A Correlation of Keystone Book D 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 Keystone, Book D aligns Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. 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. Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, highinterest 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 English Language Arts, Grade 6... 4 English Language Arts, Grade 7... 20 English Language Arts, Grade 8... 36 Literacy in History/Social Studies, Science and Technology, Grades 6-8... 53 English Language Arts, Grades 9-10... 61 Literacy in History/Social Studies, Science and Technology, Grades 9-10... 79 English Language Arts, Grades 11 12... 88 Literacy in History/Social Studies, Science and Technology, Grades 11-12... 105 Key: SE = Student Edition; TE = Teacher Edition 3
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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 gradespecific 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, 129, analyze text structure, 263, analyze cultural context, 293; also see: Comprehension (fiction, poetry, drama), 14 15, 40, 110, 136, 178 179, 202, 272, 299, 352, 378 379, 418 419, 444; Critical thinking, 76, 156, 234, 318, 398, 478 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. 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: Theme, 195; The Big Question, 4, 18, 32, 44, 88, 100, 114, 124, 168, 182, 194, 206, 246, 260, 276, 290, 330, 344, 356, 368, 410, 422, 436, 448; Reading Strategies: connect ideas, 413; also see: Comprehension, 14, 40, 110, 136, 178, 202, 272, 299, 352, 378, 418, 444 SE/TE: Literary Words: conflict, 101, characterization, 127, motivation, 169, internal conflict, 195, foil, 411, plot, 101, 142; setting, 33; also see: Reader's Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418; Comprehension, (fiction, poetry, drama), 14 15, 40, 110, 136, 178 179, 202, 272, 299, 352, 378 379, 418 419, 444 Key: SE = Student Edition; TE = Teacher Edition 4
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits in overall structure of a text and contributes development of the theme, setting, or plot. RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. 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. RL.6.8 (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: 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; Literary terms, 5, 33, 101, 127, 1169, 195, 261, 291, 345, 369, 411, 437; Key words, 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449 SE/TE: Literary Words: conflict, plot, 101, flashback, foreshadowing, 142, internal conflict, 195, foil, 411; Reading Strategies: analyze text structure, 263; also see: Reader's Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418 SE/TE: Reading Strategies: analyze cultural context, 293; Point of View, 101; also see: Build Background, 4, 168; Grandmother Spider Brings the Sun, 8 13; The Golden Serpent, 172 177 SE/TE: Reader s Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418; Listening and Speaking: Dramatic reading, 352, 444; also see: The Little Prince, 264 271; Poetry, Song and Prose, 344 353 TE Only: Listen and Read, 8 13, 36 39, 94 95, 104 109, 130 135, 172 177, 198 201, 264 271, 294 297, 348 349, 414 417, 440 443 (Not applicable to literature) SE/TE: For related material see: Build Background, 4, 168; Grandmother Spider Brings the Sun, 8 13; The Golden Serpent, 172 177; The Little Prince, 264 271; Poetry, Song and Prose, 344 353 Key: SE = Student Edition; TE = Teacher Edition 5
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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: Comprehension (fiction, poetry, and drama), 14, 40, 110, 136, 178 179, 202, 272 273, 299, 352, 378 379, 418 419, 444; Further Reading, 77, 157, 235, 319, 399, 479; also see literary selections by genre: myth, 8 13, short story, 36 39, 130 135, 294 297, 414 417, folktale, 94 95, novel, 104 109, 198 201, fable, 172 177, drama, 264 271, literary nonfiction, 250 255, 372 377, poetry, 348 349, 440 443 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: Text Analysis (Expository Text): analyzing procedural texts, 61 66; Text Analysis (Persuasive Text): analyze opinions, 221, analyze evidence, 222; Reading Strategy: monitor comprehension, 279; Comprehension (informational text), 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458; Critical thinking, 76, 156, 234, 318, 398, 478 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: Text Analysis (Expository Text): summarizing and critiquing text, 66; Reading Strategy: summarize, 209, identify main idea and details, 249, draw conclusions, 359, evaluate new information, 425; Text Analysis (Persuasive Text): identify controlling idea, 220; In Your Own Words (informational text), 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 Key: SE = Student Edition; TE = Teacher Edition 6
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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). 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. RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits in overall structure of a text and contributes development of the ideas. 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: Text Analysis (Expository Text):, understand author s viewpoint, 65; Text Analysis (Persuasive Text): identify controlling idea, 220, analyze opinions, 221, analyze evidence, 222; Reading Strategies (informational text): identify main idea and details, 249, identify cause and effect, 333, draw conclusions, 359, evaluate new information, 425, make generalizations, 451; also see: Comprehension (informational text), 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 SE/TE: Key words, 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449; also see: 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 SE/TE: Text Analysis (Expository Text): analyzing procedural texts, 61 66, understanding organizational patterns and making inferences, 63; Reading Strategies (informational text): identify main idea and details, 249, identify cause and effect, 333, evaluate new information, 425, make generalizations, 451; also see: Text structures by genre: science text, 22 27, 92 93, 186 189, 280 285, 426 431, 452 457, social studies text, 48 55, 118 121, 210 214, 250 255, 334 339, 360 363, literary nonfiction, 250 255, 372 377 SE/TE: Text Analysis (Expository Text): understand author s viewpoint, 65; Reading Strategies (informational text): distinguish fact from opinion, 185; Text Analysis (Persuasive Text): identify author s purpose, 220, analyze opinions, 221, analyze evidence, 222 Key: SE = Student Edition; TE = Teacher Edition 7
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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. 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. 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: Smithsonian American Art Museum: The Language of Art, 84 85, 164 165, 242 243, 326 327, 406 407, 488 489; Listening and Speaking Workshop: TV documentary, 480 481; also see: Reader s Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418; Producing a Multimedia presentation, 154 155; Listening and Speaking: Dramatic reading, 352, 444 TE Only: Visual Literacy, 2, 86, 166, 244, 328, 408 SE/TE: Reading Strategies (informational text): distinguish fact from opinion, 185; Text Analysis (Persuasive Text): identify author s purpose, 220, analyze opinions, 221, analyze evidence, 222; Helmet Laws: Pro and Con, 224 225; High School Student Uniforms: A Student Debate, 226 227 SE/TE: I Love Pluto, 186 188; Why Pluto Is Not a Planet, 189 Range of Reading and Level of Text Complexity RI.6.10 By the end of the year, read and SE/TE: Comprehension (informational comprehend literary nonfiction in the text): Analyze, 28, 56, 96, 122, 190, 214, grades 6 8 text complexity band 256, 286, 340, 364, 432, 458; Further proficiently, with scaffolding as needed at Reading, 77, 157, 235, 319, 399, 479; also the high end of the range. see: Genre: Informational text, 22 27, 48 55, 92 93, 118 121, 186 189, 210 214, 250 255, 280 285, 334 339, 360 363, 426 431, 452 457 Key: SE = Student Edition; TE = Teacher Edition 8
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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 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: Persuasive Essay: thesis statement, 230, 232; also see: Persuasive writing assignments: opinions, 181, 205, 238, recommendations, 181, supporting main idea with facts and detail, 193, 217, 238, supporting reasons and examples, 238 W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1d Establish and maintain a formal style. W.6.1e Provide a concluding statement or section that follows from the argument presented. SE/TE: Review: recommendations, 181, Persuasive Paragraph: opinions, 205, Speech: supporting reasons and examples, 238 SE/TE: Persuasive writing assignments: supporting main idea with facts and detail, 193, 217, 238, supporting reasons and examples, 238 SE/TE: Persuasive writing assignments: recommendations, 181, opinions, 205, 238, thesis statement, 230, 232 SE/TE: Persuasive Essay: introduction, body paragraphs, and conclusion, 231, 232; Speech: model conclusion, 240 Key: SE = Student Edition; TE = Teacher Edition 9
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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: Expository Writing: thesis statement, 230, 232, supporting main idea with details, 275, 322 325, 5Ws, 367, 402 405, step by step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381 W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2e Establish and maintain a formal style. W.6.2f Provide a concluding statement or section that follows from the information or explanation presented. SE/TE: Expository Writing: provide evidence, 230, supporting main idea with details, 275, 322 325, 5Ws, 367, 402 405, supporting reasons and examples, 381 SE/TE: Expository Writing: step by step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381 SE/TE: Expository Writing: word choice, 74, 403, 472, sequence words, 323, word pictures, 471 SE/TE: Procedural Document: audience and organization, 72, clear writing, 74; Expository Essay: voice and conventions, 323, 403; Interpretative Response: voice and conventions, 472 SE/TE: Procedural Document: introduction, body, conclusion, 73, 74; Expository Essay: model conclusions, 324, 325, 404, 405; Interpretative Response: model conclusion, 473 Key: SE = Student Edition; TE = Teacher Edition 10
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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 SE/TE: Story with starter, 99; Fictional reader by establishing a context and Narrative: list and organize ideas and introducing a narrator and/or details, 160, original plot, 161; also see: characters; organize an event Narrative writing: point of view, 113, sequence that unfolds naturally and dialogue, 139 logically. W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 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. W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3e Provide a conclusion that follows from the narrated experiences or events. SE/TE: Narrative writing: point of view, 113, dialogue, 139; Fictional Narrative: original plot and dialogue, 161; also see: Story with starter, 99 SE/TE: Narrative writing: sequence words, 99; Rewriting a Familiar Story, 113; Fictional Narrative: events presented in sequence, 161 SE/TE: Fictional Narrative: setting, 160; also see: Narrative writing: sequence words, 99, point of view, 113, dialogue, 139 SE/TE: Fictional Narrative: model conclusions, 162, 163; also see: Narrative writing: personal rewriting a familiar story, 113, personal narrative, 139 Key: SE = Student Edition; TE = Teacher Edition 11
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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.) 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. 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: descriptive essay, 80 83, fictional narrative, 160 163, speech, 238 241, expository essay, 322 325, expository essay, 402 405, research report, 482 487; also see: Writing assignments, 17, 31, 43, 59, 80, 99, 113, 125, 139, 160, 181, 193, 238, 259, 275, 289, 301, 321, 343, 355, 367, 381, 402, 435, 447, 461, 484 SE/TE: Writing Workshop (prewrite, draft, revise, edit, publish): descriptive essay, 80 83, fictional narrative, 160 163, speech, 238 241, expository essay, 322 325, expository essay, 402 405, research report, 482 487; also see: Writing assignments, 17, 31, 43, 59, 80, 99, 113, 125, 139, 160, 181, 193, 238, 259, 275, 289, 301, 321, 343, 355, 367, 381, 402, 435, 447, 461, 484 SE/TE: Produce a Multimedia Presentation, 154 155; Media Literacy and Projects, 77, 157, 235, 319, 399, 479; How to Use Technology in Writing, 554; also see: Publish, 83, 163, 241, 325, 405, 487; Key: SE = Student Edition; TE = Teacher Edition 12
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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. 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: Writing Workshop: Research Report, 482 487; also see: Media Literacy and Projects, 77, 157, 235, 319, 399, 479; Research writing: introductory paragraph, 421, classifying paragraphs, 435, main idea support, 447, evaluating sources, 475, quotations and citations, 461; also see: Extension (Research), 57, 97, 123, 191, 215, 287, 299, 365, 433, 459 SE/TE: Research writing: classifying, 435, supporting main idea with examples and explanations, 447, quotations and citations, 461, 477, evaluating, finding sources, 474, gathering and organizing information, 476, supporting main idea with facts and details, 447, 482 487; Conducting Research, 546; Citing Sources, 548 549; How to Use the Internet for Research, 551; How to Evaluate the Quality of Information, 552 553; also see: Extension (Research), 57, 97, 123, 191, 215, 287, 299, 365, 433, 459 W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9a Apply grade 6 Reading SE/TE: Writing an Interpretative Response, standards to literature (e.g., 470 471 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 ). 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: Writing: Critical Analysis, 301; Writing an Interpretative Response, 470 471; also see: Critique, 66, 259 Key: SE = Student Edition; TE = Teacher Edition 13
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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: descriptive essay, 80 83, fictional narrative, 160 163, speech, 238 241, expository essay, 322 325, expository essay, 402 405, research report, 482 487; also see: Writing assignments, 17, 31, 43, 59, 80, 99, 113, 125, 139, 160, 181, 193, 238, 259, 275, 289, 301, 321, 343, 355, 367, 381, 402, 435, 447, 461, 484 Key: SE = Student Edition; TE = Teacher Edition 14
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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: Discussion, 15, 28, 41, 97, 111, 123, 137, 179, 191, 203, 215, 257, 273, 287, 341, 353, 365, 433, 445, 459; Link the Readings: Discussion, 76, 156, 234, 318, 398, 478; Listening and Speaking Workshop: oral report, 400 401, TV documentary, 480 481 SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute topic, text, or issue under discussion. SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SE/TE: Listening and Speaking Workshop: description guessing game, 78 79, skit, 158 159, TV documentary, 480 481; also see: Discussion, 15, 28, 41, 97, 111, 123, 137, 179, 191, 203, 215, 257, 273, 287, 341, 353, 365, 433, 445, 459 SE/TE: Listening Skills & Tips: ask for clarification, 41, 341, wait for speaker to finish before asking question, 123, wait for each speaker to finish before making a comment, 273, listen carefully to see if you agree, 433 SE/TE: Listening Skills & Tips: listen 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 Key: SE = Student Edition; TE = Teacher Edition 15
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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. 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. 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. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SE/TE: Media Literacy and Projects, 77, 157, 235, 319, 399, 479; Producing a Multimedia presentation, 154 155; Listening and Speaking Workshop (evaluate): radio commercial, 237, TV documentary, 481; also see: Reader's Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418 SE/TE: Listening Skills & Tips: listen 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 SE/TE: Listening and Speaking Workshop: how to demonstration, 320 321, oral report, 400 401, TV documentary, 480 481; Producing a Multimedia presentation, 154 155; also see: Media Literacy and Projects, 77, 157, 235, 319, 399, 479 SE/TE: Producing a Multimedia presentation, 154 155; Listening and Speaking Workshop: TV documentary, 480 481; also see: Media Literacy and Projects, 77, 157, 235, 319, 399, 479 SE/TE: Listening and Speaking Workshop: description guessing game, 78 79, skit, 158 159, radio commercial, 236 237, how to demonstration, 320 321, oral report, 400 401, TV documentary, 480 481; also see: Discussion, 15, 28, 41, 97, 111, 123, 137, 179, 191, 203, 215, 257, 273, 287, 341, 353, 365, 433, 445, 459 Key: SE = Student Edition; TE = Teacher Edition 16
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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: Nominative, Objective, and Possessive Pronouns, 313; Grammar Handbook: Pronouns, 509 511 L.6.1b Use intensive pronouns (e.g., myself, ourselves). L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.* L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* 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: Pronouns, 192, 228, 313, 434; Grammar Handbook: Pronouns, 509 511 SE/TE: For related material see: Pronouns, 192, 228, 313, 434; Grammar Handbook: Pronouns, 509 511 SE/TE: For related material see: Pronouns, 192, 228, 313, 434; Grammar Handbook: Pronouns, 509 511 SE/TE: Edit and Proofread, 82, 162, 240, 324, 404, 486; Grammar Handbook, 502-522 Key: SE = Student Edition; TE = Teacher Edition 17
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.2a Use punctuation (commas, SE/TE: Mechanics: Punctuation, 518 523 parentheses, dashes) to set off nonrestrictive/parenthetical elements.* L.6.2b Spell correctly. SE/TE: Word Study: words with le and et, 21, suffixes, 47, 413, long a, i, o, 117, irregular plurals, 171, long and short vowels, 197, prefixes, 185, suffix ful, 249, root words, 303, 333, suffix ness, 359, words with double letters, 439, frequently misspelled words, 451; also see: Edit and Proofread, 82, 162, 240, 324, 404, 486 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: Sentences, 112, 300; Grammar Handbook: Sentences, 516 517 L.6.3b Maintain consistency in style and tone.* SE/TE: Edit and Proofread, 82, 162, 240, 324, 404, 486; Grammar Handbook, 502-522; Citing Sources, 548 549 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: 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; Literary terms, 5, 33, 101, 127, 1169, 195, 261, 291, 345, 369, 411, 437; Key words, 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449 L.6.4b Use common, gradeappropriate Greek or Latin affixes and roots as clues meaning of a word (e.g., audience, auditory, audible). SE/TE: Prefixes, 185; Suffixes, 47, 249, 359, 413 Key: SE = Student Edition; TE = Teacher Edition 18
A Correlation of English Language Arts, Grade 6 English Language Arts, Grade 6 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. 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: Key words (use dictionary), 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449; How to Use Reference Books, 496 497 SE/TE: Key words (use dictionary), 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449; How to Use Reference Books, 496 497 L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.5a Interpret figures of speech SE/TE: For related material see: Word (e.g., personification) in context. Study: idioms, 129, borrowed words, 371, foreign words and phrases, 463 L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). SE/TE: Word Study: Related Words, 91, 279; Synonyms, 209 SE/TE: Word Study: Denotation and Connotation, 39, 135, 174, 297, 374, 440; Related Words, 91, 279 L.6.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. SE/TE: Academic Words (practice), 6, 20, 34, 46, 90, 102, 116, 128, 170, 184, 196, 208, 248, 262, 278, 292, 332, 346, 358, 370, 412, 424, 438, 450 Key: SE = Student Edition; TE = Teacher Edition 19
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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 gradespecific 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, 129, analyze text structure, 263, analyze cultural context, 293; also see: Comprehension (fiction, poetry, drama), 14 15, 40, 110, 136, 178 179, 202, 272, 299, 352, 378 379, 418 419, 444; Critical thinking, 76, 156, 234, 318, 398, 478 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. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). SE/TE: Theme, 195; The Big Question, 4, 18, 32, 44, 88, 100, 114, 124, 168, 182, 194, 206, 246, 260, 276, 290, 330, 344, 356, 368, 410, 422, 436, 448; Reading Strategies: connect ideas, 413; also see: Comprehension, 14, 40, 110, 136, 178, 202, 272, 299, 352, 378, 418, 444 SE/TE: Literary Words: conflict, 101, characterization, 127, motivation, 169, internal conflict, 195, foil, 411, plot, 101, 142; setting, 33; also see: Reader's Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418; Comprehension, (fiction, poetry, drama), 14 15, 40, 110, 136, 178 179, 202, 272, 299, 352, 378 379, 418 419, 444 Key: SE = Student Edition; TE = Teacher Edition 20
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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. RL.7.5 Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 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). RL.7.8 (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: 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; Literary terms, 5, 33, 101, 127, 1169, 195, 261, 291, 345, 369, 411, 437; Key words, 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449 SE/TE: Analyze Text Structure, 263; Elements of Drama, 305 309; Poetic Devices, 388; Sonnets, 389; Play, 264 272, 310 312; Poetry, 284 285, 360 363, 390 391 SE/TE: Reading Strategies: analyze cultural context, 293; Point of View, 101; also see: Build Background, 4, 168; Grandmother Spider Brings the Sun, 8 13; The Golden Serpent, 172 177 SE/TE: Reader s Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418; Listening and Speaking: Dramatic reading, 352, 444; also see: The Little Prince, 264 271; Poetry, Song and Prose, 344 353 TE Only: Listen and Read, 8 13, 36 39, 94 95, 104 109, 130 135, 172 177, 198 201, 264 271, 294 297, 348 349, 414 417, 440 443 (Not applicable to literature) SE/TE: For related material see: Build Background, 4, 168; Grandmother Spider Brings the Sun, 8 13; The Golden Serpent, 172 177; The Little Prince, 264 271; Poetry, Song and Prose, 344 353 Key: SE = Student Edition; TE = Teacher Edition 21
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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: Comprehension (fiction, poetry, and drama), 14, 40, 110, 136, 178 179, 202, 272 273, 299, 352, 378 379, 418 419, 444; Further Reading, 77, 157, 235, 319, 399, 479; also see literary selections by genre: myth, 8 13, short story, 36 39, 130 135, 294 297, 414 417, folktale, 94 95, novel, 104 109, 198 201, fable, 172 177, drama, 264 271, literary nonfiction, 250 255, 372 377, poetry, 348 349, 440 443 Key: SE = Student Edition; TE = Teacher Edition 22
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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: Text Analysis (Expository Text): analyzing procedural texts, 61 66; Text Analysis (Persuasive Text): analyze opinions, 221, analyze evidence, 222; Reading Strategy: monitor comprehension, 279; Comprehension (informational text), 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458; Critical thinking, 76, 156, 234, 318, 398, 478 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. 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: Text Analysis (Expository Text): summarizing and critiquing text, 66; Reading Strategy: summarize, 209, identify main idea and details, 249, draw conclusions, 359, evaluate new information, 425; Text Analysis (Persuasive Text): identify controlling idea, 220; In Your Own Words (informational text), 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 SE/TE: Text Analysis (Expository Text):, understand author s viewpoint, 65; Text Analysis (Persuasive Text): identify controlling idea, 220, analyze opinions, 221, analyze evidence, 222; Reading Strategies (informational text): identify main idea and details, 249, identify cause and effect, 333, draw conclusions, 359, evaluate new information, 425, make generalizations, 451; also see: Comprehension (informational text), 28, 56, 96, 122, 190, 214, 256, 286, 340, 364, 432, 458 Key: SE = Student Edition; TE = Teacher Edition 23
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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. RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute whole and development of the ideas. 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: Key words, 19, 45, 89, 115, 183, 207, 247, 277, 331, 357, 423, 449; also see: 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 SE/TE: Text Analysis (Expository Text): analyzing procedural texts, 61 66, understanding organizational patterns and making inferences, 63; Reading Strategies (informational text): identify main idea and details, 249, identify cause and effect, 333, evaluate new information, 425, make generalizations, 451; also see: Text structures by genre: science text, 22 27, 92 93, 186 189, 280 285, 426 431, 452 457, social studies text, 48 55, 118 121, 210 214, 250 255, 334 339, 360 363, literary nonfiction, 250 255, 372 377 SE/TE: Text Analysis (Expository Text): understand author s viewpoint, 65; Reading Strategies (informational text): distinguish fact from opinion, 185; Text Analysis (Persuasive Text): identify author s purpose, 220, analyze opinions, 221, analyze evidence, 222 Key: SE = Student Edition; TE = Teacher Edition 24
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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). 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. 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: Smithsonian American Art Museum: The Language of Art, 84 85, 164 165, 242 243, 326 327, 406 407, 488 489; Listening and Speaking Workshop: TV documentary, 480 481; also see: Reader s Theater, 14, 40, 110, 136, 178, 202, 272, 298, 378, 418; Producing a Multimedia presentation, 154 155; Listening and Speaking: Dramatic reading, 352, 444 TE Only: Visual Literacy, 2, 86, 166, 244, 328, 408 SE/TE: Reading Strategies (informational text): distinguish fact from opinion, 185; Text Analysis (Persuasive Text): identify author s purpose, 220, analyze opinions, 221, analyze evidence, 222; Helmet Laws: Pro and Con, 224 225; High School Student Uniforms: A Student Debate, 226 227 SE/TE: I Love Pluto, 186 188; Why Pluto Is Not a Planet, 189 Range of Reading and Level of Text Complexity RI.7.10 By the end of the year, read and SE/TE: Comprehension (informational comprehend literary nonfiction in the text): Analyze, 28, 56, 96, 122, 190, 214, grades 6 8 text complexity band 256, 286, 340, 364, 432, 458; Further proficiently, with scaffolding as needed at Reading, 77, 157, 235, 319, 399, 479; also the high end of the range. see: Genre: Informational text, 22 27, 48 55, 92 93, 118 121, 186 189, 210 214, 250 255, 280 285, 334 339, 360 363, 426 431, 452 457 Key: SE = Student Edition; TE = Teacher Edition 25
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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 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: Persuasive Essay: thesis statement, 230, 232; also see: Persuasive writing assignments: opinions, 181, 205, 238, recommendations, 181, supporting main idea with facts and detail, 193, 217, 238, supporting reasons and examples, 238 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. W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W.7.1d Establish and maintain a formal style. W.7.1e Provide a concluding statement or section that follows from and supports the argument presented. SE/TE: Review: recommendations, 181, Persuasive Paragraph: opinions, 205, Speech: supporting reasons and examples, 238 SE/TE: Persuasive writing assignments: supporting main idea with facts and detail, 193, 217, 238, supporting reasons and examples, 238 SE/TE: Persuasive writing assignments: recommendations, 181, opinions, 205, 238, thesis statement, 230, 232 SE/TE: Persuasive Essay: introduction, body paragraphs, and conclusion, 231, 232; Speech: model conclusion, 240 Key: SE = Student Edition; TE = Teacher Edition 26
A Correlation of English Language Arts, Grade 7 English Language Arts, Grade 7 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: Expository Writing: thesis statement, 230, 232, supporting main idea with details, 275, 322 325, 5Ws, 367, 402 405, step by step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381 W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.7.2e Establish and maintain a formal style. W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. SE/TE: Expository Writing: provide evidence, 230, supporting main idea with details, 275, 322 325, 5Ws, 367, 402 405, supporting reasons and examples, 381 SE/TE: Expository Writing: step by step instructions, 289, logical order, 322, cause and effect, 343, ask and answer a question, 367, problem and solution, 381 SE/TE: Expository Writing: word choice, 74, 403, 472, sequence words, 323, word pictures, 471 SE/TE: Procedural Document: audience and organization, 72, clear writing, 74; Expository Essay: voice and conventions, 323, 403; Interpretative Response: voice and conventions, 472 SE/TE: Procedural Document: introduction, body, conclusion, 73, 74; Expository Essay: model conclusions, 324, 325, 404, 405; Interpretative Response: model conclusion, 473 Key: SE = Student Edition; TE = Teacher Edition 27