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Future 4 correlated to College and Career Readiness Standards (CCRS)and GED RLAs, Grades 9-10

College and Career Readiness Anchor

Standards

Common Core Standards forEnglish Language Arts, Grade 9-

10

GED Testing Service’s Reasoning Through Language Arts Assessment

Targets (RLAs)

Future, Level 4

Reading: Literature

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.

Future: For related material see: Reading Skill: Making inferences, 57, 199; also see: Check Your Understanding, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Making inferences, 33


CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

R.2.6 Identify a theme, or identify which element(s) in a text support a theme.R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.R.3.5 Analyze the roles that details play in complex literary or informational texts.

Future: For related material see: Summarizing, 231; Identifying main idea, 10, 117; Making inferences, 57, 199


CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters

R.3.2 Make inferences about plot/sequence of events,

Future: For related material see: Performance reviews and promotions,


(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.

characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

78–79, 198–199, 204

Craft and Structure


CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument.

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145


CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

R.3.1 Order sequences of events in texts.R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within

Future: For related material see: Sequencing, 22, 103, 191; Identifying causes and solutions, 202–203


texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.


CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Future: For related material see: Holidays and celebrations, 46–47, 62

Integration of Knowledge and Ideas


CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Future: For related material see: Academic Skills: Interpreting charts, graphs, and visuals, 137, 156–157, 232

(RL.9-10.8 not applicable to literature)


CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Future: For related material see: Reading Topics, 10–11, 36–37, 56–57, 76–77, 90, 90–91, 116–117, 136–137, 154, 156–157, 161, 176–177, 188–189, 190–191, 216–217, 230–231


Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Future: For related material see: Reading Topics, 10–11, 36–37, 56–57, 76–77, 90, 90–91, 116–117, 136–137, 154, 156–157, 161, 176–177, 188–189, 190–191, 216–217, 230–231Workbook: Reading Skills, 4, 20–21, 52–53, 68–69, 80–81, 92–93, 104–105, 112–113, 128–129, 136–137

Reading: Informational Text

Key Ideas and Details


CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

R.2.3 Make sentence level inferences about details that support main ideas.R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).W.1 Determine the details of what is explicitly stated and make logical inferences or valid claim that square

Future: Reading Skill: Making inferences, 57, 199; also see: Check Your Understanding, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Making inferences, 33


with textual evidence.


CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

R2.1 Comprehend explicit details and main ideas in text.R.2.2 Summarize details and ideas in text.R.2.4 Infer implied main ideas in paragraphs or whole texts.R.2.5 Determine which detail(s) support(s) a main idea.R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.R.3.5 Analyze the roles that details play in complex literary or informational texts.

Future: Identifying main idea, 10, 117; Using details to understand important ideas, 37; Making inferences, 57, 199; Scanning a list for details, 157; Summarizing, 231; also see: Sequencing, 22, 103, 191; Looking for words that signal time order, 191Workbook: Reading Skill: Important Ideas, 21, 69; Summarizing, 137


CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

R.5.2 Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).

Future: Sequencing, 22, 103, 191; Establishing logical order, 102; Identifying causes and solutions, 202–203; also see: Organizing information, 22–23, 43, 63, 83, 103, 123, 143, 182–183, 203Workbook: Reading Skill: Words that signal time order, 113

Craft and Structure


CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.R.4.2/L4.2 Analyze how meaning or tone is affected when one word is replaced with another.R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy


author's intent to convey information or construct an argument.

lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145


CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

Future: Sequencing, 22, 103, 191; Distinguishing between main idea and details, 37, 117; Looking for words that signal time order, 191; Recognizing restatements, 77; Scanning a list for details, 157; Skimming for main idea, 10; Using details to understand important ideas, 37Workbook: Workbook: Reading Skill: Time clauses, 54; Words that signal time order, 113


CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

R.6.1 Determine an author's point of view or purpose of a text.R.6.2 Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpointsR.6.3 Infer an author's implicit as well as explicit purposes based on details in text.R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose.

Future: Identifying author's purpose, 91; also see: Skimming for main idea, 10; Distinguishing between fact and opinion, 177Workbook: Reading Skill: Distinguishing fact from opinion, 105


Integration of Knowledge and Ideas


CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

R.9.1/R.7.1 Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.R.7.3 Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.R.7.4 Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.R.9.2 Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact.

Future: Making comparisons, 46, 222–223, 228; Comparing and contrasting, 222–223; also see: Using charts, 23, 27, 31, 53; Reading a street map, 51; Job training and instructions, 67, 69, 73, 75, 81 ; Natural disasters, 90–91, 102–103; Dangerous weather, 92–97, 103; Reading an evacuation map, 96–97; Car maintenance web site, 132; Interpreting charts, graphs, and visuals, 137, 156–157, 232; Medical history form, 146–147; Safety signs and warnings, 190, 206; Bank web site, 226


CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and

R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition

Future: Distinguishing fact from opinion, 177; also see: Getting advice about job searches, 27–29, 32–33, 34; Consumer protection laws, 136–137; Offering a solution to a problem, 202–203; Dealing with problems, 122–124


sufficient; identify false statements and fallacious reasoning.

of opposites, qualifying statements).R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument's claims build on one another.R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.R.8.6 Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.

Workbook: Reading Skill: Distinguishing fact from opinion, 105


CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Future: For related material see: City government, 58–59; Consumer protection laws, 136–137; Defendants' rights, 214, 222–223; Jury duty, 215

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Future: Reading Topics: Goals and achievements, 10–11; Job interviews, 36–37; Community gardens, 56–57; Workplace safety, 76–77, 190–191; Earthquakes, 90; Emergencies, 90–91, 154; Relocating, 116–117; Vehicle lemon laws, Consumer protection laws,


By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

136–137; Healthy lifestyles, 156–157, 161; After–school programs, 176–177; Employee accident reports, 188–189; DNA evidence, 216–217; Starting a business, 230–231Workbook: Reading Skills, 4, 20–21, 52–53, 68–69, 80–81, 92–93, 104–105, 112–113, 128–129, 136–137

Writing

Text Types and Purposes

CCSS.ELA-Literacy.CCRA.W.1

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the

W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

Future: Writing Genres and Skills: Writing letters of complaint, 122–123; Letter to the Editor (school–related issues), 182–183; Explaining problems and solutions (improving the workplace), 202–203Workbook: Complaint letter, 72; Letter to the Editor, 104


text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.



CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.9-10.2f

W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

Future: Writing Genres and Skills: Writing work–related memos, 82–83; Putting steps of a process in logical order, 102–103; Using time words to signal steps in a process, 142–143; Health care, 162–163; Offering a solution to a problem, 202–203; Legal rights, 222–223; Write an Advice Column, 272



CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS.ELA-Literacy.W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Future: For related assignments see: Writing Genres and Skills: Role models, 22–23; Using sensory details, 162–163; Grammar Reference: Reported Speech, 283; also see: Goals and achievements, 10–11; Holidays and celebrations, 46–47, 62; Neighborhoods and communities, 48–49, 53–57, 62–63Workbook: Write a story, 13

Production and Distribution of Writing



CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Future: Writing Genres and Skills, 22, 42, 43, 62–63, 82–83, 102–103, 122–123, 142–143, 162–163, 182–183, 202–203, 222–223, 242–243


CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)



CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Future: For related material see: Online applications, 16; Car maintenance web site, 132; Medical website, 154; Bank web site, Online advertising, 226; also see: Using charts, 23, 27, 31, 53; Researching, 103, 137; Interpreting charts, graphs, and visuals, 137, 156–157, 232

Research to Build and Present Knowledge


CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

Future: Researching, 103, 137; Team Projects, 263–274; also see: Online applications, 16; Car maintenance web site, 132; Medical website, 154; Bank web site, Online advertising, 226


synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Future: Researching, 103, 137; Team Projects, 263–274; also see: Online applications, 16; Car maintenance web site, 132; Medical website, 154; Bank web site, Online advertising, 226



CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.9-10.9a Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).CCSS.ELA-Literacy.W.9-10.9b Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Future: Reading Skills: Skimming for main idea, 10; Distinguishing between main idea and details, 37, 117; Making inferences, 57; Recognizing restatements, 77; Identifying author's purpose, 91; Using visuals, 137; Scanning a list for details, 157; Distinguishing between fact and opinion, 177; Looking for words that signal time order, 191; Understanding longer sentences, 217; Summarizing, 231

Range of Writing


CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



Speaking & Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Future: Speaking Skills: Having a performance review, 78–79; Communicating with teachers and school personnel, 167, 179, 184; Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124; Reporting medical information, 146–149, 153, 159, 164

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Future: Speaking Topics, 7, 8, 9, 11, 12–13, 18–19, 21, 24, 27, 28–29, 32–35, 37, 39, 41, 44, 46, 49, 50, 53, 55, 57, 59, 61, 62, 64, 67, 69, 70–71, 73, 75, 77, 79, 81, 84, 87, 89, 93, 95–96, 99, 101, 104, 107–113, 115, 117, 118–119, 121, 124, 127, 129, 130–131, 133, 135, 138–139, 141, 144, 144, 146, 147, 149, 150–151, 153, 155, 157, 158–159, 161, 164, 166–167, 169, 171, 173, 177, 179, 181, 184, 191, 193, 195, 197, 201, 204, 206–207, 209, 213, 215, 216–217, 218–219, 221, 224, 226–227, 229, 230–231, 233, 235, 239, 244

CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Future: Speaking Skills: Having a job interview, 39; Having a performance review, 78–79; Communicating with teachers and school personnel, 167, 179, 184


CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Future: Speaking Skills: Having a job interview, 39; Having a performance review, 78–79; Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Future: Speaking Skills: Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124; Communicating with teachers and school personnel, 167, 179, 184


CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Future: Online applications, 16–17; Using charts, 23, 27, 31, 53; Reading a street map, 51; Reading an evacuation map, 96–97; Researching, 103, 137; Interpreting charts, graphs, and visuals, 137, 156–157, 232; Safety signs and warnings, 190, 206; Life ; Online advertising, 226; Skills Reference (forms and budget list), 275–277


CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Future: For related material see: Having a performance review, 78–79; Discussing housing problems with neighbor, landlord, or manager, 107, 112, 118–119, 124


Presentation of Knowledge and Ideas


CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Future: Team Projects, 263–274; also see: Speaking Topics, 7, 8, 9, 11, 12–13, 18–19, 21, 24, 27, 28–29, 32–35, 37, 39, 41, 44, 46, 49, 50, 53, 55, 57, 59, 61, 62, 64, 67, 69, 70–71, 73, 75, 77, 79, 81, 84, 87, 89, 93, 95–96, 99, 101, 104, 107–113, 115, 117, 118–119, 121, 124, 127, 129, 130–131, 133, 135, 138–139, 141, 144, 144, 146, 147, 149, 150–151, 153, 155, 157, 158–159, 161, 164, 166–167, 169, 171, 173, 177, 179, 181, 184, 191, 193, 195, 197, 201, 204, 206–207, 209, 213, 215, 216–217, 218–219, 221, 224, 226–227, 229, 230–231, 233, 235, 239, 244


CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Future: For related material see: Team Projects, 263–274


CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

Future: Speaking Topics, 7, 8, 9, 11, 12–13, 18–19, 21, 24, 27, 28–29, 32–35, 37, 39, 41, 44, 46, 49, 50, 53, 55, 57, 59, 61, 62, 64, 67, 69, 70–71, 73, 75, 77, 79, 81, 84, 87, 89, 93, 95–96, 99, 101, 104, 107–113, 115, 117, 118–119, 121, 124, 127, 129, 130–131, 133, 135, 138–139, 141, 144, 144, 146, 147, 149, 150–151, 153, 155, 157, 158–159, 161, 164, 166–167, 169, 171, 173, 177, 179, 181, 184, 191, 193, 195, 197, 201, 204, 206–207, 209, 213, 215, 216–217, 218–


219, 221, 224, 226–227, 229, 230–231, 233, 235, 239, 244

Language

Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.1

CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*

L.1.6 Edit to ensure parallelism and proper subordination and coordination.

Future: For related material see: Sentence patterns: such...that and so...that statements, 154–155; Adverb clauses of condition and contrast, 220–221

CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Future: Verbs and infinitives, 28–29; Gerunds as objects of prepositions, 34–35; Adverb clauses, 94–95, 168–169, 220–221; Adjective clauses, 174, 175Workbook: Time clauses, 54


CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Future: For related material see: Sentence patterns: such...that and so...that statements, 154–155; Adverb clauses, 94–95, 168–169, 220–221

CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.

Future: For related material see the use of colons in model writing assignments: Cover letters, 42–43; Writing work–related memos, 82–83; Writing letters of complaint, 122–123

CCSS.ELA-Literacy.L.9-10.2c Spell correctly.

Future: For related material see: Check Your Writing, 23, 43, 63, 83, 103, 123, 143, 163, 171, 183, 183, 203, 203, 223, 223, 243; Pronunciation and Spelling, 7, 19, 27, 27, 39, 47, 59, 59, 67, 67, 73, 87, 99, 113, 119, 133, 139, 147, 159, 167, 179, 193, 199, 213, 219, 227, 239Workbook: Contractions, 7, 22, 75; Making Nouns from Verbs, 109; Prefixes, suffixes, 121

Knowledge of Language


CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.L.9-10.3a Write and edit work so that it conforms to the guidelines in a

W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Future: Check Your Writing, 23, 43, 63, 83, 103, 123, 143, 163, 171, 183, 183, 203, 203, 223, 223, 243


style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use


CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Vocabulary, 13, 25, 37, 61, 85, 133, 145

CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Future: For related material see: Grammar: gerunds, 28–29, 34–35; Grammar Reference: Irregular Verbs, 279, Infinitives and Gerunds, 280Workbook: Prefixes, suffixes, 121


CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Future: For related material see: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125

CCSS.ELA-Literacy.L.9-10.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Future: For related material see: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125


CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Future: For related material see: Making small talk, 6–8, 19, 24

CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.

Future: For related material see: List of non-action verbs (emotions, mental states, wants and preferences), 278; non-count nouns (abstract ideas), 284


CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the

Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231

Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments.


college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145

R.5.3 Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose.

Future: Using time words to signal steps in a process, 142–143; Looking for words that signal time order, 191Workbook: Words that signal time order, 113

R.9.3 Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims( and analyze how each text emphasizes different evidence or advances a different interpretation of facts.

Future: For related material see: Getting advice about job searches, 27–29, 32–33, 34; Setting community improvement goals, 53–55, 58–61, 64; Dealing with problems, 122–124; Landlord responsibilities, 112–113, 122–124; Problems with neighbors, 118–121; Defendants' rights, 214, 222–223

L1.1 Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).

Future: For related material see: Check Your Writing, 23, 43, 63, 83, 103, 123, 143, 163, 171, 183, 183, 203, 203, 223, 223, 243

L1.2 Edit to correct errors in straightforward subject-verb agreement.



L.1.3 Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references, and pronoun case.

Future: For related material see: Adjective clauses: relative pronoun as subject of, 174, relative pronoun as object of, 175; Reflexive pronouns, 194–195Workbook: Plural pronouns, 39

L1.4 Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try and win the game).

Future: For related material see: Phrasal verbs, 67, 68, 69; should, ought to, had better, and must, 160–161; Could you...?/ Why don't you...?/ Would you mind...?, 200–201

L1.5 Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements.)

Future: For related material see: Adjective clauses: relative pronoun as subject of, 174, relative pronoun as object of, 175

L1.7 Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases, or collective nouns).


L1.8 Edit to eliminate wordiness or awkward sentence construction.

Future: For related material see: Sentence patterns: negative yes/no questions, 74–75; indirect instructions, commands, and requests, 80–81; tag questions with be/do, 114–115; reported speech, 120–121; embedded wh–questions, 134–135; past perfect statements, questions, and answers, 140–141; such...that and so...that statements, 154–155

L1.9 Edit to ensure effective use of Future: For related material see:


transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.

Sentence patterns: such...that and so...that statements, 154–155; should, ought to, had better, and must, 160–161; Adjective clauses: relative pronoun as subject of, 174, relative pronoun as object of, 175

L2.1 Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences).


L2.2 Edit to eliminate run-on sentences, fused sentences, or sentence fragments.

Future: For related material see: Sentence patterns: negative yes/no questions, 74–75; indirect instructions, commands, and requests, 80–81; tag questions with be/do, 114–115; reported speech, 120–121; embedded wh–questions, 134–135; past perfect statements, questions, and answers, 140–141; such...that and so...that statements, 154–155

L2.3 Edit to ensure correct use of apostrophes with possessive nouns.


L2.4 Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation).

Future: For related material see: Negative yes/no questions, 74–75; Indirect instructions, commands, and requests, 80–81; Embedded wh–questions, 134–135; Tag questions with be/do, 114–115; Reported speech, 120–121; Could you...?/ why don't you...?/ would you mind...?, 200–201

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