A Correlation of Pearson Literature Georgia Edition Grade 10, 2015 To the English Language Arts Georgia s of Excellence Course Number 23.06200 Grade 10
Introduction This document demonstrates how Pearson Literature 2015 meets the English Language Arts Georgia s of Excellence. Correlation page references are to the Student Edition and Teacher s Editions and are cited by page number. Pearson Literature is an exciting new literature program with a unique Instructional Model that supports the critical shifts in literacy. The gradual-release-model emphasizes building knowledge through content-rich nonfiction, reading and writing activities that are grounded in evidence, and providing texts that are appropriately complex and focus on academic vocabulary. Instructional Model The heart of the gradual-release Instructional Model is a focus on Text Sets. These Text Sets consist of an Anchor Text with Related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis. The Instructional Model reflects the learning process as it addresses the instructional shifts in literacy: Part 1 models expectations and strategies for the Close Reading Activities students will perform in the unit; Part 2 provides scaffolded support for reading complex texts, including support for grammar and vocabulary acquisition and for citing text evidence; Part 3 enables students to demonstrate learning without scaffolds. In this section, students build knowledge of a topic through analysis of multiple-genre texts and media in a Text Set; Part 4 presents wholly independent reading opportunities. Close Reading. Personalized Learning Additionally, an instructional focus is paid to developing students' close reading abilities to prepare them for the rigorous tasks they will encounter in upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources. October 14, 2015 Page 2
Table of Contents Reading Literary (RL) Grades Nine/Ten... 4 Reading Informational (RI) Grades Nine/Ten... 6 Writing (W) Grades Nine/Ten... 8 Speaking and Listening (SL) Grades Nine/Ten... 12 Language (L) Grades Nine/Ten... 14 October 14, 2015 Page 3
ELA GSE Grades Nine & Ten Title of Textbook : Pearson Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Reading Literary (RL) Grades Nine/Ten Key Ideas and Details 10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 10RL2 Determine a theme or central idea of text and closely 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. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 4 6, 15, 22 23, 35, 38 39, 49, 52 53, 61, 64 65, 75, 126 127, 302, 346 347, 353, 360 361, 375, 378 381, 389, 392 393, 401, 453, 454, 468, 478, 518, 529, 544 545, 567, 568 569, 591, 592 593, 617, 618 619, 637, 638 639, 655, 705, 745, 758, 772, 785, 820, 825, 839, 908 SE/TE: lii liii, 4 6, 15, 52 53, 61, 106, 107, 126 127, 302, 346 347, 353, 392 393, 401, 404 405, 413, 417, 425, 442, 452, 468, 478, 518, 529, 568 569, 591, 682, 683, 705, 744, 758, 772, 785, 789 790, 843, 859, 876, 908 10RL3 Analyze how complex characters (e.g., those with SE/TE: 4 6, 15, 18 21, 64 65, 75, 106, 107, 126 multiple or conflicting motivations) develop over the 127, 302, 468, 478, 518, 529, 534 535, 544 545, 567, course of a text, interact with other characters, and 592 593, 617, 638 639, 655, 661, 665, 682, 683, 705, advance the plot or develop the theme. 772, 785, 877, 895, 908 Craft and Structure 10RL4 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: 4 6, 38, 106, 126, 302, 346 347, 356 358, 360 361, 392 393, 401, 404 405, 413, 438, 442, 443, 452, 468, 592 593, 682, 704, 744, 758, 908 10RL5 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. 10RL6 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: 4 6, 21, 22 23, 35, 79, 89, 106, 107, 126 127, 346 347, 353, 378 381, 389, 438, 443, 468, 518, 544 545, 568 569, 591, 617, 618 619, 637, 683, 705, 726, 758, 843, 876, 877 SE/TE: 442, 705, 727, 744, 789 790, 792, 801, 804 805, 817, 820, 825, 828, 839, 876, 895, 908 October 14, 2015 Page 4
Integration of Knowledge and Ideas 10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden s poem Musée de Beaux Arts and Breughel s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 10RL8 (Not applicable to literature) 10RL9 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: 251, 263, 638 639, 655, 795, 798, 827, 945 Not applicable according to the Georgia s of Excellence. SE/TE: 377, 438, 452, 453, 704, 726, 894 10RL10 Range of Reading and Level of Text Complexity 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, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. SE/TE: liv lix, 180 181, 340 341, 512 513, 544 545, 766 767, 950 951 October 14, 2015 Page 5
ELA GSE - Grades Nine & Ten Title of Textbook : Pearson Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number 10RI1 Reading Informational (RI) Grades Nine/Ten Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 140, 148, 156, 166, 172, 186, 199, 206 207, 217, 240 241, 247, 277, 278, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 785, 930, 936 10RI2 Determine a central idea of a text and analyze its SE/TE: lii liii, 140, 148, 156, 166, 172, 186, 199, development over the course of the text, including how 206 207, 217, 277, 281, 288, 289, 311, 318, 326, 488, it emerges and is shaped and refined by specific 494, 504, 738, 754, 930, 936 details; provide an objective summary of the text. 10RI3 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: 148, 166, 186, 199, 202 205, 220 221, 229, 240 241, 247, 278, 237, 280, 288, 289, 326, 494, 504, 930, 936 10RI4 10RI5 Craft and Structure 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). 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: 140, 148, 156, 166, 172, 186, 205, 251, 263, 277, 278, 281, 288, 289, 311, 318, 326, 488, 494, 504, 738, 754, 936 SE/TE: 140, 148, 156, 166, 172, 204 205, 206 207, 217, 240 241, 247, 278, 280, 288, 289, 311, 318, 488, 494, 504, 738, 754, 930, 936 10RI6 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: lxii lxiii, 172, 186, 199, 220 221, 229, 232 233, 237, 277, 280, 281, 288, 289, 311, 326, 494, 738, 936 10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different SE/TE: 668 669, 945 mediums (e.g., a person s life story in print and multimedia), determining which details are emphasized in each account. October 14, 2015 Page 6
10RI8 10RI9 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. 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, Nelson Mandela s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts. SE/TE: lxii lxiii, 166, 167, 232 233, 237, 280, 930 SE/TE: liv lix, 186 191, 232 237, 734 739 10RI10 Range of Reading and Level of Text Complexity By the end of grade 9, read and comprehend literary SE/TE: liv lix, 180 181, 340 341, 512 513, 766 nonfiction in the grades 9-10 text complexity band 767, 950 951 proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. October 14, 2015 Page 7
ELA GSE - Grade Nine & Ten Title of Textbook : Pearson Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Writing (W) Grades Nine/Ten Text Types and Purposes 10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: lxiv lxv, 51, 94 101, 167, 173, 178 179, 239, 266 267, 268 275, 290, 338 339, 403, 469, 505, 529, 657, 745, 761, 764 765, 931, 937 SE/TE: lxiv lxv, 94 95, 96, 178 179, 268, 270, 290, 338, 339, 764 765 b. 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. c. 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. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented. SE/TE: lxiv lxv, 94 95, 96, 173, 178 179, 270, 290, 338, 339, 469, 657, 764 765 SE/TE: 94, 96, 98, 167, 178 179, 270 271, 290, 339, 764 765 SE/TE: 94, 98, 173, 179, 271, 273, 290, 339, 764 765 SE/TE: lxiv lxv, 94, 96, 173, 179, 270, 290, 339, 657, 764 765 10W2 Write informative/explanatory texts to examine and SE/TE: lii liii, lxvi lxxix, 63, 89, 128, 141, 157, 199, convey complex ideas, concepts, and information 263, 303, 319, 327, 335, 353, 415, 425, 430 437, 442, clearly and accurately through the effective selection, 455, 479, 507, 510 511, 665, 728, 739, 755, 759, 785, organization, and analysis of content. 819, 827, 859, 864 871, 896, 908, 948 949 October 14, 2015 Page 8
a. Introduce a topic; organize complex ideas, SE/TE: 63, 263, 425, 431, 432, 455, 510 511, 728, concepts, and information to make important 865, 896, 948 949 connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and SE/TE: 63, 89, 415, 425, 433, 455, 510 511, 728, 819, sufficient facts, extended definitions, concrete details, 827, 865, 896, 948 949 quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. SE/TE: 63, 128, 157, 415, 433, 510 511, 729, 859, 896, 948 949 SE/TE: 141, 157, 432, 510 511, 728, 868, 896, 948 949 e. Establish and maintain style and objective tone. SE/TE: 157, 219, 433, 434, 510 511, 728, 896, 948 949 f. Provide a concluding statement or section that SE/TE: 63, 303, 415, 510 511, 728, 948 949 follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 10W3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. SE/TE: 37, 77, 103, 149, 175, 177, 231, 311, 327, 337, 454, 489, 495, 509, 670 677, 679, 733, 763, 803, 923, 943, 945, 947 a. 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: 77, 177, 337, 509, 670, 671, 672, 673, 763, 803, 947 b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. SE/TE: 37, 77, 177, 337, 509, 671, 672, 763, 803, 841, 947 c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. 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: 37, 177, 337, 509, 670, 763, 947 SE/TE: 77, 177, 231, 311, 337, 509, 670, 671, 763, 947 e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. SE/TE: 149, 231, 311, 327, 337, 509, 670, 672, 674, 763, 947 October 14, 2015 Page 9
Production and Distribution of Writing 10W4 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 s 1 3 above.) 10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language s 1 3 up to and including grades 9 10.) SE/TE: 51, 128, 141, 173, 177, 290, 303, 319, 377, 391, 415, 442, 469, 489, 495, 657, 659, 728, 733, 908, 931, 937 SE/TE: lxvi lxxix, 94 101, 128, 177, 178 179, 268 275, 290, 338 339, 430 437, 670 677, 728, 864 871, 948 949 10W6 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. Research to Build and Present Knowledge 10W7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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: 274, 403, 415, 455, 495, 659, 819 SE/TE: lxvi lxxix, 107, 129, 141, 149, 157, 173, 175, 190, 249, 268, 281, 291, 303, 311, 319, 327, 335, 348, 353, 415, 430, 443, 455, 469, 489, 495, 505, 507, 529, 659, 683, 729, 733, 745, 755, 785, 841, 877, 908, 923 10W8 Gather relevant information from multiple SE/TE: lxvi lxxix, 7, 15, 77, 107, 129, 157, 190, 281, authoritative print and digital sources, using 291, 335, 353, 430, 455, 469, 489, 495, 659, 683, 729, advanced searches effectively; assess the usefulness of 785, 841, 923 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. 10W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading s 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: lxx, 7, 15, 96, 141, 149, 173, 303, 311, 319, 327, 338 339, 403, 479, 489, 505, 510 511, 755, 897, 931, 937 SE/TE: 15, 106, 107, 128, 157, 303, 377, 403, 443, 455, 479, 529, 682, 683, 729, 876, 877, 908 b. Apply grades 9 10 Reading s 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: 280, 281, 931, 937 October 14, 2015 Page 10
Range of Writing 10W10 Write routinely over extended time frames (time for SE/TE: 7, 15, 128, 141, 149, 157, 173 research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. October 14, 2015 Page 11
ELA GSE - Grades Nine & Ten Title of Textbook : Pearson Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number 10SL1 Speaking and Listening (SL) Grades Nine/Ten Comprehension and Collaboration 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. Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: 2, 7, 15, 50, 92 93, 105, 128, 157, 167, 173, 176, 184, 190, 199, 279, 290, 303, 311, 319, 327, 336, 345, 348, 353, 391, 454, 469, 495, 505, 508, 516, 659, 683, 728, 733, 739, 745, 755, 762, 770, 819, 908, 923, 931, 937, 945, 946 a. Come to discussions prepared, having read and SE/TE: 37, 176, 336, 508, 946 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. b. 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: 37, 92 93, 176, 336, 508, 946 10SL2 c. 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. d. 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. 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: 63, 176, 336, 443, 508, 659, 770, 946 SE/TE: 63, 107, 176, 336, 508, 659, 770, 946 SE/TE: 862 863, 923 October 14, 2015 Page 12
10SL3 10SL4 10SL5 Evaluate and/or reflect on a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas 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. 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: 239, 266 267, 290, 336, 428 429, 495, 508, 668 669, 754, 946 SE/TE: 92 93, 107, 129, 141, 176, 219, 231, 266 267, 281, 290, 291, 303, 311, 336, 455, 495, 508, 659, 668 669, 683, 733, 745, 759, 762, 877, 908, 931, 946 SE/TE: 266 267, 291, 455, 659, 862 863, 923 10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language s 1 and 3 for specific expectations.) SE/TE: 51, 92 93, 129, 141, 157, 173, 176, 336, 443, 508, 683, 745, 755, 762, 803, 946 October 14, 2015 Page 13
ELA GSE - Grades Nine & Ten Title of Textbook : Pearson Literature, Georgia Edition, Grade 10 State-Funded Course Number: 23.06200 Publisher Name: Pearson Education Inc., publishing as Prentice Hall Date of Copyright: 2015 Number Language (L) Grades Nine/Ten Conventions of English 10L1 Demonstrate command of the conventions of English grammar and usage when writing or speaking. a. Use parallel structure.* SE/TE: 273, 281, 288 Where Taught (If print component, cite page number, if non-print cite appropriate location.) SE/TE: lxxiii, 36, 62, 76, 97, 99, 106, 126, 128, 173, 218, 230, 238, 248, 390, 415, 435, 441, 454, 656, 681, 682, 826, 869 b. Use various types of phrases (noun, verb, SE/TE: 376, 390, 391, 402, 403, 415, 416, 435, 441, adjectival, adverbial, participial, prepositional, 452, 656, 674, 675, 681, 726, 802, 818, 875 absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 10L2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. SE/TE: lxxiv, lxxviii, 36, 128, 376, 377, 441, 677, 840, 841, 875 SE/TE: 126, 840, 841, 875 b. Use a colon to introduce a list or quotation. SE/TE: 96, 840, 841, 875, 896 c. Spell correctly. SE/TE: 101, 275, 280, 337, 437 d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. SE/TE: 101, 275, 677 Knowledge of Language 10L3 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, and to write and to edit 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: lxxiii lxxiv, 126, 167, 230, 231, 452, 681, 704, 726, 869, 874 October 14, 2015 Page 14
Vocabulary Acquisition and Use 10L4 Determine or clarify the meaning of unknown and SE/TE: 38, 64, 74, 90 91, 126, 140, 148, 158, 166, multiple-meaning words and phrases based on grades 173, 206, 216, 289, 310, 318, 377, 426 427, 453, 478, 9 10 reading and content, choosing flexibly from a 494, 504, 704, 726, 755, 894 range of strategies. a. 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: 278, 302, 426 427, 468, 494, 679, 680, 874, 894 b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. 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. d. 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). 10L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 10L6 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: 90 91 SE/TE: 90 91, 264 265, 426 427, 666 667 SE/TE: 90 91, 426 427, 860 861 SE/TE: 37, 239, 249, 289, 327, 358, 377, 392 393, 401, 404 405, 413, 439, 453, 479, 489, 682, 860 861, 894 SE/TE: 358, 377, 392 393, 401, 402, 403, 404 405, 413, 439, 479 SE/TE: 666 667, 726, 867 SE/TE: xlvi li, lxii, 3, 126, 140, 148, 158, 166, 173, 185, 220, 289, 302, 310, 318, 327, 345, 377, 402, 404 405, 415, 453, 478, 489, 494, 504, 517, 704, 726, 755, 771 October 14, 2015 Page 15