Bridging the Gap College Reading Readiness High School Edition 2011
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1 A Correlation of College Reading Readiness High School Edition To the
2 A Correlation of, High School Edition, Table of Contents for Reading... 3 for Writing... 8 for Speaking and Listening for Language SE = Student Edition 2
3 A Correlation of, High School Edition, for Reading The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. SE: What Is an Inference?, ; What Is Required to Make a Reasonable Inference?, 340; More Types of Inferences, Inferences from Facts, 354; Inferences About a Speaker or Narrator, ; Inferences Based on Action and Description, ; Using Prior Knowledge to Make Inferences, ; Drawing Conclusions, 362; Reader's Tip: Making Inferences, 363; also see: Check Your Comprehension (inference), 34 35, 43 44, 53 54, , , , , , , , , , , , , , , , , , , Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. SE: Check Your Comprehension (main idea), 34, 43, 53, 118, 130, 140, 194, 218, 253, 262, 274, 307, 321, 331, 394, 437, 446, 454, 506, 534, 542, 552; What Is a Main Idea?, 149; Strategies for Finding the Main Idea, 152; Main Ideas in Sentences, 153; Stated Main Ideas, 155; Reader's Tip: Using Questions to Find the Main Idea, 157; Where Are Stated Main Ideas Located?, 159; Unstated Main Ideas, 168; Unstated Main Ideas in Sentences 169; Unstated Main Ideas in Paragraphs, 171; Interpreting the Main Idea of Longer Selections, 177; Reader's Tip: Getting the Main Idea of Longer Selections, 177; Summary Writing: A Main Idea Skill, 181; Why Summarize?, 181; Reader's Tip: How to Summarize, 182; Summary, 235; also see: Summary Points, 24, 87, 110, 185, 245, 301, 366, 428, 485, 526, 572, 596 SE = Student Edition 3
4 A Correlation of, High School Edition, 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. SE: Strategies for Integrating Knowledge While Reading, 98; Integrating Ideas: How Do Good Readers Think?, 99; Reader's Tip: Using Thinking Strategies While Reading, 100; Metacognition, 101; Reader's Tip: Developing Metacognition for Reading, ; Distinguishing Topics, Main Ideas, and Details: A Closer Look, ; Prior Knowledge and Constructing the Main Idea, 152; Reader's Tip: Using Questions to Find the Main Idea, 157; Where Are Stated Main Ideas Located?, 159; Where Are Stated Main Ideas Located?, ; What Are Major and Minor Details?, 165; Unstated Main Ideas in Paragraphs, ; Interpreting the Main Idea of Longer Selections, ; Organizing Textbook Information, ; Annotating, 287; When to Annotate, ; Note Taking, 291; Organizing Textbook Information, ; Annotating, 287; When to Annotate, ; Note Taking, 291; Reader's Tip: How to Take Notes: The Cornell Method, ; Outlining, 295; How to Outline, ; Reader's Tip: Guidelines for Successful Outlining, 298 SE = Student Edition 4
5 A Correlation of, High School Edition, Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. SE: Build Your Vocabulary, 36, 45, 55, 120, 132, 142, 196, 209, 221, 255, 264, 276, 309, 323, 333, 376, 387, 396, 439, 456, 536, 544, 554; Vocabulary Booster, 89 91, 143, , 279, 334, 400, , , , ; also see: Vocabulary, 57; Remembering New Words, 58 60; Using Context Clues, 61 71; Understanding the Structure of Words, 72 74; Using a Dictionary, 75 76; Word Origins, 77 79; Using a Glossary, 80; Using a Thesaurus, 81; Using Analogies, 82 84; Easily Confused Words, 85; Recognizing Acronyms, 85; Recognizing Transitional Words, 86 88; Increase Word Knowledge, 30, 38, 49, 124, 136, 188, 200, 214, 248, 257, 269, 304, 314, 327, 370, 381, 389, 431, 450, 529, 538, Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. SE: Textbook Organization: The Big Picture, 226; Words That Signal Words That Signal Time or Sequence, Comparison, Contrast, Cause and Effect, Transition, 228; Patterns of Organization in Textbooks, 229; Time Order, Sequence, or Narration, 232; Comparison, 232; Comparison and Contrast, 233; Cause and Effect, 234; Addition, Summary, 235; Location or Spatial Order, 236; Reader's Tip: Patterns of Organization and Signal Words, 237; Clues Organizational Pattern, ; Mixed Organizational Patterns, ; Steps in Analyzing an Argument, 467; Step 1: Identify the Position on the Issue, ; Step 2: Identify the Support in the Argument, ; Step 3: Evaluate the Support, 472; Reader's Tip: Types of Support for Arguments, ; Step 4: Evaluate the Argument, 476; Inductive and Deductive Reasoning, 477; Applying the Four Steps of Critical Thinking, 478; Explanation of the Four Steps, ; Skill Development: Think Critically (about argument), , , SE = Student Edition 5
6 A Correlation of, High School Edition, 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. SE: What Is the Author's Point of View?, 404; What Is Bias?, ; What Is the Reader's Point of View?, ; What Are Fact and Opinion?, 411; Reader's Tip: Questions to Uncover Bias, 412; What Is the Author's Purpose?, ; What Is the Author's Tone?, 419; Reader's Tip: Recognizing an Author's Tone, ; Points of View in Editorial Cartoons, ; Skill Development: Explore Point of View, 436, 445, 453 SE: How to Read Graphic Material, 514; Diagrams, 515; Tables, 516; Maps, ; Pie Graphs, 520; Bar Graphs, 521; Cumulative Bar Graphs, 522; Line Graphs, ; Flowcharts, ; Skill Development: Graphics, 533, 541, SE: Steps in Analyzing an Argument, 467; Step 1: Identify the Position on the Issue, ; Step 2: Identify the Support in the Argument, ; Step 3: Evaluate the Support, 472; Reader's Tip: Types of Support for Arguments, ; Step 4: Evaluate the Argument, 476; Inductive and Deductive Reasoning, 477; Applying the Four Steps of Critical Thinking, 478; Explanation of the Four Steps, ; Skill Development: Think Critically (about argument), , , SE = Student Edition 6
7 A Correlation of, High School Edition, 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. SE: See the Contemporary Focus feature which pairs a contemporary selection with a related work of fiction or nonfiction (representative examples provided here): Contemporary Focus: "With New Law, Obama Calls for More National Service, 48; "Volunteers Help Protect the Environment, 49 51; Contemporary Focus: "Selling Beauty on a Global Scale, 112; "Madame C. J. Walker, ; Contemporary Focus: "Foreign Etiquette for Americans: A Guide to Dos and Don ts Abroad, 123; "Unity in Diversity, ; Contemporary Focus: "Keep It Short, Make It Instant, 247; Instant Message, Instant Girlfriend, 248; Contemporary Focus: "Michelle Obama, 256; "Women in History, ; Contemporary Focus: "Global Business Etiquette, 303; "Watch Your Language, Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary SE: Reading Workshop & Book List for and informational texts independently and Further Reading, 26 28; Four Types of proficiently. Readers, 94; The Stages of Reading, 95; Stage 1: Strategies for Previewing, 96; Reader's Tip: Asking Questions Before Reading, 96 97; Stage 2: Strategies for Integrating Knowledge While Reading, 98; Integrating Ideas: How Do Good Readers Think?, 99; Reader's Tip: Using Thinking Strategies While Reading, 100; Metacognition, 101; Reader's Tip: Developing Metacognition for Reading, ; Stage 3: Strategies for Recalling, 105; Recalling Through Writing, 105; The Three Steps of Recalling, 106; Reader's Tip: Recalling After Reading, 107; also see: Check Your Comprehension (inference), 34 35, 43 44, 53 54, , , , , , , , , , , , , , , , , , , SE = Student Edition 7
8 A Correlation of, High School Edition, for Writing The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SE: Persuasive Writing Opportunities, 193, 206, 306, 330, 492, 533, Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE: Expository Writing Opportunities, 33, 42, 52, 117, 129, 139, 193, 206, 216, 217, 260, 273, 306, 320, 330, 373, 393, , 453, 492, 498, 505, 540; Response to a Short Story, 384; Essay Questions, SE: Narrative Writing Opportunities, 33, 435, 444, 498 SE: Write About the Selection, 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550; also see: Patterns of Organization, 225; What Do Transitional Words Do?, ; Patterns of Organization in Textbooks, 229; Simple Listing, 230; Definition, 230; Description, 231; Time Order, Sequence, or Narration, 232; Comparison, 232; Contrast, 233; Comparison and Contrast, 233; Cause and Effect, 234; Classification, 234; Addition, 235; Summary, 235; Location or Spatial Order, 236; Generalization and Example, 236; Reader's Tip: Patterns of Organization and Signal Words, 237; Clues Organizational Pattern, 238; Mixed Organizational Patterns, 242; Summary Points, 245 SE = Student Edition 8
9 A Correlation of, High School Edition, 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. SE: Students can apply the steps of the writing process as the complete the writing activities. See pages 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550 SE: MyReadingLab, 25 26, 88 89, 110, 186, 245, 302, 367, 429, 486, 527, 573, 596; , 20. Students can use a computer to complete all writing assignments. See pages 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550 SE: For related material see: Contemporary Link, 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550; MyReadingLab, 25 26, 88 89, 110, 186, 245, 302, 367, 429, 486, 527, 573, 596; Organizing Textbook Information, 283; Annotating, ; Note Taking, ; Outlining, ; Mapping, SE: MyReadingLab, 25 26, 88 89, 110, 186, 245, 302, 367, 429, 486, 527, 573, 596; Organizing Textbook Information, 283; Annotating, ; Note Taking, ; Outlining, ; Mapping, ; Writing Assignments, 306, 320, 330 SE: Write About the Selection, 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550 SE = Student Edition 9
10 A Correlation of, High School Edition, Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SE: Write About the Selection, 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550 SE = Student Edition 10
11 A Correlation of, High School Edition, for Speaking and Listening The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SE: Collaborate, 29, 38, 48, 113, 124, 135, 187, 199, 213, 247, 256, 268, 303, 313, 326, 369, 380, 388, 431, 441, 449, 487, 494, 501, 529, 537, 546; Think About It, Talk About It, Write About It, 26, 88, 111, 186, 246, 302, 367, 429, 486, 527, 573, 596 SE: Teachers can encourage students to create presentations based on the writing activities. See pages 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550; also see: Graphic Illustrations, Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. SE: For related material see listening and speaking activities associated with the following sections: Point of View, ; Recognizing an Argument, 467; Steps in Analyzing an Argument, ; Applying the Four Steps to Different Arguments, SE = Student Edition 11
12 A Correlation of, High School Edition, Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SE: Collaborative Study Group Questions, 20 21; Collaborate, 29, 38, 48, 113, 124, 135, 187, 199, 213, 247, 256, 268, 303, 313, 326, 369, 380, 388, 431, 441, 449, 487, 494, 501, 529, 537, 546; Think About It, Talk About It, Write About It, 26, 88, 111, 186, 246, 302, 367, 429, 486, 527, 573, 596. Teachers can encourage students to create presentations based on the writing activities. See pages 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550 SE: Teachers can encourage students to create presentations based on the writing activities. See pages 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550; also see: Graphic Illustrations, SE: Collaborative Study Group Questions, 20 21; Collaborate, 29, 38, 48, 113, 124, 135, 187, 199, 213, 247, 256, 268, 303, 313, 326, 369, 380, 388, 431, 441, 449, 487, 494, 501, 529, 537, 546; Think About It, Talk About It, Write About It, 26, 88, 111, 186, 246, 302, 367, 429, 486, 527, 573, 596 SE = Student Edition 12
13 A Correlation of, High School Edition, for Language The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SE: For related material see: Write About the Selection, 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. SE: Opportunities to address this standard may be found with the following: Write About the Selection, 33, 42, 52, 117, 129, 139, 193, 206, , 252, 260, 273, 306, 320, 330, 373, 384, 393, , , 453, 492, 498, 505, 532, 540, 550 SE: Understanding the Structure of Words, 72 74; Using a Dictionary, 75 76; Word Origins, 77 79; Using a Glossary, 80; Using a Thesaurus, 81; Using Analogies, 82 84; Easily Confused Words, 85; also see: Vocabulary Booster, 89 91, 143, , 279, 334, 400, , , , ; Increase Word Knowledge, 30, 38, 49, 124, 136, 188, 200, 214, 248, 257, 269, 304, 314, 327, 370, 381, 389, 431, 450, 529, 538, 546 SE: Using Context Clues, 61 71; Multiple Meaning Words, 71, 76 77; Using a Dictionary, 75 76; Using a Thesaurus, 81; Build Your Vocabulary, 36, 45, 55, 120, 132, 142, 196, 209, 221, 255, 264, 276, 309, 323, 333, 376, 387, 396, 439, 456, 536, 544, 554 SE = Student Edition 13
14 A Correlation of, High School Edition, 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of 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: Synonyms and Antonyms, 61 62, 83; Analogies, 82 85; Word families, 58 59, 72, 73 75, 601; Figures of Speech, 211; Figurative Language in Essays, 349; Figurative Language in Textbooks, ; Figurative Language in Poetry, ; Appendix 1: ESL: Making Sense of Figurative Language and Idioms, SE: Vocabulary, 57; Remembering New Words, 58 60; Using Context Clues, 61 71; Understanding the Structure of Words, 72 74; Using a Dictionary, 75 76; Word Origins, 77 79; Using a Glossary, 80; Using a Thesaurus, 81; Using Analogies, 82 84; Easily Confused Words, 85; Recognizing Acronyms, 85; Recognizing Transitional Words, 86 88; Increase Word Knowledge, 30, 38, 49, 124, 136, 188, 200, 214, 248, 257, 269, 304, 314, 327, 370, 381, 389, 431, 450, 529, 538, 546; Build Your Vocabulary, 36, 45, 55, 120, 132, 142, 196, 209, 221, 255, 264, 276, 309, 323, 333, 376, 387, 396, 439, 456, 536, 544, 554; Vocabulary Booster, 89 91, 143, , 279, 334, 400, , , , SE = Student Edition 14
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