prentice hall literature common core edition ©2012 … hall literature common core edition ©2012...

A Correlation of

Prentice Hall Literature Common Core Edition

©2012 Grade 12

to the

Mississippi COMMON CORE STATE STANDARDS

FOR ENGLISH LANGUAGE ARTS Grade Twelve

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Introduction

This document demonstrates how Prentice Hall Literature Common Core Edition ©2012 meets the objectives of the Mississippi Common Core State Standards for English Language Arts. Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.

Prentice Hall Literature Common Core Edition

Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You’ll find everything you need to provide differentiated instruction combined with powerful progress monitoring.

Prentice Hall Literature Common Core Edition is designed to motivate and inspire today’s digital natives—your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies—informational nonfiction such Web sites and newspapers—allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia.

Meet the Challenges of the Common Core

• In-depth support for seamless integration of the Common Core State Standards • Comprehensive coverage of the standards • Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments • Leading author team featuring key contributors to the Common Core

Ensure All Students Achieve

• Systematic approach to helping students read texts of increasing complexity • Scaffolding and modeling ensure that all students can meet the rigors of the Common Core • Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century • Independent reading strand featuring content-area readings and rich literature

Differentiate Instruction and Track Progress

• Online student edition with built-in differentiated instruction • Award-winning technology that automatically matches instruction and text levels to students’ abilities.

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Table of Contents

STRAND Reading Standards for Literature................................................................................. 4 STRAND Reading Standards for Informational Text................................................................. 13 STRAND Writing Standards...................................................................................................... 23 STRAND Speaking and Listening Standards ............................................................................. 43 STRAND Language Standards .................................................................................................. 53 STRAND Language Progressive Skills ...................................................................................... 68

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PEARSON Prentice Hall Literature Common Core Edition ©2012

CORRELATION TO THE COMMON CORE STATE STANDARDS FOR ELA

GRADE TWELVE STRAND Reading Standards for Literature

Pupil Edition Page References

ATE Teacher Edition Page References

Key Ideas and Details Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Comprehending Complex Texts, CC64–CC65; Reading Strategies (Preparing to read complex texts): main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 305, paraphrasing, 42, 45, 48, 51, 52, 53, 58, 61, 65, 309, 668, 670, 880, 883, 887, 888, 893, clarity of meaning, analyze, 342, 343, 350, 353, 358, summarize, 168,

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(Continued)

(Continued) 172, 176, 181, 183, 186, 189, 194, 196, 1366, 1370, 1376, cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242, inferences, draw/support, 300, 305, 1278, author's purpose, 1308, 1310, 1312, 1313, 1315, author's philosophical assumptions, analyze, 958, 974, 1138, 1141, 1148, author's beliefs, analyze, 958, 974, 1086, 1093, 1094, essential message, infer, 1272, 1278, author's assumptions, analyze, 1028, 1030, 1035, 1149

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Standard 2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

SE/TE: Universal themes, compare, 264, 270; Similar themes, analyze, 504, 513, 514, 1316, 1320, 1323, 1325, 1326, 1329, 1330, 1332, 1334, 1337; also see: Writing an Objective Summary, CC62–CC63; Common Core Assessment Workshop: Analyze the Development of Central Ideas, 458, Analyze Development of Themes, 1116, Analyze Themes in Literature, 1484; Theme, 508, 510, 702, 990, 1040, 1043, 1047, 1049, 1050, 1216, 1218, 1242, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268, 1269, 1272, 1308, 1310, 1312, 1313, 1315, 1358, 1363, 1365,

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(Continued)

(Continued) 1388, 1390, 1393, 1396, 1437

Standard 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SE/TE: Characterization, 95, 98, 101, 103, 106, 107, 110, 115, 117, 120, 1340, 1345, 1350, 1354, 1418, 1422, 1423, 1424, 1425, 1427, 1428, 1429, 1430, 1434, 1437, 1439, 1443; Setting, 137, 151, 1340, 1342, 1349, 1351, 1356; Conflict, internal/external, 360, 364, 366, 373, 376, 1340; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; also see: Common Core Assessment Workshop: Analyze Character, 230, Analyze the Development of a Drama, 458, Analyze Character

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(Continued)

(Continued) Development, 1116, Analyze a Key Narrative Element, 1484

Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

SE/TE: Building Academic Vocabulary: Critical Thinking Terms, CC60–CC61; Multiple-meaning words, 152, 502, 894; Figurative language, 296, 299, 774, 852, 855, 858, 864; New vocabulary, relating to familiar words, 676, 766; also see: Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243,

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(Continued)

(Continued) 1270, 1279, 1279, 1357, 1431; Vocabulary Workshop, 224–225, 452–453, 704–705, 930–931, 1110–1111, 1478–1479

Standard 5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

SE/TE: Text structure, analyze, 272, 279, 378, 381, 391, 392, 397, 552, 557; Conflict, internal/external, 360, 364, 366, 373, 376, 1340; Allegory, analyze text structure, 552, 557; Plot, 990, 1216, 1218, 1224, 1226, 1228, 1230, 1237, 1238, 1242; Flashback, 1216, 1296, 1301, 1306; also see: Common Core Assessment Workshop: Analyze the Development of a Drama, 458, Analyze a Key Narrative Element, 1484

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Standard 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SE/TE: Irony, 360, 366, 376, 610, 614, 626, 1072, 1308, 1313, 1315, 1319, 1322, 1323, 1331, 1334, 1337; Satire, 604, 608, 610, 612, 614, 620, 622, 623, 624, 625, 1011; Sarcasm, 626; also see: Common Core Assessment Workshop: Analyze the Impact of Word Choice, 936

Integration of Knowledge and Ideas Standard 7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

SE/TE: Shakespeare on Film, 312–313; Communications Workshop: Oral Interpretation of Literary Work, 702–703; Poster of early production of Macbeth, 414; Contemporary Connection: The Curse of Frankenstein, 769–772; also, after students complete

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(Continued)

(Continued) the play, have them view any two interpretations that you preview for suitability.

Standard 8 (Not applicable to literature)

Standard 9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SE/TE: Students may apply this standard to seminal U.S. texts in Grade 11, using the Prentice Hall Literature: The American Experience textbook. Also, foundational works of British Literature form the core of the contents of this level of Prentice Hall Literature, with selections that include “The Canterbury Tales” (pp. 96, 116, 124, 138); the sonnets of Edmund Spenser (pp. 254, 256, 259, 260) and William

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(Continued)

(Continued) Shakespeare (pp. 275, 276, 278); “A Modest Proposal” by Jonathan Swift (p. 617); and writings by key foundational female authors such as Jane Austen (p. 912), Mary Wollstonecraft Shelley (p. 916), and Charlotte Bronte (p. 1030).

Range of Reading and Level of Text Complexity Standard 10 By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Common Core: Independent Reading, 232, 460, 712, 938, 1118, 1486; Preparing to Read Complex Texts, 233, 461, 713, 939, 1119, 1487

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STRAND Reading Standards for Informational Text



Key Ideas and Details Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Comprehending Complex Texts: Close Read the Text (nonfiction), CC66–CC67; Ask Questions, CC68–CC69; Analyzing Arguments, CC70–CC71; The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Analyzing Legal Meanings and Reasoning, CC74–CC75; Preparing to Read Complex Texts (nonfiction): clarity of meaning, analyze, 82, 85, 86, 89, author's perspective, analyze, 436, 480, 484, 491, author's purpose, 628, 635, 638, 644, 646, 656,

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(Continued)

(Continued) 662, 910, 913, 919, 997, 1002, 1006, author's philosophical assumptions, analyze, 680, 685; also see: Reading for Information: evaluate validity and reliability of a research source, 70–75, summarizing, restating main ideas, 282–291, evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295, analyze cause-and-effect relationships, 1454–1459

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Standard 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

SE/TE: Preparing to Read Complex Texts (nonfiction): summarize, 282, 283, 289, 291, author's philosophical assumptions, analyze, 680, 685, text, challenge, 1444, 1447, 1448, 1453; also see: Reading for Information: summarizing, restating main ideas, 282–291, determine essential message, analyze rhetorical devices, 1284–1295; Common Core Assessment Workshop: Analyze the Development of Central Ideas, 458, Reading Test, 932–933

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Standard 3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

SE/TE: Reading for Information: summarizing, restating main ideas, 282–291, evaluate author’s purpose and perspective, 436–441, evaluate information from charts, graphs, illustrations, 810–817, determine essential message, analyze rhetorical devices, 1284–1295, analyze cause-and-effect relationships, 1454–1459; also see: Historical writing, 82, 85, 88, 89; Social commentary, 95, 107, 110, 120, 746, 749, 753, 910, 914, 919; Ethical appeals, 222, 444, 450; Eyewitness account, 282; Persuasive essay, 442, 445, 678; Point of view, 588, 591, 593, 596,

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(Continued)

(Continued) 1191, 1194, 1195, 1244, 1252, 1257, 1258, 1269; Satire, 604, 608, 610, 612, 614, 620, 622, 623, 624, 625, 626; Social criticism, compare, 1011, 1014, 1016, 1017, 1018, 1020, 1021; Historical investigation, 1096

Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Common Core Workshop: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Connotation, 152; Patterns of word changes, 262, 1357; Vocabulary Workshop, 198–199, 450–451, 678–679, 954–955, 1266–1267, 1458–

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(Continued)

(Continued) 1459; Multiple-meaning words, 502, 894; New vocabulary, relating to familiar words, 676, 766; also see: Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431

Standard 5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

SE/TE: Common Core Workshop: Analyzing Arguments, CC70–CC71, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73, Analyzing Legal Meanings and Reasoning,

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(Continued)

(Continued) CC74–CC75; Social commentary, 95, 107, 110, 120, 746, 749, 753, 910, 914, 919; Debate features, analyze, 899, 900, 902; Appeals, compare, 910; Author's arguments, outline, 1462, 1464, 1467; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; also see: Critical Commentary, 15, 36, 68, 122, 217, 249, 314, 356, 399, 445, 477, 535, 686, 697, 729, 756, 789, 923, 955, 1005, 1052, 1101, 1135, 1201, 1416

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Standard 6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

SE/TE: Common Core Workshop: The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Persuasive techniques, identify / compare, 708, 919; Rhetorical devices, analyze, 896, 897, 909; Modes of persuasion, recognize, 1062, 1063, 1065, 1068, 1070; Author's message, judge, 1394; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; also see: Reading for Information: evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message,

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(Continued)

(Continued) analyze rhetorical devices, 1284–1295

Integration of Knowledge and Ideas Standard 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

SE/TE: Reading for Information, 70–75, 198–213, 282–290, 436–441, 568–581, 598–603, 810–817, 896–909, 1022–1027, 1062–1070, 1284–1295, 1454–1459; also see: Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295; Writing Workshop: Research: historical investigation, 1096–1107

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Standard 8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

SE/TE: Analyzing Legal Meanings and Reasoning (Brown vs. Board of Education), CC74–CC75. In addition, students may apply this standard to seminal U.S. texts in Grade 11, using the Prentice Hall Literature: The American Experience textbook.

Standard 9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

SE/TE: Common Core Workshop: Ask Questions (Preamble of the United States Constitution & The Bill of Rights), CC68–CC69. In addition, students may apply this standard to seminal U.S. texts in Grade 11, using the Prentice Hall Literature: The American Experience textbook.

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Range of Reading and Level of Text Complexity Standard 10 By the end of Grade 12, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

SE/TE: Common Core: Independent Reading, 232, 460, 712, 938, 1118, 1486; Preparing to Read Complex Texts, 233, 461, 713, 939, 1119, 1487

STRAND Writing Standards



Text Types and Purposes Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

SE/TE: Common Core Workshop: Composing an Argument, CC76–CC77; Writing Workshop: Write a Persuasive Essay (Argument), 442–449; Writing lessons: editorial, 32, 663, persuasive sermon, 136, public service announcement, 514, persuasive speech, 745, response to literature, 1051

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Standard 1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

SE/TE: Common Core Workshop: Composing an Argument (introducing the claim), CC76; Persuasive essay: Topic, choose/narrow, 443, Rhetorical devices, use, 444, Professional Models: Persuasive essay (Kermode), 445, Logical flow, follow, 446, Opinions, support with facts, 447, Student Models: Essay, persuasive, 448; also see: Writing Lesson skills: Arguments, anticipate/refute, 136, 418, 663, 745, 1051, 1243, Evidence, gather, 226, 454, 706, Position, summarize, 418, Position, establish, 663, 745, 1051, 1095, 1243, 1279,

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(Continued)

(Continued) Evidence and support, ensure, 975, Position, clarify, 1206, Opinion, defend, 1431

Standard 1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

SE/TE: Common Core Workshop: Composing an Argument (developing the claim), CC76; Persuasive essay: Details, gather, 443, Elaboration, provide, 444, Opinions, support with facts, 447; also see: Writing Lesson skills: Evidence, gather, 226, 454, 706, Evidence and support, ensure, 975, Position, clarify, 1206

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Standard 1.c Use words, phrases, and clauses as well as varied syntax 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.

SE/TE: Persuasive essay: Transition words, use, 446, Ideas, organize, 447; also see: Transition words, 988

Standard 1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Persuasive essay: Rhetorical devices, use, 444, Professional Models: Persuasive essay (Kermode), 445, Weak language, replace, 446, Style, develop, 447, Student Models: Essay, persuasive, 448; also see: Writing Lesson skills: Persuasive techniques, use, 32, 745, 1112, Position, establish, 663, 1051, 1095, 1243, 1279, Position, clarify, 1206, Opinion, defend, 1431

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Standard 1.d Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Common Core Workshop: Composing an Argument (concluding section), CC76; Persuasive essay: Closing strategy, 538, 794

Standard 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.

SE/TE: Common Core Workshop: Writing an Objective Summary, CC62–CC63; Writing Workshop: Write a Write a Reflective Essay, 694–701, Create a Multimedia Presentation, 920–927, Historical Investigation (Write a Report), 1096–1107; also see: Writing (explanatory and informative texts), 75, 262, 435, 551, 676, 809, 975, 1027, 1038, 1168, 1215, 1315, 1337,

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(Continued)

(Continued) 1365, 1376, 1453, 1459, 1467; Performance Tasks: Writing essays, 230, 458, 710, 936, 1116, 1484; Research task: Research Report, 213, 291, 581, 1070

Standard 2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Reflective essay: Choosing your topic, 695, Decide where to start, 696, Balance narration with reflection, 698, Moving from personal to universal, 699; also see: Writing Lesson skills: Opening strategy, 136, 216, 341, 398, 418, 444, 538, 696, 794, 1098, 1431, Closing strategy, 216, 306, 538, 794, Outline, develop, 492, 538, 745, 794, 1168, 1243, Opening, strengthen, 538,

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(Continued)

(Continued) 794, Organization, review, 894, 1100, 1472

Standard 2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Reflective essay: Gathering details, 695, Providing elaboration, 696, Balance narration with reflection, 698, Moving from personal to universal, 699; Research: Historical investigation: Background information, review, 1095, Citations, provide, 1102; also see: Writing Lesson skills: Details, add, 280, 1051, 1472; Details, place for emphasis, 754; Details, verify, 538; Supporting details/evidence, add, 745, 794, 1206, 1243, 1279; Evidence and support, ensure, 975

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Standard 2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: Reflective essay: Make connections, 695; Revising your overall structure, 698; Research: Historical investigation: Logical organization, plan, 1098; also see: Writing Lesson skills: Transition words, use, 446, 922, 988

Standard 2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

SE/TE: Reflective essay: Develop your style, Personal voice, 699; Research: Historical investigation: Style, develop, 1103; also see: Writing Lesson skills: Vivid language, use, 197, 341, 446, 663, 851, Vocabulary, broaden, 226, 932, 1112, Technical language, use, 988, Consistent tone, adopt, 1186

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Standard 2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Reflective essay: Develop your style, Personal voice, 699; Research: Historical investigation: Style, develop, 1103; also see: Writing Lesson skills: Style, develop, 219, 447, 925, 1099, 1103, Style, use consistent, 306, Stylistic devices, improve, 645

Standard 2.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).

SE/TE: Writing Lesson skills: Closing strategy, 216, 306, 538, 794

Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SE/TE: Writing Workshop: Autobiographical Narrative, 214–221, Reflective essay, 694–698, 700–701, Short Story, 1468–1475; Writing Lesson: interior monologue, 197, 865, parable, 306, mock-heroic poem,

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(Continued)

(Continued) 645, autobiographical narrative, 766, poem, 1186, scene from an absurd drama, 1387, parody, 1399

Standard 3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Autobiographical narrative: Find your insight, 215, Start out strong, 216, Clarify time and place, 218; Narration: short story: Choosing your topic, 1469, Establish tense and point of view, 1470, Using snapshots to grab reader’s attention, 1472; also see: Writing Lessons: Parable, 306, Autobiographical narrative, 766, Parody, 1399

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Standard 3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Autobiographical narrative: Highlight a striking conflict, 216, Add interior monologue, 218; Narration: short story: Draw setting, Create a story chart, Improvise dialogue, 1469, Establish tense and point of view, 1470, Check for consistency (tense, point of view), 1472, Using punctuation in dialogue, 1473; also see: Writing Lessons: Parable, 306, Autobiographical narrative, 766, Parody, 1399

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Standard 3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

SE/TE: Autobiographical narrative: Pace your writing, 216, Revising overall structure, 218; Narration: short story: Shaping your writing, 1470, Revising overall structure, 1472; also see: Writing Lessons: Parable, 306, Autobiographical narrative, 766, Parody, 1399

Standard 3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Autobiographical narrative: Vivid word choice, 219; Narration: short story: Draw setting, 1469, Show, do not tell, 1470, Word choice, 1472, Develop your style, 1473; also see: Writing Lessons: Parable, 306, Autobiographical narrative, 766, Parody, 1399

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Standard 3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: For related material see: Autobiographical narrative: End well, 216, Revising overall structure, 218; Narration: short story: Revising overall structure, 1472; also see: Writing Lessons: Parable, 306, Autobiographical narrative, 766, Parody, 1399

Production and Distribution of Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Common Core Workshop: Writing an Objective Summary, CC62–CC63, Composing an Argument, CC76–CC77; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; also see: Writing Lesson, 66, 121, 136, 153, 197,

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(Continued)

(Continued) 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1186, 1206, 1243, 1270, 1307, 1431; Common Core Performance Tasks: Writing, 230, 458, 710, 936, 1116, 1484

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Standard 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.

SE/TE: Writing Workshop: Prewriting, 215, 443, 695, 921, 1097, 1469; Drafting, 216, 444, 696, 922, 1098, 1470; Revising, 218, 446, 698, 924, 1100, 1472; Editing and Proofreading, 221, 449, 701, 927, 1475; Publishing and Presenting, 221, 449, 701, 927, 1107, 1475; also see: Writing Lesson (prewriting, drafting, revising), 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1186, 1206, 1243, 1270, 1307, 1431

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Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Writing Workshop: Publishing and Presenting, 221, 449, 701, 927, 1107, 1475; also see: Writing Workshop: Multimedia Presentation, 920–927; Writing Lesson: Multimedia Presentation Plan, 627, 1365, Internet Publication, 701

Research to Build and Present Knowledge Standard 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; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Workshop: Multimedia presentation, 920–927, Research: historical investigation, 1096–1107; also see: Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295

39

Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Historical investigation: Background information, review, 1095; Logical organization, plan, 1098; Topic sentences, place effectively, 1100; Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295; also see: Reading for Information: digital reference tools: online encyclopedia article, Wikipedia article, 70–75, brochure, web site homepage, 1022–1027, technical documents: technical article, press release, 1454–1459

40

Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SE/TE: Common Core Assessment Workshop: Writing about literature and informational texts, 230, 458, 710, 936, 1116, 1484; also see: Writing lessons (response to and analysis of literature), 153, 166, 280, 359, 435, 454, 538, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307

Standard 9.a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

SE/TE: Writing lessons (response to and analysis of literature), 153, 166, 280, 359, 435, 454, 538, 809, 851, 894, 932, 1051, 1084, 1150, 1168, 1206, 1243, 1270, 1307; also see: Common Core Assessment Workshop: Writing about literature,

41

(Continued)

(Continued) 204, 456, 684, 960, 1272, 1464

Standard 9.b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

SE/TE: Common Core Assessment Workshop: Writing about informational texts, 204, 456, 684, 960, 1272, 1464; also see: Compare-and-contrast essay, 226, 271, 551, 1021, 1215; Analytical essay, 398

Range of Writing Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SE/TE: Common Core Workshop: Writing an Objective Summary, CC62–CC63, Composing an Argument, CC76–CC77; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; also see: Writing Lesson, 66, 121, 136, 153, 197,

42

(Continued)

(Continued) 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1186, 1206, 1243, 1270, 1307, 1431; Common Core Performance Tasks: Writing, 230, 458, 710, 936, 1116, 1484

43

STRAND Speaking and Listening Standards



Comprehension and Collaboration Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: Speaking and Listening (Collaboration): small-group discussion, 15, 249, panel discussion, 16, debate, 478, book talk, 1136; Performance Tasks (Common Core Assessment Workshop): Small Group Discussion, 231, 937, 1117; Tips for Discussing Literature, R55; Oral and Visual Communication: Listening Critically, R56; also see: Communications Workshop: comprehension and collaboration, 223, 451, 703, 929, 1109, 1477

44

Standard 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.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; also see: Speaking and Listening (Collaboration): small-group discussion, 15, 249, panel discussion, 16, debate, 478, book talk, 1136; Performance Tasks (Common Core Assessment Workshop): Create a list of questions designed to promote discussion, 231, 1117; Tips for Discussing Literature, R55

45

Standard 1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SE/TE: Speaking and Listening (Collaboration): small-group discussion, 15, 249, panel discussion, 16, debate, 478, book talk, 1136; Peer review, 218, 446, 597, 698, 924, 1100, 1186, 1472; Performance Tasks (Common Core Assessment Workshop): Small Group Discussion, 231, 937, 1117; Tips for Discussing Literature, R55; also see: Communications Workshop: comprehension and collaboration, 223, 451, 703, 929, 1109, 1477

46

Standard 1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; also see: Speaking and Listening (Collaboration): small-group discussion, 15, 249, panel discussion, 16, debate, 478, book talk, 1136; Performance Tasks (Common Core Assessment Workshop): Small Group Discussion, 231, 937, 1117; Tips for Discussing Literature, R55

47

Standard 1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SE/TE: Performance Tasks (Common Core Assessment Workshop): Respond thoughtfully to diverse perspectives and points of view, 231, Respond thoughtfully to each other’s ideas, 937, Respond thoughtfully to diverse perspectives, 1117; also see: Speaking and Listening (Collaboration): small-group discussion, 15, 249, panel discussion, 16, debate, 478, book talk, 1136; Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; Tips for Discussing Literature, R55

48

Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SE/TE: Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295; also see: Writing Workshop: Multimedia Presentation, 920–927, Publishing and Presenting, 1475; Communication Workshop: Political advertisement (non-print) analyze, 928–929;Entertainment Media, analyze, 1108–1109, Media coverage of same event, analyze, 1476–1477

49

Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SE/TE: Communications Workshop: persuasive speech, evaluate, 222–223, peer evaluation for persuasive speech, 451, evaluation form for oral interpretation, 703, entertainment media, analyze, 1108–1109, media coverage of same event, analyze, 1476–1477; also see: Performance Tasks (Common Core Assessment Workshop): Respond thoughtfully to diverse perspectives and points of view, 231, Respond thoughtfully to each other’s ideas, 937, Respond thoughtfully to diverse perspectives, 1117

50

Presentation of Knowledge and Ideas Standard 4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SE/TE: Communications Workshop: persuasive speech, deliver, 450–451, oral interpretation of literary work, write and deliver, 702–703; Writing Workshop: Multimedia presentation, 920–927; also see: Speaking and Listening: multimedia “welcome talk,” 250, media evaluation, 477, debate, 478, press conference, 730, multimedia presentation, 956, presentation on varieties of English in school and community, 1135, book talk, 1136; Performance Tasks (Common Core Assessment Workshop):

51

(Continued)

(Continued) Speaking and Listening, 231, 459, 711, 937, 1117, 1485

Standard 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.

SE/TE: Speaking and Listening: multimedia “welcome talk,” 250, media evaluation, 477, multimedia presentation, 956; Writing Workshop: Multimedia Presentation, 920–927, Publishing and Presenting, 1475; Writing Lesson: Multimedia Presentation Plan, 627, 1365, Internet Publication, 701

52

Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

SE/TE: Communications Workshop: persuasive speech, deliver, 450–451, oral interpretation of literary work, write and deliver, 702–703; Writing Workshop: Multimedia presentation, 920–927; also see: Speaking and Listening: multimedia “welcome talk,” 250, media evaluation, 477, debate, 478, press conference, 730, multimedia presentation, 956, presentation on varieties of English in school and community, 1135, book talk, 1136; Performance Tasks (Common Core Assessment Workshop): Speaking and

53

(Continued)

(Continued) Listening, 231, 459, 711, 937, 1117, 1485

STRAND Language Standards



Conventions of Standard English Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Conventions and Style Handbook, R58–R65

54

Standard 1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

SE/TE: The Changing English Language: Beginnings of English, 7, A Man of Fire-New Words, 241, No Harmless Drudge, He, 469, The Romantic Age, 723, Euphemisms: the Fig Leaves of Language, 949, Britspeak, A to Zed, 1129; Dialect, 732, 741, 744; Diction, 779, 792, 1366, 1376; Commonly Confused Words, R62–R63; also see: Vocabulary Workshop: Dictionaries and other resources, 224–225, Words from mythology, 452–453, Etymology: political science/history terms, 704–705, Etymology of science, medical, mathematical terms,

55

(Continued)

(Continued) 930–931, Idioms, 1110–1111, Cognates and borrowed words, 1478–1479

Standard 1.b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

SE/TE: Commonly Confused Words, R62–R63; Writing Workshops: Editing and Proofreading, 221, 449, 701, 927, 1475; Life of the English Language: Using a Dictionary and Thesaurus, R14; also see: Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339

56

Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SE/TE: Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Conventions and Style, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Conventions and Style Handbook, R58–R65

Standard 2.a Observe hyphenation conventions.

SE/TE: For related material see: Conventions and Style Handbook: Punctuation, R64

Standard 2.b Spell correctly.

SE/TE: Spelling errors, 221, 449, 701, 1107, 1475; Spelling Rules, R65; also see: Vocabulary Acquisition and Use (word analysis), 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754,

57

(Continued)

(Continued) 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431

Knowledge of Language Standard 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.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; The Changing English Language: Beginnings of English, 7, A Man of Fire-New Words, 241, No Harmless Drudge, He, 469, The Romantic Age, 723, Euphemisms: the Fig Leaves of Language, 949, Britspeak, A to Zed, 1129; Dialect, 732, 741, 744; Diction, 779, 792, 1366,

58

(Continued)

(Continued) 1376; Commonly Confused Words, R62–R63; also see: Vocabulary Workshop: Dictionaries and other resources, 224–225, Words from mythology, 452–453, Etymology: political science/history terms, 704–705, Etymology of science, medical, mathematical terms, 930–931, Idioms, 1110–1111, Cognates and borrowed words, 1478–1479

59

Standard 3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

SE/TE: Writer's Toolbox: Sentence fluency, 1099, 1473; Sentence order, normal/inverted, 1339; also see: Grammar and Style Lesson: Using Coordinating Conjunctions, 67; Subordinating Conjunctions, 263; Grammar, Usage, and Mechanics Handbook: Sentence Structure, R60

60

Vocabulary Acquisition and Use Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

SE/TE: Multiple-meaning words, 152, 502, 894; also see: Vocabulary Acquisition and Use (word analysis), 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431

Standard 4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

SE/TE: Vocabulary Acquisition and Use (context clues), 225, 453, 705, 931, 1111; also see: Context clues, check, 137, 140, 141, 143, 145, 151

61

Standard 4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

SE/TE: Vocabulary Acquisition and Use (orthographic patterns): Roots, 66, 197, 280, 306, 359, 398, 417, 537, 627, 663, 704, 754, 793, 851, 879, 908, 908, 930, 1084, 1150, 1168, 1186, 1205, 1243, 1279, 1279, 1357, 1431; Suffixes, 121, 704, 745, 865, 930, 988; Prefixes, 136, 377, 492, 597, 704, 930, 1007, 1270

62

Standard 4.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, its etymology, or its standard usage.

SE/TE: Vocabulary Workshop: Dictionaries and other resources, 224, etymology, 704, 930, cognates and borrowed words, 1478; Gather Vocabulary Knowledge, 156, 797, 1209; Use Dictionary & Etymology Study, 662; Using Resources to Build Vocabulary, 416, 536, 1006; Life of the English Language: Using a Dictionary and Thesaurus, R14; also see: Literary Analysis: Dictionary, 646, 650, 652, 662

63

Standard 4.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).

SE/TE: Vocabulary Acquisition and Use (context clues), 225, 453, 705, 931, 1111; also see: Gather Vocabulary Knowledge, 156, 797, 1209; Use Dictionary & Etymology Study, 662; Using Resources to Build Vocabulary, 416, 536, 1006; Vocabulary Workshop: Dictionaries and other resources, 224–225, Etymology: political science/history terms, 704–705, Etymology of science, medical, mathematical terms, 930–931; Life of the English Language: Using a Dictionary and Thesaurus, R14

64

Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Multiple-meaning words, 152, 502, 894; Figurative language, 296, 299, 774, 852, 855, 858, 864; New vocabulary, relating to familiar words, 676, 766; also see: Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Vocabulary Workshop, 224–

65

(Continued)

(Continued) 225, 452–453, 704–705, 930–931, 1110–1111, 1478–1479

Standard 5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

SE/TE: Paradox, 480, 491; Hyperbole, 604, 626; Vocabulary Workshop: Idioms, 1110; also see; also see: Figurative language, 223, 451, 774, 775, 852, 855, 858, 864; The Changing English Language: Beginnings of English, 7, A Man of Fire-New Words, 241, No Harmless Drudge, He, 469, The Romantic Age, 723, Euphemisms: the Fig Leaves of Language, 949, Britspeak, A to Zed, 1129

66

Standard 5.b Analyze nuances in the meaning of words with similar denotations.

SE/TE: Multiple-meaning words, 152, 502, 894; Denotation, 341, 793; New vocabulary, relating to familiar words, 676, 766

Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, CC55–CC59, Critical Thinking Terms, CC60–CC61; Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Vocabulary Workshop:

67

(Continued)

(Continued) Dictionaries and other resources, 224–225, Words from mythology, 452–453, Etymology: political science/history terms, 704–705, Etymology of science, medical, mathematical terms, 930–931, Idioms, 1110–1111, Cognates and borrowed words, 1478–1479

68

STRAND Language Progressive Skills The following skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.



Conventions of Standard English Standard 10.1.a Use parallel structure.

SE/TE: Conventions and Style: Parallel structure, 1207; also see: Communications Workshop: Parallelism, 223, Parallel Structure, 451

Standard 6.1.c Recognize and correct inappropriate shifts in pronoun number and person.

SE/TE: Pronoun-antecedent agreement, 795; Grammar, Usage, and Mechanics Handbook: Using Pronouns, R62

Standard 7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

SE/TE: Conventions and Style: fixing misplaced and dangling modifiers, 539; Grammar, Usage, and Mechanics Handbook: Using Modifiers, R62

69

Standard 5.1.d Recognize and correct inappropriate shifts in verb tenses.

SE/TE: Revising: Eliminate unnecessary tense changes, 218; Conventions and Style: Verb tense, 1009; Writing Workshop: Editing and Proofreading,1107; Grammar, Usage, and Mechanics Handbook, R62

Standard 6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

SE/TE: Pronoun-antecedent agreement, 795; Grammar, Usage, and Mechanics Handbook: Using Pronouns, R62

Standard 8.1.d Recognize and correct inappropriate shifts in verb voice and mood.*

SE/TE: Conventions and Style: Using active, not passive, voice, 1085; also see: Conventions and Style: Subject/verb agreement, 767, Verb tense, 1009; Grammar, Usage, and Mechanics Handbook, R62

70

Standard 6.1.e 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: Dialect, 732, 741, 744; Diction, 779, 792, 1366, 1376; Vocabulary Workshop: Idioms, 1110; also see; The Changing English Language: Beginnings of English, 7, A Man of Fire-New Words, 241, No Harmless Drudge, He, 469, The Romantic Age, 723, Euphemisms: the Fig Leaves of Language, 949, Britspeak, A to Zed, 1129

Standard 3.1.f Ensure subject-verb and pronoun-antecedent agreement.

SE/TE: Conventions and Style: subject/verb agreement, 767, pronoun-antecedent agreement, 795; Grammar, Usage, and Mechanics Handbook: Using Pronouns, R62

71

Standard 4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

SE/TE: Conventions and Style: sentence fragments and run-ons, 1151, variety in sentence beginnings, 1339; also see: Conventions and Style: Using Coordinating Conjunctions, 67; Subordinating Conjunctions, 263; Grammar, Usage, and Mechanics Handbook: Sentence Structure, R60

Standard 4.1.g Correctly use frequently confused words (e.g., to/too/two; there/their).

SE/TE: Editing and Proofreading: commonly confused words, 449; Grammar, Usage, and Mechanics Handbook: commonly confused words, R62–R63

72

Standard 6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

SE/TE: Editing and Proofreading: focus on punctuation, 221; Conventions and Style: adjective and adverb clauses, 419; Grammar, Usage, and Mechanics Handbook: Punctuation, R61–R62

Knowledge of Language Standard 3.3.a Choose words and phrases for effect.

SE/TE: Vivid language, use, 197, 341, 446, 663, 851; Sensory details, 306, 766; Figurative language, strengthen, 377, 766, 1472; Specific language, 663; Vivid language, use, 1186; Description, include, 1270; Sensory details/language, use, 1307, 1472; Descriptive language, use, 1472

73

Standard 7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

SE/TE: Technical language, use, 988; also see: Weak language, replace, 446; Key descriptions, expand, 696; Vocabulary, broaden, 932, 1112; Technical writing, R42

Standard 4.3.b Choose punctuation for effect.

SE/TE: Editing and Proofreading: focus on punctuation, 221; Conventions and Style: adjective and adverb clauses, 419; Grammar, Usage, and Mechanics Handbook: Punctuation, R61–R62

74

Standard 6.3.b Maintain consistency in style and tone.

SE/TE: Style, use consistent, 306; Style, develop, 219, 447, 925, 1103; Stylistic devices, apply, 645; Tone, establish, 696; Style, develop, 1099; Consistent tone, adopt, 1186

All Standards must be listed even though you may not correlate to every standard. Please write "NA" in the page reference if there

is no correlation. If you have an annotated teacher edition (ATE), then you may correlate to that one book as it contains both the pupil and teacher

edition. Please indicate that you are correlating to the ATE. If you have a series of books that are being submitted, please do a correlation for each book. Each book's correlation should stand

alone.

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