration, 198, persuasive speech, 232, TV news report, 246, panel discussion, 294

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.

SE/TE: Make a video, 136; Post to a Web page, 293; Publish a class book, 35, 51, 67, 87, 197, 307; Publish a class newspaper, 245; Use e–mail, 279

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

SE/TE: Listening and speaking workshop: introduction, 36, informative speech, 52, 68, 150, 260, 280, performance (fashion show/play/skit), 136, 184, 308, description, 88, 102, 116, thanking/honoring, 164, demonstration, 198, recitation, 212, persuasive speech, 232, TV news report, 246, panel discussion, 294

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Common Core Standards for English Language Arts, Grade 11–12

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The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 11–12 Conventions of Standard English L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

SE/TE: For related material see: Writing Workshop (edit), 35, 51, 67, 87, 101, 115, 135, 149, 163, 183, 197, 211, 231, 245, 259, 279, 293, 307

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.

SE/TE: For related material see: Use a dictionary, 25, 73, 121, 169, 217

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

L.11-12.2a Observe hyphenation conventions.

SE/TE: For related material see: Punctuation, 34, 50, 66, 163, 181, 195, 211

L.11-12.2b Spell correctly. SE/TE: Spell words, 4, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

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Knowledge of Language 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.

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.

SE/TE: For related material see: Revise, 34, 50, 66, 87, 101, 115, 135, 149, 163, 183, 197, 211, 231, 245, 259, 279, 293, 307; Use a dictionary, 25, 73, 121, 169, 217

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.

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.

SE/TE: Reading: Find the meaning in context, 159–160, 227–228, 265; also see: Vocabulary and expressions, 23, 36, 39, 55, 77, 91, 105, 125, 139, 153, 173, 187, 201, 221, 235, 249, 269, 283, 297

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).

SE/TE: For related material see: Syllables, 41, 285, 299; Learn word families, 57, 79, 107, 127, 141, 155, 175

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.

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

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).

SE/TE: Use a dictionary, 25, 73, 121, 169, 217

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

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

SE/TE: Across the curriculum: poetry, figurative speech, 215, 216, 217

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

SE/TE: For related material see: Use a dictionary, 25, 73, 121, 169, 217

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.

SE/TE: Academic words, 73, 121, 169, 217, 265, 313; also see: Key words and expressions, 7, 8, 9, 10, 11, 12–13, 14, 15, 16, 17, 23, 30, 39, 46, 55, 62, 66, 77, 87, 91, 98, 105, 112, 119, 125, 132, 139, 146, 153, 160, 173, 180, 187, 194, 208, 221, 228, 235, 242, 256, 269, 276, 283, 290, 297, 304, 314, 315, 316, 317

A Correlation of

Pearson Longman Keystone Building Bridges

©2013

To the

Common Core Standards for English Language Arts and

Literacy in History/Social Studies, Science, and Technical Subjects

Grades 6-12

Introduction

This document demonstrates how Pearson Longman Keystone, Building Bridges aligns to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

Pearson Longman Keystone is a Grades 6-12 eight-level flexible program designed for English learners and struggling readers whose academic achievement is two or more years below grade level. Through explicit, intensive, and focused instruction that accelerates students' language acquisition, reading comprehension, vocabulary, and oral and written communication skills, students will quickly begin achieving academic success and be better prepared to transition to mainstream coursework across the curriculum. Building Bridges is the ideal on-ramp into any Keystone level, providing students with a solid grounding in essential skills, strategies, and content.

Pearson Longman Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest literature. In addition, this series incorporates the focused and purposeful instructional principles of Understanding by Design, which allow students to demonstrate their understanding and mastery of skills through multiple formal and informal assessment opportunities. Through this process, students will be equipped with the key transferable academic skills necessary for lifelong success.

Program Highlights

• Six thematic units per level are organized around a Big Question • Critical academic vocabulary and key words are explicitly taught before each reading • Connected learning opportunities allow students to demonstrate their mastery of the

skills covered • Well-organized instructional support provides a clearly defined roadmap of

instruction

Table of Contents Common Core Standards for English Language Arts, Grade 6 ................................. 4 Common Core Standards for English Language Arts, Grade 7 ............................... 17 Common Core Standards for English Language Arts, Grade 8 ............................... 30 Common Core Standards for Literacy in History/Social Studies, Science and Technology Grades 6-8 ..................................................................... 43 Common Core Standards for English Language Arts, Grade 9-10 ......................... 51 Common Core Standards for Literacy in History/Social Studies, Science and Technology Grades 9-10 ................................................................... 65 Common Core Standards for English Language Arts, Grade 11–12 ....................... 73 Common Core Standards for Literacy in History/Social Studies, Science and Technology Grades 11-12 ................................................................. 88

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the

Common Core Standards for English Language Arts, Grade 6

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Common Core Standards for English Language Arts, Grade 6

Pearson Longman Keystone Building Bridges, ©2013

English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 6 Key Ideas and Details RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Reading Strategies: make inferences, 187; also see: Retell and Review & Comprehension (fiction, poetry, and drama), 50, 72, 132, 170, 192, 226, 268

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SE/TE: Skill Builder (Connect to Reading): archetypes, 237, motifs, 238; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268 TE only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

SE/TE: Reading strategies: identify characters, plot, and setting, 15; Connect to Reading: fiction (plot structure), 282; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268

Craft and Structure RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Skill Builder (Connect to Reading): figurative language, 278

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

SE/TE: Reading strategies: identify characters, plot, and setting, 15; Connect to Reading: fiction (plot structure), 282

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

SE/TE: For related material see: Dialogue, 290; also see: Reading strategies: identify characters, plot, and setting, 15

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Integration of Knowledge and Ideas RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

SE/TE: For related material see play versions of stories: “A Jewel in the Sand,” 49, “The Trojan Horse,” 71, “The Clever Daughter-in-Law,” 131, “The Great Minu,” 169, “The Blind Men and the Elephant,” 191, “Apollo and Daphne,” 229

RL.6.8 (Not applicable to literature) (Not applicable to literature)

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

SE/TE: Connect to Reading: Genres, 281; Comparing Works of Different Genres, 282

Range of Reading and Level of Text Complexity RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Retell and Review & Comprehension, 50, 72, 132, 170, 192, 226, 268; also see: Genres and selections: folktales, 15, 44, 46–49, 128–131, 166–169, legends, 66, 68–71, fables, 186, 188–191, myths, 224, 226–229, short stories, 260, 262–267, 293–295; Further Reading, 297

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Common Core Standards for English Language Arts, Grade 6

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 6 Key Ideas and Details RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Reading strategies: look for causes and effects, 75, ask questions, 97, reread, 135, use diagrams, 217; Skill Builder (Connect to Reading): draw conclusions, 57, reading literary nonfiction, 117, opinions and evidence, 147; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SE/TE: Reading strategies: understanding main idea and details, 14, 195, summarize, 247; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

SE/TE: Reading strategies: look for causes and effects, 75; Skill Builder (Connect to Reading): draw conclusions, 57, text structure, 58, use visuals, 87, main ideas, 88, opinions and evidence, 147, main ideas and details, 177, speeches, 179, procedural texts, 279–280;also see: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

Craft and Structure RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

SE/TE: Reading strategies: understanding main idea and details, 14, 195; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

Integration of Knowledge and Ideas RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

SE/TE: For related material see: “Roberto Clemente,” (biography) 106–108; “Roberto Clemente: A Play,” 109; also see: Skill Builder (Connect to Reading): Visuals in Informational Texts, 87; Media Literacy and Projects, 296

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

SE/TE: Link the Reading & Check Your Knowledge, 63, 93, 123, 153, 183, 213, 243

Range of Reading and Level of Text Complexity RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252; also see: Nonfiction, 14, 38–41, 76–79, 98–101, 104, 106–109, 136–139, 158–161; Further Reading, 297

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Common Core Standards for English Language Arts, Grade 6

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 6 Text Types and Purposes W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

SE/TE: Writing a Review: recommendation, 273, outline (introduction), 274

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing a Review: Model (reasons and examples), 273; Writing Practice (chart and outline), 274

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

SE/TE: For related material see: Review: Writing Practice (outline), 274

W.6.1d Establish and maintain a formal style.

SE/TE: For related material see: Writing skills: Reviews, 273, 274

W.6.1e Provide a concluding statement or section that follows from the argument presented.

SE/TE: Review: Writing Practice (outline), 274

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W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174, Comparisons, 233, 234, Instructions, 257, 258

W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Writing skills: Biographical narratives (timeline), 114, Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

SE/TE: Writing skills: Instructions, 257, 258; also see: Biographical narratives (timeline), 114

W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: For related material see: Writing skills: Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

W.6.2e Establish and maintain a formal style.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: Writing Workshop: Short story, 293–295; also see: Writing skills: Personal narratives, 83, 84, Biographical narratives, 113, 114

W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: Short story: character, setting, dialogue, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

SE/TE: For related material see: Writing Workshop: Short story, 293–295; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.6.3e Provide a conclusion that follows from the narrated experiences or events.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

Production and Distribution of Writing W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

Research to Build and Present Knowledge W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

SE/TE: Social Studies, 18–21; Science articles, 22–23, 24–25; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

W.6.9b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

Range of Writing W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 6 SL.6 Comprehension and Collaboration SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; Skill Builder (Connect to Reading): Discuss, 61, 90, 120, 150, 180, 210, 240; Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Directions, 10–11; Maps, 18–19; Timeline, 21; Science Articles, 22–23, 24–25; Mathematics Articles, 26–27, 28–29; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Handbook: Maps, 338–339; Diagrams, 340–341; Graphs, 342–343

SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

Presentation of Knowledge and Ideas SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SE/TE: Projects, 296 (use the Internet and Technology for Research)

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

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Common Core Standards for English Language Arts, Grade 6

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 6 Conventions of Standard English L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

SE/TE: Pronouns (subject and object), 172, 323; A Note About Case, 330

L.6.1b Use intensive pronouns (e.g., myself, ourselves).

SE/TE: For related material see: Pronouns, 172; Handbook: Pronouns, 323–325

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

SE/TE: For related material see: Pronouns, 172; Handbook: Pronouns, 323–325

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

SE/TE: For related material see: Pronouns, 172; Handbook: Pronouns, 323–325

L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

SE/TE: Common Sayings and Expressions, 146

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

SE/TE: Handbook: Commas, 335–336, Dashes, 338–339

L.6.2b Spell correctly. SE/TE: For related material see: Phonics Handbook, 299–313; also see: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

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Knowledge of Language L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

SE/TE: Grammar Handbook: Sentences, 324–325

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

SE/TE: Writing Workshop: Revise, 295

Vocabulary Acquisition and Use L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary, 56, 86, 116, 146, 176, 206, 236, 277

L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

SE/TE: Connect to Vocabulary: Roots and Cognates, 86, Roots from Other Languages, 236; also see: Phonics Handbook, 299–313

L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

SE/TE: Handbook: Dictionary, 336–337

L.6.4d 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).

SE/TE: Handbook: Dictionary, 336–337

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L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6.5a Interpret figures of speech (e.g., personification) in context.

SE/TE: Connect to Vocabulary: Common Sayings and Expressions, 146; Simile, 193; Descriptive paragraphs, 203, 204

L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

SE/TE: Connect to Vocabulary: Synonyms and Antonyms, 56

L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

SE/TE: Connect to Vocabulary: Connotations, Denotations, 116, 176

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary: Word Meanings and Histories, 116, Common Sayings and Expressions, 146, Connotation, 176, Roots from Other Languages, 236, Foreign Words, 277

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Common Core Standards for English Language Arts, Grade 7

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Common Core Standards for English Language Arts, Grade 7

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 7 Key Ideas and Details RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Reading Strategies: make inferences, 187; also see: Retell and Review & Comprehension (fiction, poetry, and drama), 50, 72, 132, 170, 192, 226, 268

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

SE/TE: Skill Builder (Connect to Reading): archetypes, 237, motifs, 238; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268 TE only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SE/TE: Reading strategies: identify characters, plot, and setting, 15; Connect to Reading: fiction (plot structure), 282; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268; Writing Tips: Dialogue, 293

Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Skill Builder (Connect to Reading): figurative language, 278

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RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

SE/TE: Retell and Review & Comprehension, 50, 72, 132, 170, 192, 226, 268; also see: Genres and selections: folktales, 15, 44, 46–49, 128–131, 166–169, legends, 66, 68–71, fables, 186, 188–191, myths, 224, 226–229, short stories, 260, 262–267, 293–295; Further Reading, 297

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

SE/TE: For related material see: Dialogue, 290; also see: Reading strategies: identify characters, plot, and setting, 15

Integration of Knowledge and Ideas RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

SE/TE: For related material see play versions of stories: “A Jewel in the Sand,” 49, “The Trojan Horse,” 71, “The Clever Daughter-in-Law,” 131, “The Great Minu,” 169, “The Blind Men and the Elephant,” 191, “Apollo and Daphne,” 229

RL.7.8 (Not applicable to literature) (Not applicable to literature)

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

SE/TE: For related material see: “Bessie Coleman, American Flyer,” 248–251; “Aaron’s Gift,” 267; “Cher Ami–World War I Hero,” 270; Link the Readings, 271

Range of Reading and Level of Text Complexity RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Retell and Review & Comprehension, 50, 72, 132, 170, 192, 226, 268; also see: Genres and selections: folktales, 15, 44, 46–49, 128–131, 166–169, legends, 66, 68–71, fables, 186, 188–191, myths, 224, 226–229, short stories, 260, 262–267, 293–295; Further Reading, 297

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 7 Key Ideas and Details RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Reading strategies: look for causes and effects, 75, ask questions, 97, reread, 135, use diagrams, 217; Skill Builder (Connect to Reading): draw conclusions, 57, reading literary nonfiction, 117, opinions and evidence, 147; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

SE/TE: Reading strategies: understanding main idea and details, 14, 195, summarize, 247; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

SE/TE: Reading strategies: look for causes and effects, 75; Skill Builder (Connect to Reading): draw conclusions, 57, text structure, 58, use visuals, 87, main ideas, 88, opinions and evidence, 147, main ideas and details, 177, speeches, 179, procedural texts, 279–280;also see: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

SE/TE: Reading strategies: understanding main idea and details, 14, 195; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

Integration of Knowledge and Ideas RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

SE/TE: For related material see: “Roberto Clemente,” (biography) 106–108; “Roberto Clemente: A Play,” 109; also see: Skill Builder (Connect to Reading): Visuals in Informational Texts, 87; Media Literacy and Projects, 296

RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

SE/TE: Link the Reading & Check Your Knowledge, 63, 93, 123, 153, 183, 213, 243

Range of Reading and Level of Text Complexity RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252; also see: Nonfiction, 14, 38–41, 76–79, 98–101, 104, 106–109, 136–139, 158–161; Further Reading, 297

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 7 Text Types and Purposes W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: Writing a Review: recommendation, 273, outline (introduction), 274

W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing a Review: Model (reasons and examples), 273; Writing Practice (chart and outline), 274

W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

SE/TE: For related material see: Review: Writing Practice (outline), 274

W.7.1d Establish and maintain a formal style.

SE/TE: For related material see: Writing skills: Reviews, 273, 274

W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Review: Writing Practice (outline), 274

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W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174, Comparisons, 233, 234, Instructions, 257, 258

W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Writing skills: Biographical narratives (timeline), 114, Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: Writing skills: Instructions, 257, 258; also see: Biographical narratives (timeline), 114

W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: For related material see: Writing skills: Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

W.7.2e Establish and maintain a formal style.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: Writing Workshop: Short story, 293–295; also see: Writing skills: Personal narratives, 83, 84, Biographical narratives, 113, 114

W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: Short story: character, setting, dialogue, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: For related material see: Writing Workshop: Short story, 293–295; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

Production and Distribution of Writing W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

Research to Build and Present Knowledge W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Social Studies, 18–21; Science articles, 22–23, 24–25; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

W.7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

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Range of Writing W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 7 Comprehension and Collaboration SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; Skill Builder (Connect to Reading): Discuss, 61, 90, 120, 150, 180, 210, 240; Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Directions, 10–11; Maps, 18–19; Timeline, 21; Science Articles, 22–23, 24–25; Mathematics Articles, 26–27, 28–29; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Handbook: Maps, 338–339; Diagrams, 340–341; Graphs, 342–343

SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

Presentation of Knowledge and Ideas SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SE/TE: Projects, 296 (use the Internet and Technology for Research)

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 7 Conventions of Standard English L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.

SE/TE: For related material see: Grammar Handbook: Clauses, 331

L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

SE/TE: For related material see: Grammar Handbook: Sentences, 324–325

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

SE/TE: For related material see: Grammar Handbook: Sentences, 324–325, Clauses, 331

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.2a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

SE/TE: For related material see: Handbook: Commas, 335-338

L.7.2b Spell correctly. SE/TE: For related material see: Phonics Handbook, 299–313; also see: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

Knowledge of Language L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

SE/TE: Revise and Edit, 295; Connect to Vocabulary (practice), 56, 86, 116, 146, 176, 206, 236, 277

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Vocabulary Acquisition and Use L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary (practice), 56, 86, 116, 146, 176, 206, 236, 277

L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

SE/TE: Connect to Vocabulary: Roots and Cognates, 86, Roots from Other Languages, 236; also see: Phonics Handbook, 299–313

L.7.4c 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 or its part of speech.

SE/TE: Handbook: Dictionary, 336–337

L.7.4d 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).

SE/TE: Handbook: Dictionary, 336–337

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

SE/TE: Connect to Vocabulary: Common Sayings and Expressions, 146; Simile, 193; Descriptive paragraphs, 203, 204

L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

SE/TE: Connect to Vocabulary: Synonyms and Antonyms, 56

L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

SE/TE: Connect to Vocabulary: Connotations, Denotations, 116, 176

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L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary: Word Meanings and Histories, 116, Common Sayings and Expressions, 146, Connotation, 176, Roots from Other Languages, 236, Foreign Words, 277

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 8 Key Ideas and Details RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Reading Strategies: make inferences, 187; also see: Retell and Review & Comprehension (fiction, poetry, and drama), 50, 72, 132, 170, 192, 226, 268

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

SE/TE: Skill Builder (Connect to Reading): archetypes, 237, motifs, 238; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268 TE only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

SE/TE: Reading strategies: identify characters, plot, and setting, 15; Connect to Reading: fiction (plot structure), 282; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268; Writing Tips: Dialogue, 293

Craft and Structure RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Skill Builder (Connect to Reading): figurative language, 278

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

SE/TE: Connect to Reading: Genres, 281; Comparing Works of Different Genres, 282

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RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

SE/TE: For related material see: Irony, 165, 166

Integration of Knowledge and Ideas RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

SE/TE: For related material see play versions of stories: “A Jewel in the Sand,” 49, “The Trojan Horse,” 71, “The Clever Daughter-in-Law,” 131, “The Great Minu,” 169, “The Blind Men and the Elephant,” 191, “Apollo and Daphne,” 229

RL.8.8 (Not applicable to literature) (Not applicable to literature)

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

SE/TE: For related material see: “A Jewel in the Sand,” 46–49, 49, “The Trojan Horse,” 68–70, 71, “The Clever Daughter-in-Law,” 128–130, 131, “The Great Minu,” 16–168, 169, “The Blind Men and the Elephant,” 188–190, 191, “Apollo and Daphne,” 226–228, 229

Range of Reading and Level of Text Complexity RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

SE/TE: Retell and Review & Comprehension, 50, 72, 132, 170, 192, 226, 268; also see: Genres and selections: folktales, 15, 44, 46–49, 128–131, 166–169, legends, 66, 68–71, fables, 186, 188–191, myths, 224, 226–229, short stories, 260, 262–267, 293–295; Further Reading, 297

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Common Core Standards for English Language Arts, Grade 8

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 8 Key Ideas and Details RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Reading strategies: look for causes and effects, 75, ask questions, 97, reread, 135, use diagrams, 217; Skill Builder (Connect to Reading): draw conclusions, 57, reading literary nonfiction, 117, opinions and evidence, 147; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SE/TE: Reading strategies: understanding main idea and details, 14, 195, summarize, 247; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

SE/TE: Reading strategies: look for causes and effects, 75; Skill Builder (Connect to Reading): draw conclusions, 57, text structure, 58, use visuals, 87, main ideas, 88, opinions and evidence, 147, main ideas and details, 177, speeches, 179, procedural texts, 279–280;also see: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

Craft and Structure RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

SE/TE: Reading strategies: understanding main idea and details, 14, 195; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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Common Core Standards for English Language Arts, Grade 8

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RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

Integration of Knowledge and Ideas RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SE/TE: For related material see: “Roberto Clemente,” (biography) 106–108; “Roberto Clemente: A Play,” 109; also see: Skill Builder (Connect to Reading): Visuals in Informational Texts, 87; Media Literacy and Projects, 296

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

SE/TE: Link the Reading & Check Your Knowledge, 63, 93, 123, 153, 183, 213, 243

Range of Reading and Level of Text Complexity RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

SE/TE: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252; also see: Nonfiction, 14, 38–41, 76–79, 98–101, 104, 106–109, 136–139, 158–161; Further Reading, 297

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Common Core Standards for English Language Arts, Grade 8

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Common Core Standards for English Language Arts, Grade 8

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 8 Text Types and Purposes W.8.1 Write arguments to support claims with clear reasons and relevant evidence.

W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: Writing a Review: recommendation, 273, outline (introduction), 274

W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing a Review: Model (reasons and examples), 273; Writing Practice (chart and outline), 274

W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: For related material see: Review: Writing Practice (outline), 274

W.8.1d Establish and maintain a formal style.

SE/TE: For related material see: Writing skills: Reviews, 273, 274

W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Review: Writing Practice (outline), 274

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Common Core Standards for English Language Arts, Grade 8

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W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174, Comparisons, 233, 234, Instructions, 257, 258

W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Writing skills: Biographical narratives (timeline), 114, Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: Writing skills: Instructions, 257, 258; also see: Biographical narratives (timeline), 114

W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: For related material see: Writing skills: Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

W.8.2e Establish and maintain a formal style.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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Common Core Standards for English Language Arts, Grade 8

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W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

SE/TE: Writing Workshop: Short story, 293–295; also see: Writing skills: Personal narratives, 83, 84, Biographical narratives, 113, 114

W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

SE/TE: Short story: character, setting, dialogue, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: For related material see: Writing Workshop: Short story, 293–295; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.8.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

Production and Distribution of Writing W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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Common Core Standards for English Language Arts, Grade 8

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W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

Research to Build and Present Knowledge W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Social Studies, 18–21; Science articles, 22–23, 24–25; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.9a Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

W.8.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

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Common Core Standards for English Language Arts, Grade 8

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Range of Writing W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 8 Comprehension and Collaboration SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; Skill Builder (Connect to Reading): Discuss, 61, 90, 120, 150, 180, 210, 240; Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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Common Core Standards for English Language Arts, Grade 8

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SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Directions, 10–11; Maps, 18–19; Timeline, 21; Science Articles, 22–23, 24–25; Mathematics Articles, 26–27, 28–29; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Handbook: Maps, 338–339; Diagrams, 340–341; Graphs, 342–343

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

Presentation of Knowledge and Ideas SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SE/TE: Projects, 296 (use the Internet and Technology for Research)

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

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English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 8 Conventions of Standard English L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

SE/TE: For related material see: Handbook: Sentences, 332–333

L.8.1b Form and use verbs in the active and passive voice.

SE/TE: For related material see: Handbook: Verbs, 325–327

L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

SE/TE: Grammar: imperatives, 256; Handbook: Mood in verbs, 327

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

SE/TE: Grammar: past tense, 82, imperatives, 256, simple subject–verb agreement, 272; Handbook: Mood in verbs, 327

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

SE/TE: Handbook: commas, 335–337, dash, 339–339

L.8.2b Use an ellipsis to indicate an omission.

SE/TE: Handbook: Mechanics, 334–343

L.8.2c Spell correctly. SE/TE: For related material see: Phonics Handbook, 299–313; also see: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

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Knowledge of Language L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.8.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

SE/TE: Grammar: Imperatives, 256; Handbook: Mood in verbs, 327

Vocabulary Acquisition and Use L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary, 56, 86, 116, 146, 176, 206, 236, 277

L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

SE/TE: Connect to Vocabulary: Roots and Cognates, 86, Roots from Other Languages, 236; also see: Phonics Handbook, 299–313

L.8.4c 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 or its part of speech.

SE/TE: Handbook: Dictionary, 336–337

L.8.4d 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).

SE/TE: Handbook: Dictionary, 336–337

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L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context.

SE/TE: Connect to Vocabulary: Common Sayings and Expressions, 146; Simile, 193; Descriptive paragraphs, 203, 204

L.8.5b Use the relationship between particular words to better understand each of the words.

SE/TE: Connect to Vocabulary: Synonyms and Antonyms, 56

L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

SE/TE: Connect to Vocabulary: Connotations, Denotations, 116, 176

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary: Word Meanings and Histories, 116, Common Sayings and Expressions, 146, Connotation, 176, Roots from Other Languages, 236, Foreign Words, 277

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Science and Technology Grades 6-8

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 6-8

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Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

SE/TE: Reading Strategy: Take Notes, 157; Before You Go On, 39, 41, 59, 61, 99, 101, 150, 159, 161, 180, 249, 251, 270

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

SE/TE: Reading Strategy: Summarize, 247; Retell and Review / Comprehension, 42, 102, 162, 252

RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

SE/TE: Reading Skill: Direction words, 19; Timelines, 20–21; Build Background, 36, 156; “Nomads,” 38–41; “Early Writing,” 158–161; Early Writing, 163 (discuss in groups, find information, take notes, research)

Craft and Structure RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

SE/TE: Vocabulary, 37, 97, 157, 247

RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97; Retell and Review, 42, 102, 162, 252; also see: Before You Go On, 39, 41, 59, 61, 99, 101, 150, 159, 161, 180, 249, 251, 270

RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179

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Integration of Knowledge and Ideas RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

SE/TE: Maps, 18–19, 21, 246; Connect to Reading: Visuals in Informational Articles, 87; Reading Resources Handbook: Maps, 346–347, Diagrams, 348–349, Graphs, 350–351; also see: Photographs and images from social studies articles, 38, 39, 40, 41, 43, 98, 99, 100, 101, 158, 159, 160, 161, 163, 248, 249, 250, 251

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179

RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

SE/TE: For related material see: Two speeches on same subject (daytime curfew), 149, 150; Link the Readings, 63, 123, 153

Range of Reading and Level of Text Complexity RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97, Take Notes, 157, Summarize, 247; “Nomads,” 38–41; “The U.S. Camel Corps,” 59–61; “The Bouncing Ball,” 98–101; “The Daytime Curfew,” 149–150; “Early Writing,” 158–161; “The Great Society,” 180; “Bessie Coleman, American Flyer,” 248–251; “Cher Ami–World War I Hero,” 270

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Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; Before You Go On, 77, 79, 90, 197, 199

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

SE/TE: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; Retell and Review / Comprehension, 80, 140, 200

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

SE/TE: Science articles, 22–23, 24–25; Mathematics, 26–29; Health and Fitness, 30–31, 32–33; Reading Strategy: Use diagrams, 217; Extension: Models (make a model of earthquake), 81, Family tree, 141

Craft and Structure RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

SE/TE: Vocabulary, 75, 195, 217

RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

SE/TE: Retell and Review, 80, 140, 200; Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; also see: “Earthquakes,” 76–90; “Oil Drilling and Earthquakes,” 89–90; “Family Traits,” 139–139; “Animal Senses,” 196–199; “Amazing Plants,” 218–221

RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

SE/TE: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; also see: Before You Go On, 77, 79, 90, 197, 199

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Integration of Knowledge and Ideas RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

SE/TE: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31; Connect to Reading: Visuals in Informational Articles, 87; also see: Images and photographs from articles on science and technical subjects, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 33, 74, 75, 76, 77, 78, 79, 89, 90, 134, 135, 136, 137, 138, 139, 196, 197, 198, 199, 217, 218, 219, 220, 221

RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

SE/TE: For related material see: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; Retell and Review, 80, 140, 200

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

SE/TE: For related material see: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31; Connect to Reading: Visuals in Informational Articles, 87

Range of Reading and Level of Text Complexity RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195, Use diagrams, 217 “Earthquakes,” 76–90; “Oil Drilling and Earthquakes,” 89–90; “Family Traits,” 139–139; “Animal Senses,” 196–199; “Amazing Plants,” 218–221

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Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes WHST.6-8.1 Write arguments focused on discipline-specific content.

WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Writing: Critique one of the speeches, 151–152; also see: Writing a Review: recommendation, 273, outline (introduction), 274

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WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Write an informational article on earthquakes and drilling, 91; Writing instructions, 257, 258; also see: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174

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WHST.6-8.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to

grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

SE/TE: Writing skills: Biographical narratives, 113, 114

Production and Distribution of Writing WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

SE/TE: Improve Your Writing Skills, 92, 152; Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

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Research to Build and Present Knowledge WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253; also see: Connect to Reading: Visuals in Informational Articles, 87, Main Ideas and Details, 88, Opinions and Evidence, 147-148

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97, Take Notes, 157, Summarize, 247; Connect to Reading: Visuals in Informational Articles, 87, Main Ideas and Details, 88, Opinions and Evidence, 147-148; also see: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

Range of Writing WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Reading Strategies: make inferences, 187; also see: Retell and Review & Comprehension (fiction, poetry, and drama), 50, 72, 132, 170, 192, 226, 268

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.

SE/TE: Skill Builder (Connect to Reading): archetypes, 237, motifs, 238; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268 TE only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Reading strategies: identify characters, plot, and setting, 15, look for problems and solutions, 67, predict, 127; Skill Builder (Connect to Reading): archetypes, 237, fiction (plot structure), 282, point of view, 283; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268

Craft and Structure 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).

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Skill Builder (Connect to Reading): figurative language, 278

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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, tension, or surprise.

SE/TE: Reading strategies: look for problems and solutions, 67, understand chronological order, 105; Skill Builder (Connect to Reading): structure and elements of poetry, 207, comparing works of different genres, 281–282, fiction (plot structure), 282

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.

SE/TE: Background, 44, 66, 126, 164, 186, 224; Skill Builder (Connect to Reading): archetypes, 237, motifs, 238; also see: “A Jewel in the Sand,” 46–49, “The Trojan Horse,” 68–71, “The Clever Daughter-in-Law,” 128–131, “The Great Minu,” 166–169, “The Blind Men and the Elephant,” 188–191, “Apollo and Daphne,” 226–229

Integration of Knowledge and Ideas 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).

SE/TE: For related material see: Play versions of stories: “A Jewel in the Sand,” 49, “The Trojan Horse,” 71, “The Clever Daughter-in-Law,” 131, “The Great Minu,” 169, “The Blind Men and the Elephant,” 191, “Apollo and Daphne,” 229

RL.9-10.8 (Not applicable to literature) (Not applicable to literature)

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 Shakespeare).

SE/TE: For related material see: Play versions of stories: “A Jewel in the Sand,” 49, “The Trojan Horse,” 71, “The Clever Daughter-in-Law,” 131, “The Great Minu,” 169, “The Blind Men and the Elephant,” 191, “Apollo and Daphne,” 229

Range of Reading and Level of Text Complexity 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.

SE/TE: Retell and Review & Comprehension, 50, 72, 132, 170, 192, 226, 268; also see: Genres and selections: folktales, 15, 44, 46–49, 128–131, 166–169, legends, 66, 68–71, fables, 186, 188–191, myths, 224, 226–229, short stories, 260, 262–267, 293–295; Further Reading, 297

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English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Reading strategies: look for causes and effects, 75, ask questions, 97, reread, 135, use diagrams, 217; Skill Builder (Connect to Reading): draw conclusions, 57, reading literary nonfiction, 117, opinions and evidence, 147; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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.

SE/TE: Reading strategies: understanding main idea and details, 14, 195, summarize, 247; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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.

SE/TE: Reading strategies: look for causes and effects, 75; Skill Builder (Connect to Reading): draw conclusions, 57, text structure, 58, use visuals, 87, main ideas, 88, opinions and evidence, 147, main ideas and details, 177, speeches, 179, procedural texts, 279–280;also see: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

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).

SE/TE: Reading strategies: understanding main idea and details, 14, 195; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

Integration of Knowledge and Ideas 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.

SE/TE: For related material see: “Roberto Clemente,” (biography) 106–108; “Roberto Clemente: A Play,” 109; also see: Skill Builder (Connect to Reading): Visuals in Informational Texts, 87; Media Literacy and Projects, 296

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 reasoning.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

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.

SE/TE: For related material see: from “The Great Society,” 180

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Range of Reading and Level of Text Complexity RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

SE/TE: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252; also see: Nonfiction, 14, 38–41, 76–79, 98–101, 104, 106–109, 136–139, 158–161; Further Reading, 297

English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 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.

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.

SE/TE: Writing a Review: recommendation, 273, outline (introduction), 274

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.

SE/TE: Writing a Review: Model (reasons and examples), 273; Writing Practice (chart and outline), 274

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W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: For related material see: Review: Writing Practice (outline), 274

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.

SE/TE: For related material see: Writing skills: Reviews, 273, 274

W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Review: Writing Practice (outline), 274

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.

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.

SE/TE: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174, Comparisons, 233, 234, Instructions, 257, 258

W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Writing skills: Biographical narratives (timeline), 114, Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

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.

SE/TE: Writing skills: Instructions, 257, 258; also see: Biographical narratives (timeline), 114

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W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: For related material see: Writing skills: Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

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.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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).

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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.

W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Writing Workshop: Short story, 293–295; also see: Writing skills: Personal narratives, 83, 84, Biographical narratives, 113, 114

W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Short story: character, setting, dialogue, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

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.

SE/TE: For related material see: Writing Workshop: Short story, 293–295; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

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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.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

Production and Distribution of Writing W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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.

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

Research to Build and Present Knowledge 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.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

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.

SE/TE: Social Studies, 18–21; Science articles, 22–23, 24–25; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

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W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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]”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

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”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

Range of Writing 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.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

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Common Core Standards for English Language Arts, Grade 9-10

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 9-10 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Comprehension and Collaboration 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.

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; Skill Builder (Connect to Reading): Discuss, 61, 90, 120, 150, 180, 210, 240; Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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 as needed.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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Common Core Standards for English Language Arts, Grades 9-10

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Common Core Standards for English Language Arts, Grade 9-10

Pearson Longman Keystone Building Bridges, ©2013

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.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Directions, 10–11; Maps, 18–19; Timeline, 21; Science Articles, 22–23, 24–25; Mathematics Articles, 26–27, 28–29; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Handbook: Maps, 338–339; Diagrams, 340–341; Graphs, 342–343

SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

Presentation of Knowledge and Ideas 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.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

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.

SE/TE: Projects, 296 (use the Internet and Technology for Research)

SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

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Common Core Standards for English Language Arts, Grades 9-10

Key: SE = Student Edition; TE = Teacher Edition 62

Common Core Standards for English Language Arts, Grade 9-10

Pearson Longman Keystone Building Bridges, ©2013

English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 9-10 Conventions of Standard English L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.1a Use parallel structure.* SE/TE: For related material see: Writing skills: Comparisons, 233, 234; also see: Grammar Handbook: Sentences, 324–325

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.

SE/TE: For related material see: Grammar Handbook: Clauses, 331

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

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

SE/TE: For related material see: Grammar Handbook: Semicolons, 330

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

SE/TE: For related material see: Grammar Handbook: Colons, 330

L.9-10.2c Spell correctly. SE/TE: For related material see: Phonics Handbook, 299–313; also see: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

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Common Core Standards for English Language Arts, Grades 9-10

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Common Core Standards for English Language Arts, Grade 9-10

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Knowledge of Language 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.

L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: Writing Workshop: Edit, 295; also see: Grammar, 52, 82, 112, 142, 172, 202, 256, 272; Grammar Handbook, 314–335

Vocabulary Acquisition and Use 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.

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.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary, 56, 86, 116, 146, 176, 206, 236, 277

L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: Connect to Vocabulary: Roots and Cognates, 86, Roots from Other Languages, 236; also see: Phonics Handbook, 299–313

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.

SE/TE: Handbook: Dictionary, 336–337

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).

SE/TE: Handbook: Dictionary, 336–337

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Common Core Standards for English Language Arts, Grades 9-10

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Common Core Standards for English Language Arts, Grade 9-10

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

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

SE/TE: Connect to Vocabulary: Common Sayings and Expressions, 146; Simile, 193; Descriptive paragraphs, 203, 204

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

SE/TE: Connect to Vocabulary: Synonyms and Antonyms, 56

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.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary: Word Meanings and Histories, 116, Common Sayings and Expressions, 146, Connotation, 176, Roots from Other Languages, 236, Foreign Words, 277

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

Pearson Longman Keystone Building Bridges, ©2013

Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

SE/TE: Reading Strategy: Take Notes, 157; Before You Go On, 39, 41, 59, 61, 99, 101, 150, 159, 161, 180, 249, 251, 270

RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SE/TE: Reading Strategy: Summarize, 247; Retell and Review / Comprehension, 42, 102, 162, 252

RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

SE/TE: Timelines, 20–21; Reading Strategy: Ask Questions, 97, Take Notes, 157, Summarize, 247; Retell and Review / Comprehension, 42, 102, 162, 252

Craft and Structure RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

SE/TE: Vocabulary, 37, 97, 157, 247

RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97; Retell and Review, 42, 102, 162, 252; also see: Before You Go On, 39, 41, 59, 61, 99, 101, 150, 159, 161, 180, 249, 251, 270

RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179; also see: Two speeches on same subject (daytime curfew), 149, 150; Link the Readings, 63, 123, 153

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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Integration of Knowledge and Ideas RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SE/TE: Connect to Reading: Visuals in Informational Articles, 87; Reading Resources Handbook: Maps, 346–347, Diagrams, 348–349, Graphs, 350–351; also see: Photographs and images from social studies articles, 38, 39, 40, 41, 43, 98, 99, 100, 101, 158, 159, 160, 161, 163, 248, 249, 250, 251

RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179

RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179; Two speeches on same subject (daytime curfew), 149, 150; Link the Readings, 63, 123, 153

Range of Reading and Level of Text Complexity RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97, Take Notes, 157, Summarize, 247; “Nomads,” 38–41; “The U.S. Camel Corps,” 59–61; “The Bouncing Ball,” 98–101; “The Daytime Curfew,” 149–150; “Early Writing,” 158–161; “The Great Society,” 180; “Bessie Coleman, American Flyer,” 248–251; “Cher Ami–World War I Hero,” 270

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; Before You Go On, 77, 79, 90, 197, 199

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

SE/TE: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; Retell and Review / Comprehension, 80, 140, 200

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

SE/TE: Science articles, 22–23, 24–25; Mathematics, 26–29; Health and Fitness, 30–31, 32–33; Reading Strategy: Use diagrams, 217; Extension: Models (make a model of earthquake), 81, Family tree, 141

Craft and Structure RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

SE/TE: Vocabulary, 75, 195, 217

RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

SE/TE: Retell and Review, 80, 140, 200; Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; also see: “Earthquakes,” 76–90; “Oil Drilling and Earthquakes,” 89–90; “Family Traits,” 139–139; “Animal Senses,” 196–199; “Amazing Plants,” 218–221

RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

SE/TE: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; also see: Before You Go On, 77, 79, 90, 197, 199

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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Integration of Knowledge and Ideas RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

SE/TE: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31; Connect to Reading: Visuals in Informational Articles, 87; also see: Images and photographs from articles on science and technical subjects, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 33, 74, 75, 76, 77, 78, 79, 89, 90, 134, 135, 136, 137, 138, 139, 196, 197, 198, 199, 217, 218, 219, 220, 221

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; also see: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31

RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

SE/TE: Extension: Models (make a model of earthquake), 81, Family tree, 141; also see: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31

Range of Reading and Level of Text Complexity RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195, Use diagrams, 217 “Earthquakes,” 76–90; “Oil Drilling and Earthquakes,” 89–90; “Family Traits,” 139–139; “Animal Senses,” 196–199; “Amazing Plants,” 218–221

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

Pearson Longman Keystone Building Bridges, ©2013

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes WHST.9-10.1 Write arguments focused on discipline-specific content.

WHST.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 the claim(s), counterclaims, reasons, and evidence. WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST.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. WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: Writing: Critique one of the speeches, 151–152; also see: Writing a Review: recommendation, 273, outline (introduction), 274

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST.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. WHST.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).

SE/TE: Write an informational article on earthquakes and drilling, 91; Writing instructions, 257, 258; also see: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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WHST.9-10.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

SE/TE: Writing skills: Biographical narratives, 113, 114

Production and Distribution of Writing WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

WHST.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.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

WHST.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.

SE/TE: Improve Your Writing Skills, 92, 152; Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

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Science and Technology Grades 9-10

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 9-10

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Research to Build and Present Knowledge WHST.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.

SE/TE: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

WHST.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.

SE/TE: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253; also see: Connect to Reading: Visuals in Informational Articles, 87, Main Ideas and Details, 88, Opinions and Evidence, 147-148

WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97, Take Notes, 157, Summarize, 247; Connect to Reading: Visuals in Informational Articles, 87, Main Ideas and Details, 88, Opinions and Evidence, 147-148; also see: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

Range of Writing WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

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Common Core Standards for English Language Arts, Grades 11-12

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Common Core Standards for English Language Arts, Grade 11–12

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English Language Arts Standards » Reading: Literature » Introduction The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Literature » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Reading Strategies: make inferences, 187; also see: Retell and Review & Comprehension (fiction, poetry, and drama), 50, 72, 132, 170, 192, 226, 268

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.

SE/TE: Skill Builder (Connect to Reading): archetypes, 237, motifs, 238; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268 TE only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SE/TE: Reading strategies: identify characters, plot, and setting, 15, look for problems and solutions, 67, predict, 127; Skill Builder (Connect to Reading): archetypes, 237, fiction (plot structure), 282, point of view, 283; also see: Retell and Review, 50, 72, 132, 170, 192, 226, 268

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Common Core Standards for English Language Arts, Grades 11-12

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Common Core Standards for English Language Arts, Grade 11–12

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Craft and Structure 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.)

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Skill Builder (Connect to Reading): figurative language, 278

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 meaning as well as its aesthetic impact.

SE/TE: Reading strategies: look for problems and solutions, 67, understand chronological order, 105; Skill Builder (Connect to Reading): structure and elements of poetry, 207, comparing works of different genres, 281–282, fiction (plot structure), 282

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).

SE/TE: Understand Irony, 165

Integration of Knowledge and Ideas 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.)

SE/TE: For related material see: Play versions of stories: “A Jewel in the Sand,” 49, “The Trojan Horse,” 71, “The Clever Daughter-in-Law,” 131, “The Great Minu,” 169, “The Blind Men and the Elephant,” 191, “Apollo and Daphne,” 229

RL.11-12.8 (Not applicable to literature) (Not applicable to literature)

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.

SE/TE: For related material see: “Roberto Clemente,” (biography) 106–108; “Roberto Clemente: A Play,” 109; from “The Great Society,” 180

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Range of Reading and Level of Text Complexity 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.

SE/TE: Retell and Review & Comprehension, 50, 72, 132, 170, 192, 226, 268; also see: Genres and selections: folktales, 15, 44, 46–49, 128–131, 166–169, legends, 66, 68–71, fables, 186, 188–191, myths, 224, 226–229, short stories, 260, 262–267, 293–295; Further Reading, 297

English Language Arts Standards » Reading: Informational Text » Introduction The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Reading: Informational Text » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 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.

SE/TE: Reading strategies: look for causes and effects, 75, ask questions, 97, reread, 135, use diagrams, 217; Skill Builder (Connect to Reading): draw conclusions, 57, reading literary nonfiction, 117, opinions and evidence, 147; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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.

SE/TE: Reading strategies: understanding main idea and details, 14, 195, summarize, 247; Skill Builder (Connect to Reading): main ideas, 88, main ideas and details, 177; Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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.

SE/TE: Reading strategies: look for causes and effects, 75; Skill Builder (Connect to Reading): draw conclusions, 57, text structure, 58, use visuals, 87, main ideas, 88, opinions and evidence, 147, main ideas and details, 177, speeches, 179, procedural texts, 279–280;also see: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252

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Craft and Structure 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).

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

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.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

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.

SE/TE: Skill Builder (Connect to Reading): opinions and evidence, 147, main ideas and details, 177, author’s purpose, 178, speeches, 179

Integration of Knowledge and Ideas 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.

SE/TE: For related material see: “Roberto Clemente,” (biography) 106–108; “Roberto Clemente: A Play,” 109; also see: Skill Builder (Connect to Reading): Visuals in Informational Texts, 87; Media Literacy and Projects, 296

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).

SE/TE: For related material see: from “The Great Society,” 180

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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.

SE/TE: For related material see: from “The Great Society,” 180

Range of Reading and Level of Text Complexity 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.

SE/TE: Retell and Review & Comprehension (nonfiction), 42, 80, 102, 110, 140, 162, 200, 222, 252; also see: Nonfiction, 14, 38–41, 76–79, 98–101, 104, 106–109, 136–139, 158–161; Further Reading, 297

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English Language Arts Standards » Writing » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. English Language Arts Standards » Writing » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 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.

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.

SE/TE: Writing a Review: recommendation, 273, outline (introduction), 274

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.

SE/TE: Writing a Review: Model (reasons and examples), 273; Writing Practice (chart and outline), 274

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.

SE/TE: For related material see: Review: Writing Practice (outline), 274

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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.

SE/TE: For related material see: Writing skills: Reviews, 273, 274

W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Review: Writing Practice (outline), 274

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.

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.

SE/TE: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174, Comparisons, 233, 234, Instructions, 257, 258

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.

SE/TE: Writing skills: Biographical narratives (timeline), 114, Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

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.

SE/TE: Writing skills: Instructions, 257, 258; also see: Biographical narratives (timeline), 114

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.

SE/TE: For related material see: Writing skills: Reports (subtopic web), 174, Comparisons (Venn Diagram), 234, Instructions (draw diagrams), 258

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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.

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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).

SE/TE: For related material see: Writing skills: Biographical narratives, 114, Reports, 174, Comparisons, 234, Instructions, 258

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.

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.

SE/TE: Writing Workshop: Short story, 293–295; also see: Writing skills: Personal narratives, 83, 84, Biographical narratives, 113, 114

W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Short story: character, setting, dialogue, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

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).

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

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.

SE/TE: For related material see: Writing Workshop: Short story, 293–295; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

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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.

SE/TE: Short story: beginning, middle, end, 293; also see: Writing skills: Biographical narratives, 113, 114, Personal narratives, 83, 84

Production and Distribution of Writing 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.)

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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.

SE/TE: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276; Writing Workshop, 293–295

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.

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

Research to Build and Present Knowledge 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.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

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.

SE/TE: Social Studies, 18–21; Science articles, 22–23, 24–25; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Projects, 296 (use the Internet and Technology for Research); also see: Writing skills: Reports, 173, 174

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

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”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

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]”).

SE/TE: For related material see: Writing skills: Writing reviews, 273, 274

Range of Writing 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

SE/TE: Writing Workshop: Publish, 295; also see: Writing strategies and assignments, 83, 84, 113, 114, 173, 174, 203, 204, 233, 234, 257, 258, 273, 274, 275, 276

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English Language Arts Standards » Speaking & Listening » Introduction The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. English Language Arts Standards » Speaking & Listening » Grade 11–12 The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Comprehension and Collaboration 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.

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; Skill Builder (Connect to Reading): Discuss, 61, 90, 120, 150, 180, 210, 240; Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

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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.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Directions, 10–11; Maps, 18–19; Timeline, 21; Science Articles, 22–23, 24–25; Mathematics Articles, 26–27, 28–29; Health and Fitness, 30–31, 32–33; Writing Instructions: Illustration, 257; Handbook: Maps, 338–339; Diagrams, 340–341; Graphs, 342–343

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.

SE/TE: Discuss, 47, 61, 120, 150, 180, 190, 194, 199, 289; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269 TE Only: Discuss Theme, 34, 64, 94, 124, 154, 184, 214, 244

Presentation of Knowledge and Ideas 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.

SE/TE: Projects, 296 (use the Internet and Technology for Research); also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269

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.

SE/TE: Projects, 296 (use the Internet and Technology for Research)

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

SE/TE: Tell a Story, 292; also see: Extension, 43, 51, 73, 81, 103, 111, 133, 141, 163, 171, 193, 201, 223, 231, 253, 269; Projects, 296 (use the Internet and Technology for Research)

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The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. English Language Arts Standards » Language » Introduction The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). English Language Arts Standards » Language » Grade 11–12 Conventions of Standard English L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

SE/TE: For related material see: Writing Workshop: Edit, 295; also see: Grammar, 52, 82, 112, 142, 172, 202, 256, 272; Grammar Handbook, 314–335

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.

SE/TE: For related material see: Writing Workshop: Edit, 295; also see: Grammar, 52, 82, 112, 142, 172, 202, 256, 272; Grammar Handbook, 314–335

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

L.11-12.2a Observe hyphenation conventions.

SE/TE: For related material see: 334–343

L.11-12.2b Spell correctly. SE/TE: For related material see: Phonics Handbook, 299–313; also see: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261

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Knowledge of Language 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.

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.

SE/TE: Writing Workshop: Edit, 295; also see: Grammar, 52, 82, 112, 142, 172, 202, 256, 272; Grammar Handbook, 314–335

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.

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.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary, 56, 86, 116, 146, 176, 206, 236, 277

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).

SE/TE: Connect to Vocabulary: Roots and Cognates, 86, Roots from Other Languages, 236; also see: Phonics Handbook, 299–313

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.

SE/TE: Handbook: Dictionary, 336–337

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).

SE/TE: Handbook: Dictionary, 336–337

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

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

SE/TE: Connect to Vocabulary: Common Sayings and Expressions, 146; Simile, 193; Descriptive paragraphs, 203, 204

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

SE/TE: Connect to Vocabulary: Synonyms and Antonyms, 56

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.

SE/TE: Vocabulary, 37, 45, 67, 75, 97, 105, 127, 135, 157, 165, 187, 195, 217, 225, 247, 261; Connect to Vocabulary: Word Meanings and Histories, 116, Common Sayings and Expressions, 146, Connotation, 176, Roots from Other Languages, 236, Foreign Words, 277

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Science and Technology Grades 11-12

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Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

SE/TE: Reading Strategy: Take Notes, 157; Before You Go On, 39, 41, 59, 61, 99, 101, 150, 159, 161, 180, 249, 251, 270

RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

SE/TE: Reading Strategy: Summarize, 247; Retell and Review / Comprehension, 42, 102, 162, 252

RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179; also see: Two speeches on same subject (daytime curfew), 149, 150; Link the Readings, 63, 123, 153

Craft and Structure RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Vocabulary, 37, 97, 157, 247

RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97; Retell and Review, 42, 102, 162, 252; also see: Before You Go On, 39, 41, 59, 61, 99, 101, 150, 159, 161, 180, 249, 251, 270

RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179; also see: Two speeches on same subject (daytime curfew), 149, 150; Link the Readings, 63, 123, 153

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 89

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

Integration of Knowledge and Ideas RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

SE/TE: Maps, 18–19, 21, 246; Connect to Reading: Visuals in Informational Articles, 87; Reading Resources Handbook: Maps, 346–347, Diagrams, 348–349, Graphs, 350–351; also see: Photographs and images from social studies articles, 38, 39, 40, 41, 43, 98, 99, 100, 101, 158, 159, 160, 161, 163, 248, 249, 250, 251

RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179

RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

SE/TE: Connect to Reading: Opinions and Evidence, 147-148, Speeches, 179; Two speeches on same subject (daytime curfew), 149, 150; Link the Readings, 63, 123, 153

Range of Reading and Level of Text Complexity RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97, Take Notes, 157, Summarize, 247; “Nomads,” 38–41; “The U.S. Camel Corps,” 59–61; “The Bouncing Ball,” 98–101; “The Daytime Curfew,” 149–150; “Early Writing,” 158–161; “The Great Society,” 180; “Bessie Coleman, American Flyer,” 248–251; “Cher Ami–World War I Hero,” 270

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 90

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; Before You Go On, 77, 79, 90, 197, 199

RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

SE/TE: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; Retell and Review / Comprehension, 80, 140, 200

RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

SE/TE: Science articles, 22–23, 24–25; Mathematics, 26–29; Health and Fitness, 30–31, 32–33; Reading Strategy: Use diagrams, 217; Extension: Models (make a model of earthquake), 81, Family tree, 141

Craft and Structure RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

SE/TE: Vocabulary, 75, 195, 217

RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

SE/TE: Retell and Review, 80, 140, 200; Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; also see: “Earthquakes,” 76–90; “Oil Drilling and Earthquakes,” 89–90; “Family Traits,” 139–139; “Animal Senses,” 196–199; “Amazing Plants,” 218–221

RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

SE/TE: Connect to Reading: Main Ideas and Details, 88; Reading Strategy: Find main ideas, 195; also see: Before You Go On, 77, 79, 90, 197, 199

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 91

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

Integration of Knowledge and Ideas RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

SE/TE: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31; Connect to Reading: Visuals in Informational Articles, 87; also see: Images and photographs from articles on science and technical subjects, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 33, 74, 75, 76, 77, 78, 79, 89, 90, 134, 135, 136, 137, 138, 139, 196, 197, 198, 199, 217, 218, 219, 220, 221

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

SE/TE: Retell and Review / Comprehension, 80, 140, 200; Reading Strategy: Look for causes and effects, 75, Find main ideas, 195; Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

SE/TE: Extension: Models (make a model of earthquake), 81, Family tree, 141; also see: Answer questions about a diagram, 23; Study a diagram and answer questions, 30, 32; Read the bar graph and answer questions, 31

Range of Reading and Level of Text Complexity RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

SE/TE: Reading Strategy: Look for causes and effects, 75, Find main ideas, 195, Use diagrams, 217 “Earthquakes,” 76–90; “Oil Drilling and Earthquakes,” 89–90; “Family Traits,” 139–139; “Animal Senses,” 196–199; “Amazing Plants,” 218–221

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 92

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes WHST.11-12.1 Write arguments focused on discipline-specific content.

WHST.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 the claim(s), counterclaims, reasons, and evidence. WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. WHST.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. WHST.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. WHST.11-12.1e Provide a concluding statement or section that follows from or supports the argument presented.

SE/TE: Writing: Critique one of the speeches, 151–152; also see: Writing a Review: recommendation, 273, outline (introduction), 274

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 93

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.11-12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. WHST.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. WHST.11-12.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. WHST.11-12.2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. WHST.11-12.2e Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

SE/TE: Write an informational article on earthquakes and drilling, 91; Writing instructions, 257, 258; also see: Writing skills: Biographical narratives, 113, 114, Reports, 173, 174

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 94

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

WHST.11-12.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

SE/TE: Writing skills: Biographical narratives, 113, 114

Production and Distribution of Writing WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

WHST.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.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274

WHST.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.

SE/TE: Improve Your Writing Skills, 92, 152; Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

A Correlation of Pearson Longman Keystone Building Bridges, ©2013 to the Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Key: SE = Student Edition; TE = Teacher Edition 95

Common Core Standards for Literacy in History/Social Studies,

Science and Technology Grades 11-12

Pearson Longman Keystone Building Bridges, ©2013

Research to Build and Present Knowledge WHST.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.

SE/TE: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

WHST.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 specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253; also see: Connect to Reading: Visuals in Informational Articles, 87, Main Ideas and Details, 88, Opinions and Evidence, 147-148

WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Reading Strategy: Preview, 37, Ask Questions, 97, Take Notes, 157, Summarize, 247; Connect to Reading: Visuals in Informational Articles, 87, Main Ideas and Details, 88, Opinions and Evidence, 147-148; also see: Extension: Use the internet to find information, 163; Report (use website), 173; Research famous pilots, 253

Range of Writing WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Writing skills: for biographical narratives, 113, 114, critique one of a speech, 151–152, for reports, 173, 174, for instructions, 257, 258, for writing reviews, 273, 274