A Correlation of, 2014
, 2014 Table of Contents Reading Standards for Literature... 3 Reading Standards for Informational Text... 5 Writing Standards... 7 Speaking and Listening Standards... 12 Language Standards... 14 2
, 2014 Students will: Reading Standards for Literature Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1], 2014 SE/TE: 21, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 236, 237, 242, 247, 250, 252, 253, 257, 261, 266, 267, 272, 276, 278, 279, 297, 304, 328, 342, 358, 370, 395, 400, 452, 460, 474, 486, 507, 510, 526, 534, 548, 560, 576, 580, 628, 638, 650, 664, 679, 681, 684, 728, 736, 751, 753, 754, 830, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232 CCC: 2, 3, 9 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2] SE/TE: 6, 160, 162, 163, 165, 166, 171, 199, 200, 610, 782, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936, 944, 947, 948, 949, 952, 955, 957, 959, 1030 1039 CCC: 15, 16, 22 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3] SE/TE: 6, 7, 8, 12, 14, 43, 48, 50, 51, 53, 57, 64, 69, 125, 130, 134, 135, 141, 144, 146, 149, 160, 162, 163, 165, 166, 171, 187, 198, 199, 200, 202, 204, 207, 208, 209, 255, 307, 313, 318, 319, 320, 321, 324, 329, 333, 334, 336, 339, 343, 347, 371, 610, 708, 711, 782, 784, 944, 947, 948, 949, 952, 955, 957, 959, 1030 1039, 1041 CCC: 28, 29 3
, 2014 Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4] 5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5] 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. [RL.9-10.6], 2014 SE/TE: 347, 351, 355, 359, 367, 371, 608, 610, 614, 617, 625, 627, 629, 633, 637, 639, 643, 649, 651, 656, 657, 659, 661, 663, 665, 676, 693, 764 765, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829, 831, 986, 989, 1001, 1087, 1093, 1109, 1111, 1112, 1114, 1115 CCC: 35, 36, 42 SE/TE: 43, 46, 50, 57, 60, 69, 197, 198, 199, 693, 699, 702, 801, 808, 809, 813, 817, 819, 821, 822, 824, 826, 827, 828, 829, 831, 861, 870, 878, 887, 891, 1041, 1048, 1079, 1082 CCC: 48, 49 SE/TE: 80, 83, 84, 85, 87, 89, 93, 290, 305, 1030 1039, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1078, 1083, 1087, 1092, 1094, 1095, 1096, 1097, 1098, 1099, 1101, 1104, 1107, 1108, 1110, 1115 CCC: 55, 56 Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s Landscape with the Fall of Icarus). [RL.9-10.7] 8. 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). [RL.9-10.9] SE/TE: 734, 735, 935 CCC: 62, 63 SE/TE: 944, 947, 948, 949, 952, 955, 957, 959, 1126, 1129, 1130, 1131, 1132, 1133, 1136, 1137, 1216, 1218, 1219, 1220, 1223, 1224, 1226, 1229, 1230, 1232, 1233 CCC: 69, 70 4
, 2014, 2014 Range of Reading and Level of Text Complexity 9. By the end of, read and SE/TE: CC66 CC67, 190, 191, 420, 421, comprehend literature, including stories, 600, 601, 774, 775, 1024, 1025, 1252, dramas, and poems, in the Grades 9-10 1253 text complexity band proficiently, with scaffolding as needed at the high end of the CCC: 76, 77 range. [RL.9-10.10] Reading Standards for Informational Text Key Ideas and Details 10. Cite strong and thorough textual SE/TE: CC68 CC71, 79, 120, 134, 148, evidence to support analysis of what the 159, 166, 170, 289, 381, 400, 452, 460, text says explicitly as well as inferences 474, 486, 497, 498, 503, 504, 506, 507, drawn from the text. [RI.9-10.1] 510, 511, 534, 571, 576, 580, 675, 943, 985, 1125, 1215 CCC: 84, 85, 91 11. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2] 12. 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. [RI.9-10.3] Craft and Structure 13. 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). [RI.9-10.4] SE/TE: 7, 16 22, 441, 448, 453, 458, 461, 510, 742 747, 938 943 CCC: 97, 98, 104 SE/TE: 428, 465, 471, 472, 475, 479, 480, 481, 483, 485, 486, 487, 519, 523, 525, 527, 531, 535, 539, 546, 549, 554, 561, 566 571, 934 CCC: 110, 111 SE/TE: CC58 CC63, 101, 111, 121, 429, 430, 431, 433, 435, 436, 438, 439, 442, 453, 461, 466, 475, 476, 487, 492 497, 520, 527, 528, 535, 540, 549, 550, 561, 764 765, 1242 1243 CCC: 117, 124 5
, 2014 14. 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). [RI.9-10.5] 15. 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. [RI.9-10.6], 2014 SE/TE: CC68 CC71, 7, 16 22, 154 159, 376 381, 441, 448, 453, 458, 461, 465, 471, 472, 475, 479, 480, 483, 485, 487, 490, 938 943 CCC: 130, 131 SE/TE: CC71 CC73, CC74 CC75, 101, 105, 109, 118, 125, 429, 430, 431, 433, 435, 436, 438, 439, 539, 546, 549, 554, 555, 556, 559, 561, 594, 1193, 1199, 1205 CCC: 137, 138, 144 Integration of Knowledge and Ideas 16. Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7] 17. 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. [RI.9-10.8] 18. Analyze seminal European documents of historical significance (e.g., Magna Carta; English Bill of Rights; The Social Contract, or Principles of Political Right), including how they address related themes and concepts included in United States documents of historical and literary significance. [RI.9-10.9] SE/TE: 476, 477 487, 1244 1245 CCC: 150, 151 SE/TE: CC71 CC73, CC74 CC75, 412 413, 429, 430, 431, 433, 435, 436, 438, 439, 519, 522, 524, 526, 527, 535, 539, 546, 549, 554, 561, 566 571, 1244 1245 CCC: 157, 158 SE/TE: CC78a, CC78b, 539, 542 548, 552 560, 561, 567 570 CCC: 164, 165 Range of Reading and Level of Text Complexity 19. By the end of, read and SE/TE: CC66 CC67, 190, 191, 420, 421, comprehend literary nonfiction in the 600, 601, 774, 775, 1024, 1025, 1252, Grades 9-10 text complexity band 1253 proficiently, with scaffolding as needed at the high end of the range. [RI.9-10.10] CCC: 171, 172 6
, 2014 Writing Standards Text Types and Purposes 20. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1] 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. [W.9-10.1a] 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. [W.9-10.1b] 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. [W.9-10.1c] d. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. [W.9-10.1d] e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e], 2014 SE/TE: CC76 CC77, 71, 172 179, 563, 582 589, 592 593, 667, 933 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189 SE/TE: CC76, 71, 174, 563, 582, 583, 584, 586, 592, 593, 667, 933 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189 SE/TE: CC76, 174, 176, 584, 586, 592, 593, 667 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189 SE/TE: 174, 584, 592 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189 SE/TE: 172, 174, 175, 583, 584, 586, 587 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189 SE/TE: CC76, 178, 588 CCC: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189 7
, 2014 21. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2] a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.9-10.2a] b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate audience s knowledge of the topic. [W.9-10.2b] 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. [W.9-10.2c] d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. [W.9-10.2d] e. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. [W.9-10.2e], 2014 SE/TE: 79, 123, 159, 188, 289, 345, 381, 401, 402 409, 418, 497, 571, 598, 675, 755, 772, 935, 943, 985, 1002 1013, 1016 1017, 1022, 1117, 1125, 1215, 1234 1241, 1250 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 SE/TE: 79, 123, 159, 289, 345, 381, 401, 404, 497, 571, 675, 755, 935, 943, 985, 1005, 1117, 1125, 1215, 1235 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 SE/TE: 403, 404, 405, 406, 1003 1004, 1236 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 SE/TE: 123, 345, 404, 406, 1236, 1238, 1239 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 SE/TE: 123, 345, 404, 1006, 1235, 1236, 1238 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 SE/TE: 123, 345, 406, 407, 935, 1005, 1006, 1018, 1235, 1236, 1238 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 8
, 2014 f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.9-10.2f] 22. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3] 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, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a] b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b] c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c] d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d] e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e], 2014 SE/TE: 345, 402 409, 1002 1013, 1234 1241 CCC: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201 SE/TE: 41, 94 99, 123, 686 691, 1191 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212 SE/TE: 96, 307, 308 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212 SE/TE: 96, 306, 307, 308 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212 SE/TE: 94, 96, 255, 307, 308, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212 SE/TE: 95, 255, 308, 309, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212 SE/TE: 94, 255, 307, 1085 CCC: 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212 9
, 2014 Production and Distribution of Writing 23. 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 20-22 above.) [W.9-10.4], 2014 SE/TE: 79, 94 99, 159, 172 179, 188, 289, 306 311, 381, 402 409, 418, 497, 512 517, 571, 582 589, 598, 675, 686 691, 756 763, 772, 943, 960 965, 985, 1002 1013, 1022, 1125, 1138 1143, 1215, 1234 1241, 1250 CCC: 213, 214 24. 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 the first three standards in the Language strand in Grades K-9.) [W.9-10.5] 25. 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. [W.9-10.6] SE/TE: 94, 96, 97, 99, 173, 174, 177, 179, 306, 308, 309, 311, 403, 404, 406, 407, 409, 512, 514, 583, 584, 587, 589, 596, 686, 687, 688, 689, 691, 757, 758, 761, 763, 960, 962, 963, 965, 1003, 1005, 1006, 1009, 1013, 1138, 1140, 1141, 1143, 1235, 1236, 1238, 1241 CCC: 220, 221 SE/TE: 99, 123, 179, 311, 409, 517, 589, 691, 763, 935, 965, 1013, 1016 1017, 1143, 1241, R47 CCC: 227, 228 10
, 2014 Research to Build and Present Knowledge 26. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7], 2014 SE/TE: 123, 151, 345, 489, 537, 935, 977, 1002 1013, 1191 CCC: 234, 235, 238 27. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8] 28. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9] SE/TE: 123, 151, 345, 489, 537, 935, 977, 980 985, 1002 1013, 1120 1125, 1191, 1210 1215, R36 R37 CCC: 241, 242, 243, 244, 245, 246, 247, 248, 249, 250, 251, 252, 253, 254 SE/TE: 79, 159, 188, 289, 381, 418, 497, 571, 598, 675, 756 763, 772, 943, 985, 1022, 1125, 1215, 1250 CCC: 255, 256, 259, 260 a. Apply Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). [W.9-10.9a] b. Apply Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). [W.9-10.9b] SE/TE: 188, 418, 598, 756 763, 772, 1022, 1250 CCC: 255, 256, 259, 260 SE/TE: 79, 159, 188, 289, 381, 418, 497, 571, 598, 675, 756 763, 772, 943, 985, 1022, 1125, 1215, 1250 CCC: 255, 256, 259, 260 11
, 2014 Range of Writing 29. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.9-10.10], 2014 SE/TE: 79, 94 99, 159, 172 179, 188, 289, 306 311, 381, 402 409, 418, 497, 512 517, 571, 582 589, 598, 675, 686 691, 756 763, 772, 943, 960 965, 985, 1002 1013, 1022, 1125, 1138 1143, 1215, 1234 1241, 1250 CCC: 263, 264, 265, 266, 269, 270, 271, 272 Speaking and Listening Standards Comprehension and Collaboration 30. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. [SL.9-10.1] a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a] 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. [SL.9-10.1b] c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others in discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c] SE/TE: 2, 41, 181, 183, 189, 194, 281, 411, 413, 419, 424, 463, 591, 593, 599, 604, 739, 765, 767, 773, 778, 1015, 1017, 1023, 1028, 1117, 1207, 1243, 1245, 1251 CCC: 274, 275, 276, 277, 278, 279, 280, 281 SE/TE: 41, 189, 281, 419, 463, 599, 739, 773, 1023, 1117, 1207, 1251 CCC: 274, 275, 276, 277, 278, 279, 280, 281 SE/TE: 183, 194, 281, 413, 424, 463, 593, 739, 767, 1017, 1028, 1117, 1207, 1245 CCC: 274, 275, 276, 277, 278, 279, 280, 281 SE/TE: 41, 281, 463, 739, 1028, 1117, 1207 CCC: 274, 275, 276, 277, 278, 279, 280, 281 12
, 2014 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. [SL.9-10.1d] 31. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. [SL.9-10.2] 32. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3] Presentation of Knowledge and Ideas 33. 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. [SL.9-10.4] 34. 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. [SL.9-10.5] 35. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language standards 36 and 38 for specific expectations.) [SL.9-10.6], 2014 SE/TE: 2, 281, 463, 739, 1028, 1117, 1207 CCC: 274, 275, 276, 277, 278, 279, 280, 281 SE/TE: 123, 345, 537, 935, 977, 1016 1017, 1039, 1244 1245 CCC: 282, 283 SE/TE: 281, 412 413, 463, 593, 739, 1017, 1117, 1191, 1207, 1244 1245 CCC: 286, 287, 290 SE/TE: 182 183, 189, 281, 419, 463, 592 593, 599, 739, 766 767, 773, 1016 1017, 1023, 1117, 1191, 1207, 1251 CCC: 293, 294, 297 SE/TE: 123, 345, 537, 935, 977, 1016 1017, 1039 CCC: 300, 301 SE/TE: 181, 182 183, 189, 255, 281, 419, 563, 592 593, 599, 641, 667, 766 767, 773, 1016 1017, 1023, 1117, 1191, 1251 CCC: 302, 303, 306 13
, 2014, 2014 Language Standards 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 (*). Conventions of Standard English 36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1] SE/TE: 40, 70, 97, 99, 122, 129, 150, 177, 182, 217, 254, 280, 309, 311, 322, 342, 344, 372, 406, 407, 409, 462, 488, 514, 515, 517, 536, 562, 587, 589, 592, 640, 666, 689, 691, 716, 738, 760, 761, 763, 831, 932, 965, 976, 1009, 1013, 1016, 1084, 1116, 1141, 1143, 1190, 1206, 1239, 1241, 1244, 1252, R50 R54 CCC: 310, 311, 312, 313 a. Apply rules of subject-verb agreement when the subject has compound parts joined by or with the second element as singular or plural. b. Apply rules of subject-verb agreement with the subjunctive mood. SE/TE: CC78c, CC78d, CC78e, CC78f, CC78g, CC78h SE/TE: CC78c, CC78d, CC78e, CC78f, CC78g, CC78h c. Use parallel structure.* [L.9-10.1a] SE/TE: 429, 539, 546, 549, 561, 587 CCC: 310, 311 d. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b] 37. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2] a. Use commas correctly with non-essential appositives. SE/TE: 406, 666, 689, 738, 932, 963, 976, 1009, 1239 CCC: 312, 313 SE/TE: 40, 99, 179, 311, 589, 761, 1143, 1190, 1206, R52 R54 CCC: 314, 315, 316, 317, 318, 319 SE/TE: CC78c, CC78d, CC78e, CC78f, CC78g, CC78h 14
, 2014 b. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. [L.9-10.2a] c. Use a colon to introduce a list or quotation. [L.9-10.2b], 2014 SE/TE: 1206 CCC: 314, 315 SE/TE: 1206 CCC: 316, 317 d. Spell correctly. [L.9-10.2c] SE/TE: 99, 129, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 CCC: 318, 319 Knowledge of Language 38. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [L.9-10.3] SE/TE: 40, 70, 97, 99, 122, 129, 150, 177, 182, 217, 254, 280, 309, 311, 322, 342, 344, 372, 406, 407, 409, 462, 488, 514, 515, 517, 536, 562, 587, 589, 592, 640, 666, 689, 691, 716, 738, 760, 761, 763, 831, 932, 965, 976, 1009, 1013, 1016, 1084, 1116, 1141, 1143, 1190, 1206, 1239, 1241, 1244, 1252, R50 R54 CCC: 320, 321 a. Write and edit work so that it conforms guidelines in a style manual (e.g., Modern Language Association s MLA Handbook, Turabian s A Manual for Writers) appropriate for the discipline and writing type. [L.9-10.3a] SE/TE: 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 CCC: 320, 321 15
, 2014 Vocabulary Acquisition and Use 39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies. [L.9-10.4], 2014 SE/TE: 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 180 181, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 410 411, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 590 591, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 764 765, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1014 1015, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205, 1242 1243 CCC: 322, 323, 324, 325, 326, 327, 328, 329 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 meaning of a word or phrase. [L.9-10.4a] b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). [L.9-10.4b] SE/TE: CC58 CC63, 185, 237, 253, 415, 590 591, 595, 769, 1019, 1247 CCC: 322, 323 SE/TE: CC58 CC63, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 804, 831, 832, 859, 860, 891, 892, 911, 912, 931, 968, 975, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 CCC: 324, 325 16
, 2014 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. [L.9-10.4c] 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). [L.9-10.4d] 40. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5], 2014 SE/TE: 57, 111, 121, 135, 180 181, 279, 329, 359, 376, 377, 381 CCC: 326, 327 SE/TE: 57, 111, 121, 135, 180 181, 279, 329, 359, 410, 1014 CCC: 328, 329 SE/TE: 57, 180 181, 572, 581, 590 591, 608, 610, 612, 614, 615, 617, 625, 627, 629, 633, 637, 639, 676, 678, 679, 680, 683, 684, 685, 687, 693, 764 765, 1216, 1242 1243 CCC: 330, 331, 332, 333 a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. [L.9-10.5a] b. Analyze nuances in the meaning of words with similar denotations. [L.9-10.5b] 41. 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. [L.9-10.6] SE/TE: 617, 629, 639 CCC: 330, 331 SE/TE: 608, 764 765 CCC: 332, 333 SE/TE: CC58 CC63, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 182 183, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 412 413, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 592 593, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 766 767, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1016 1017, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205, 1244 1245 CCC: 334, 335 17