standard 1: reading sixth grade - pearson...

A Correlation of

Prentice Hall Literature Common Core Edition

The American Experience, ©2012

To the

Rhode Island NECAP and Local GLEs for Reading and

Written & Oral Communication

Grades 5-12

A Correlation of Prentice Hall Literature The American Experience ©2012 To the Rhode Island NECAP and Local GLEs for Reading

and Written & Oral Communication, Grades 5-12

Introduction This document demonstrates how Prentice Hall Literature Common Core Edition ©2012 meets the Rhode Island NECAP and Local GLEs for Reading and Written & Oral Communication. 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 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.

2 SE = Student Edition TE = Teacher Edition



Table of Contents Reading Fluency and Accuracy ............................................................................... 4

Vocabulary ............................................................................................................. 5

Literary Texts......................................................................................................... 7

Informational Texts ............................................................................................. 14

Reading Strategies............................................................................................... 19

Breadth of Reading .............................................................................................. 21

Habit of Writing.................................................................................................... 24

Structures of Language........................................................................................ 26

Reading-Writing Connection ................................................................................ 27

Expressive Writing ............................................................................................... 29

Informational Writing .......................................................................................... 33

Writing Conventions............................................................................................. 36

Oral Communicates Strategies ............................................................................. 37




RHODE ISLAND NECAP AND LOCAL GLES FOR READING AND WRITTEN &

ORAL COMMUNICATION, GRADES 5-12

PRENTICE HALL LITERATURE THE AMERICAN EXPERIENCE ©2012

Early Reading Strategies: Phonological Awareness (R-9) and Concepts of Print (R-10) End of Grade 12 No GSE at this grade level Reading Fluency and Accuracy (R-11) End of Grade 12 LOCAL ONLY R–12–11 Reads grade-level appropriate material with: • R–12–11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy (Local) See Appendix F for sample titles.

SE/TE: Common Core Assessment Workshop: Test Practice: Reading, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461

• R–12–11.2 Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (Local)

SE/TE: Reading rate, adjust, 80, 83, 425, 438, 706, 711, 714; Read aloud, 425, 438, 797, 1062, 1068; Read: phrases not words, R16, according to punctuation, R17

• R–12–11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue (Local)

SE/TE: Read aloud, 425, 438, 797, 1062, 1068; Read poetry: according to punctuation, 1070, 1077; Read: phrases not words, R16, according to punctuation, R17

Word Identification Skills and Strategies (R-1) End of Grade 12 LOCAL ONLY R–12–1 Applies word identification/ decoding strategies by … • R–12–1.1 Identifying multi-syllabic words by using knowledge of sounds, syllable division, and word patterns (Local)

SE/TE: Vocabulary Acquisition and Use (orthographic patterns): Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183; also see: Vocabulary Workshop: Cognates, 1458–1459

• R–12–1.2 No GLE at this grade level • R–12–1.3 No GLE at this grade level • R–12–1.4 No GLE at this grade level • R–12–1.5 No GLE at this grade level • R–12–1.6 No GLE at this grade level







Vocabulary: Vocabulary Strategies (R-2) End of Grade 12 LOCAL ONLY R–12–2 Students identify the meaning of unfamiliar vocabulary by… • R–12–2.1a Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge) (Local)

SE/TE: Vocabulary Acquisition and Use (context clues), 199, 451, 679, 955, 1267, 1459; Use context clues (reading strategy), 84, 90, 92, 1442; also see: Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459; Vocabulary Acquisition and Use (orthographic patterns): Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183

• R–12–2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowledge (Local)

SE/TE: Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459; also see: Vocabulary Acquisition and Use (orthographic patterns): Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183

(GLE/GSE R-2 assumes a variety of texts and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)







Vocabulary: Breadth of Vocabulary (R-3) End of Grade 12 LOCAL ONLY R–12–3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… • R–12–3.1 Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, including words from dialects or other languages that have been adopted into standard English (Local)

SE/TE: Developing American English: Our Native American Heritage, 9, Truth About O.K., 221, Mark Twain and the American Language, 471, Sliding With Slang, 701, Brave New Words, 1287; Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459; Multiple-meaning words, 439, 663, 1069, 1345

• R–12–3.2 Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary (Local)

SE/TE: Vocabulary Acquisition and Use (context clues), 199, 451, 679, 955, 1267, 1459; also see: Vocabulary in Context: SAT Critical Reading, 679, 956, 1267, 1459; also see: Use context clues (reading strategy), 84, 90, 92, 1442; Vocabulary Workshop: Dictionary, Thesaurus, 198–199, Political Science, History Terms, 450–451, Words from Mythology and Religious Traditions, 678–679, Scientific, Medical, Mathematical Terms, 954–955, Idioms, Idiomatic Expressions, 1266–1267, Cognates, 1458–1459







Literary Texts: Initial Understanding of Literary Texts (R-4.1 to R-4.3) All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and High school GSEs. A list of suggested literary texts for instructional and assessment purposes is included in Appendix A. End of Grade 12 LOCAL ONLY R–12–4 Demonstrate initial understanding of elements of literary texts by… • R–12–4.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action (Local)

SE/TE: Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Setting, 594, 611, 640, 648, 797, 1080, 1083, 1084, 1086, 1091; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308; Resolution and conflict, 796, 814, 826, 830, 1026, 1123, 1449; also see: Predictions, make, applying background knowledge, 594, 597, 598, 600, 606, 611, drama, 1160, 1163, 1168, 1176, 1177, 1180, 1182, generate questions, then, 846, 857, short story, 1296, 1304, 1307, 1308

• R–12–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (Local)

SE/TE: Writing an Objective Summary, CC62–CC63; also see: Reading Strategies (Preparing to read complex texts): summarize main and supporting ideas, 256, 258, 264, 268, paraphrase to determine meaning, 778, 781, 783, summarize short story, 1026, 1030, 1038

• R–12–4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information (Local)

SE/TE: Questions, generate, 492, 493, 497, 501, 505; Generate questions (predictions), 846, 857







Literary Texts: Initial Understanding of Literary Texts (R-4.4 to R-4.5) All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and High school GSEs. A list of suggested literary texts for instructional and assessment purposes is included in Appendix A. End of Grade 12 LOCAL ONLY R–12–4 Demonstrate initial understanding of elements of literary texts by… • R–12–4.4 Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles) (Local)

SE/TE: Common Core (Extended Study): Speeches, 96–97, Poetry, 402–403, Narrative Nonfiction, 516–517, Short Stories, 796–797, Drama, 1116–1117, Essay, 1374–1375; also see: Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291; Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Essay About Historical Context, 763, Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464

• R–12–4.5 Identify literary devices as appropriate to genre (e.g., similes, metaphors, alliteration, rhyme scheme, onomatopoeia, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, allusion, diction, syntax, bias, or point of view) (Local)

SE/TE: Symbol, 40, 44, 45, 270, 283, 285, 334, 343, 345, 347, 349, 351, 353, 354, 356, 796, 797, 1080, 1083, 1084, 1091; Metaphor, 80, 83, 364, 372, 376, 380, 385, 390, 402, 1040, 1045, 1050, 1055; Repetition, 97, 98, 108, 425, 1062, 1068; Allusion, 98, 101, 108, 541, 706, 709, 714; Flashback, 190, 832, 838, 844, 1296, 1308, 1449; Figurative language, 364, 369, 402, 403, 449, 1050; Imagery, 364, 372, 402, 403, 676, 784, 792, 793, 1364, 1367, 1369; Simile, 402, 784, 793, 1050, 1055; Alliteration, 402, 403, 1056, 1061; Point of View, 478, 481, 488, 490, 640, 650, 662, 796, 1424, 1439, 1450; Repetition / Rhyme scheme, 634, 638, 639; Foreshadowing, 1026, 1034, 1038, 1296, 1308, 1449

(GLE/GSE R-4 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)







Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-5.1 to R-5.3) All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested literary texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–5 Analyze and interpret literary elements within or across texts, citing evidence where appropriate by… • R–12–5.1 Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions between characters or evolving plot) (Local)

SE/TE: Predictions, make, 594, 597, 598, 600, 606, 611, 846, 857, 1160, 1163, 1168, 1176, 1177, 1180, 1182, 1296, 1304, 1307, 1308

• R–12–5.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (Local)

SE/TE: Characterization, 226, 232, 233, 237, 240, 357, 449, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 796, 1010, 1014, 1016, 1018, 1019, 1024, 1186, 1188, 1189, 1191, 1200, 1201, 1206, 1214, 1310, 1313, 1321; Characters, flat/round, 640, 648, 728, 753, 796, 1116; also see: Common Core Assessment Workshop: Analyze Characterization in a Story, 684

• R–12–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text(s) (e.g., describing the interaction among plot/subplots, theme/setting, symbolism/characterization) (Local)

SE/TE: Resolution and conflict, 796, 814, 826, 830, 1026, 1123, 1449; Comparing Literary Works: Conflicts/Problems, 46, 55, Political Assumptions, 98, 108, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Humor Past and Present, 587, 593, Perspective, 982, 998, Rhetorical devices, 1102, 1113, Points of view, 1424, 1439; also see: Analyze the Development of Theme and Central Ideas, 204, Analyze Development of Theme, 960; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334; Characters, flat/round, 640, 648, 728, 753, 796, 1116; Plot, 648, 796, 1026, 1032, 1034, 1037, 1038, 1123, 1129, 1130, 1133, 1139, 1144, 1150, 1156, 1158; Plot device, 1296, 1299, 1300, 1303, 1308







Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-5.4 to R-5.6) All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested literary texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–5 Analyze and interpret literary elements within or across texts, citing evidence where appropriate by… • R–12–5.4 Explaining how the narrator’s point of view, or author’s style, or tone is evident and affects the reader’s interpretation or is supported throughout the text(s) (Local)

SE/TE: Tone, 376, 390, 676, 772, 776, 796, 797, 1374, 1375; Dramatic irony, 1186, 1200, 1207, 1212, 1214; Verbal/situational irony, 1186, 1193, 1194, 1195, 1214; Satire, 772, 776, 1382, 1390; Understatement, 858; Satirical essay, 1375; Parody, 1265, 1382, 1386, 1390; Point of View, 478, 481, 488, 490, 640, 650, 662, 796, 1424, 1439, 1450; Irony, 449, 594, 604, 609, 611, 626, 630, 633, 1186, 1193, 1194, 1195, 1200, 1207, 1212, 1214; also see: Author's style: Thoreau's, 376, 380, 385, 390, Dickinson's, 406, 407, Whitman's, 424, narrative nonfiction, 517, analysis, 676, Cummings's, 778, 782, 783, Hemingway's, 798, 805, 807, Carver's, 1324, 1328, 1330, 1331, 1332; Diction: Whitman's style, 425, 429, 430, 438, persuasive speech, 448, patriotic writing, 536, 539, 543, poetry, 1070, 1077, Safire's style, 1376, 1381







• R–12–5.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text(s) (Local)

SE/TE: Comprehending Complex Texts: The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Analyzing Legal Meanings and Reasoning, CC74–CC75; Preparing to Read Complex Texts (nonfiction): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Comparing Literary Works: Political Assumptions, 98, 108, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Humor Past and Present, 587, 593, Perspective, 982, 998, Rhetorical devices, 1102, 1113, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; also see: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355, Themes, 1408, 1421

• R–12–5.6 Subsumed under R–12–5.2 and R–12–5.3 (GLE/GSE R-5 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)







Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-6) All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested literary texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–6 Analyze and interpret author’s craft within or across texts, citing evidence where appropriate by… • R–12–6.1a. Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., simile, metaphor, point of view, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, genre, or bias, or use of punctuation) to analyze literary works (Local)

SE/TE: Symbol, 40, 44, 45, 270, 283, 285, 334, 343, 345, 347, 349, 351, 353, 354, 356, 796, 797, 1080, 1083, 1084, 1091; Metaphor, 80, 83, 364, 372, 376, 380, 385, 390, 402, 1040, 1045, 1050, 1055; Repetition, 97, 98, 108, 425, 1062, 1068; Allusion, 98, 101, 108, 541, 706, 709, 714; Flashback, 190, 832, 838, 844, 1296, 1308, 1449; Figurative language, 364, 369, 402, 403, 449, 1050; Imagery, 364, 372, 402, 403, 676, 784, 792, 793, 1364, 1367, 1369; Simile, 402, 784, 793, 1050, 1055; Alliteration, 402, 403, 1056, 1061; Point of View, 478, 481, 488, 490, 640, 650, 662, 796, 1424, 1439, 1450; Repetition / Rhyme scheme, 634, 638, 639; Foreshadowing, 1026, 1034, 1038, 1296, 1308, 1449; also see: Elements of Speeches, 96–97, Elements of Poetry, 402–403, Defining Narrative Nonfiction, 516–517, Elements of Short Stories, 796–797, Elements of Drama, 1116–1117, Defining Essays, 1374–1375

• R–12–6.1.b. Examining author’s style or use of literary devices to convey theme (Local)

SE/TE: Comparing Literary Works: Multiple Themes, 901, 908, Poetry of Cultural Identity, 913, 919, Social Commentary, 1346, 1355, Themes, 1408, 1421; also see: Writing an Objective Summary, CC62–CC63; Common Core Assessment Workshop: Analyze the Development of Theme and Central Ideas, 204, Analyze Development of Theme, 960; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334; also see: Author's style: Thoreau's, 376, 380, 385, 390, Dickinson's, 406, 407, Whitman's, 424, narrative nonfiction, 517, analysis, 676, Cummings's, 778, 782, 783, Hemingway's, 798, 805, 807, Carver's, 1324, 1328, 1330, 1331, 1332; Diction: Whitman's style, 425, 429, 430, 438, persuasive speech, 448, patriotic writing, 536, 539, 543, poetry, 1070, 1077, Safire's style, 1376, 1381







Literary Texts: Generates a Personal Response (R-16) All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested literary texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–16 Generates a personal response to what is read through a variety of means… • R–12–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)

SE/TE: Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291; Background knowledge, use, 506, 510, 514, 536, 542, 543, 1056, 1061, 1160, 1398, 1399, 1407; Relate to own experience, 1424, 1428, 1439; Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439

• R–12–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Essay About Historical Context, 763, Character types essay, 593, Character analysis, 715, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464; also see: Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439








Informational Texts: Initial Understanding of Informational Text (R-7.1 to R-7.2) All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested informational texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… • R–12–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] (Local)

SE/TE: Common Core Research Project: Floor Plan, 184, 185, Map, 246, Pictures of Journal, 251, 252, Primary source photographs, 617, 766, 767, 768, Posters, 1002, 1003, Cartoon, 1004; Reading for Information: Diagram, 394, Chart, 396, Caption and Photos, 560, Website maps, 941, 942; also see: Graphs, Charts, and Timeline, 2–13, 210–221, 462–473, 690–711, 966–977, 1278–1289; Communications Workshop: Political Advertisement (nonprint) Analysis, 952–953, Print Media Coverage Comparison, 1456–1457

• R–12–7.2 Using information from the text to answer questions, perform specific tasks, or solve problems; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or to interpret maps, charts, timelines, tables, or diagrams (Local)

SE/TE: Reading for Information: manual and public service announcement, 128–133, consumer documents, 392–397, periodical abstract and government form, 558–563, digital reference tools, 938–943, newspaper articles, 1250–1255, technical report and mission statement, 1442–1447; Common Core Research Project (Comparing Primary Sources): diaries / journals (civil war), 492–505, letters / floor plan, 178–186, commission / field report, 242–254, personal history / speech, 614–623, photographs / ballad, 764–771, poster / editorial cartoon / editorial, 1000–1007, oral history transcript / e-mail, 1398–1406; also see: Common Core Assessment Workshop: Test Practice: Reading, 200–201, 452–453, 680–681, 956–957, 1268–1269, 1460–1461







Informational Texts: Initial Understanding of Informational Text (R-7.3) All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested informational texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… • R–12–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting (including flowcharts), mapping, paraphrasing, summarizing, comparing/contrasting, outlining, or connecting information with related ideas) (Local)

SE/TE: Comparing Primary Sources, 186, 254, 504, 623, 770, 1007, 1406; Reading for Information (two related texts), 133, 397, 563, 943, 1255, 1447; also see: 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): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Sentences, break down long, 56, 64, 66; Paraphrase to determine meaning, 74, 76, 79; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152, 858, 860, 865; Summarize, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Informational Texts: inferences, draw, 764–771; Main idea and supporting details, 1102, 1110, 1113; Conclusions, draw, 1392, 1393, 1401








Informational Texts: Initial Understanding of Informational Text (R-7.4 to R-7.5) All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. See Appendix A for a list of suggested informational texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… • R–12–7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local)

SE/TE: Questions, generate, 492, 493, 497, 501, 505

• R–12–7.5 Identifying the characteristics of a variety of types of text (e.g., reference – [See Appendix A for suggestions], public documents [drivers’ manuals] and discourse, essays [including literary criticisms], articles, technical manuals, editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries; and practical/functional –[See Appendix A for suggestions]) (Local)

SE/TE: Reading for Information: manual and public service announcement, 128–133, consumer documents, 392–397, periodical abstract and government form, 558–563, digital reference tools, 938–943, newspaper articles, 1250–1255, technical report and mission statement, 1442–1447; Common Core Research Project (Comparing Primary Sources): diaries / journals (civil war), 492–505, letters / floor plan, 178–186, commission / field report, 242–254, personal history / speech, 614–623, photographs / ballad, 764–771, poster / editorial cartoon / editorial, 1000–1007, oral history transcript / e-mail, 1398–1406; also see: Speech in the Virginia Convention, Henry, Patrick, 100; Declaration of Independence, The, Jefferson, Thomas, 112; Nature, from, Emerson, Ralph Waldo, 366; Self-Reliance, from, Emerson, Ralph Waldo, 369; Concord Hymn, Emerson, Ralph Waldo, 371; Walden, from, Thoreau, Henry David, 374, 379; Civil Disobedience, from, Thoreau, Henry David, 388; Account of An Experience With Discrimination, An, Truth, Sojourner, 550, 555; My Bondage and My Freedom, from, Douglas, Frederick, 521; I, Too, Hughes, Langston, 904; Refugee in America, Hughes, Langston, 907; Inaugural Address, Kennedy, John Fitzgerald, 1104; Letter From Birmingham City Jail, from, King, Martin Luther, Jr., 1109








Informational Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-8.1 to R-8.3) All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in NECAP GLEs and GSEs. See Appendix A for a list of suggested informational texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–8 Analyze and interpret informational text (which may include technical writing), citing evidence as appropriate by… • R–12–8.1 Explaining connections among ideas across multiple texts (Local)

SE/TE: Comparing Informational Texts, 186, 254, 504, 623, 770, 1007, 1400; Test Practice: Informational Texts, 187, 255, 505, 624, 764, 1008, 1392; also see: Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291; Comparing Literary Works: Political Assumptions, 98, 108, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Humor Past and Present, 587, 593, Perspective, 982, 998, Rhetorical devices, 1102, 1113, Points of view, 1424, 1439

• R–12–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (Local)

SE/TE: Reading for Information: manual and public service announcement, 128–133, consumer documents, 392–397, periodical abstract and government form, 558–563, digital reference tools, 938–943, newspaper articles, 1250–1255, technical report and mission statement, 1442–1447; Common Core Research Project (Comparing Primary Sources): letters / floor plan, 178–186, commission / field report, 242–254, diaries / journals (civil war), 492–504, personal history / speech, 614–623, photographs / ballad, 764–770, poster / editorial cartoon / editorial, 1000–1007, oral history transcript / e-mail, 1398–1406; also see: Comparing Literary Works: Political Assumptions, 98, 108, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Humor Past and Present, 587, 593, Perspective, 982, 998, Rhetorical devices, 1102, 1113, Points of view, 1424, 1439







• R–12–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (Local)

SE/TE: Common Core Research Project: inferences, draw, 764–771; also see: Comprehending Complex Texts: The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Analyzing Legal Meanings and Reasoning, CC74–CC75; Preparing to Read Complex Texts (nonfiction): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Comparing Literary Works: Political Assumptions, 98, 108, Autobiographies, 157, 165, Writer's Views/Insights, 536, 543, Humor Past and Present, 587, 593, Perspective, 982, 998, Rhetorical devices, 1102, 1113, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543

Informational Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-8.4 to R-8.6) All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in NECAP GLEs and GSEs. See Appendix A for a list of suggested informational texts for instructional and assessment purposes. End of Grade 12 LOCAL ONLY R–12–8 Analyze and interpret informational text (which may include technical writing), citing evidence as appropriate by… • R–10–8.4 Critiquing author’s use of strategies to achieve intended purpose or message (e.g., to inform, explain, entertain, persuade) (Local) EXAMPLE (critique public documents): May include analysis of using anecdotes, addressing counterclaims, appealing to audience, using emotionally-laden language EXAMPLE (critique functional documents): May include visual appeal, logical sequences, awareness of possible reader misunderstanding

SE/TE: Comprehending Complex Texts: The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC72–CC73; Analyzing Legal Meanings and Reasoning, CC74–CC75; Preparing to Read Complex Texts (nonfiction): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Comparing Literary Works: Political Assumptions, 98, 108, Writer's Views/Insights, 536, 543, Rhetorical devices, 1102, 1113, Points of view, 1424, 1439; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543







• R–12–8.5 Making inferences about causes and effects (Local)

SE/TE: Cause and effect, analyze/identify, 139, 152, 858, 860, 865

• R–12–8.6 Evaluating the clarity and accuracy of information (e.g. consistency, effectiveness of organizational pattern, or logic of arguments) (Local)

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): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Sentences, break down long, 56, 64, 66; Paraphrase to determine meaning, 74, 76, 79; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152, 858, 860, 865; Summarize, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Informational Texts: inferences, draw, 764–771; Main idea and supporting details, 1102, 1110, 1113; Conclusions, draw, 1392, 1393, 1401

(GLE/GSE R-8 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) Reading Strategies: Strategies for Monitoring and Adjusting Reading (R-12) End of Grade 12 LOCAL ONLY R–12–12 Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by… • R–12–12.1 Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, using flexible note taking/mapping systems, skimming, scanning) (Local)

SE/TE: Signal words, recognize, 46, 49, 54, 55; Sentences, break down long, 56, 64, 66, 291, 298, 304, 308, 313, 318; Paraphrase to determine meaning, 778, 781, 783; Reading rate, adjust, 80, 83, 425, 438, 706, 711, 714; Context clues, use, 84, 90, 92, 1442; Reread, 122, 127, 407, 409, 420, 1442; Summarize, 168, 176, 256, 258, 264, 268, 1026, 1030, 1038; Read aloud, 425, 438, 797, 1062, 1068; Read: phrases not words, R16, according to punctuation, R17








READING STRATEGIES: Reading Comprehension Strategies (R-13) End of Grade 12 LOCAL ONLY R–12–13 Uses Comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self , text to text, and text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information (e.g. vocabulary, text structure, evidence, format, use of language, arguments used); or using cues for text structures (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) See Appendix D for metacognition strategies for understanding text.

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): Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Sentences, break down long, 56, 64, 66; Paraphrase to determine meaning, 74, 76, 79; Political assumptions, analyze, 98, 108, 982, 998; Cause and effect, analyze/identify, 139, 152, 858, 860, 865; Summarize, 168, 176; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 202, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Essential message, determine, 552, 557; Writer's views/insights, compare, 536, 543; Informational Texts: inferences, draw, 764–771; Main idea and supporting details, 1102, 1110, 1113; Conclusions, draw, 1392, 1393, 1401








Breadth of Reading: Reading Widely and Extensively (R-14) End of Grade 12 LOCAL ONLY R–12–14 Demonstrates the habit of reading widely and extensively* by… • R–12–14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local)

SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466

• R–12–14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts) (Local) See Appendix A for a list of informational and literary texts.

SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Reading for Information: manual and public service announcement, 128–133, consumer documents, 392–397, periodical abstract and government form, 558–563, digital reference tools, 938–943, newspaper articles, 1250–1255, technical report and mission statement, 1442–1447; Common Core Research Project (Comparing Primary Sources): letters / floor plan, 178–186, commission / field report, 242–254, diaries / journals (civil war), 492–504, personal history / speech, 614–623, photographs / ballad, 764–770, poster / editorial cartoon / editorial, 1000–1007, oral history transcript / e-mail, 1398–1406; also see: Common Core (Extended Study): Speeches, 96–97, Poetry, 402–403, Narrative Nonfiction, 516–517, Short Stories, 796–797, Drama, 1116–1117, Essay, 1374–1375; Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Recent Scholarship, 14–15, 222–223, 474–475, 702–703, 978–979, 1290–1291; Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025







• R–12–14.3 Reading multiple texts for depth of understanding an author, subject, theme, or genre (Local)

SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466; Comparing Literary Works, 18, 29, 46, 55, 98, 108, 110, 120, 152, 157, 165, 256, 268, 323, 333, 364, 372, 406, 420, 530, 535, 536, 543, 587, 593, 718, 726, 866, 871, 901, 908, 913, 919, 922, 927, 982, 998, 1062, 1068, 1102, 1113, 1239, 1346, 1355, 1408, 1421, 1424, 1439; also see: Common Core Assessment Workshop: Analyze the Development of Theme and Central Ideas, 204, Analyze Development of Theme, 960; Theme, 334, 341, 354, 403, 424, 626, 633, 676, 756, 760, 762, 797, 798, 807, 982, 987, 990, 998, 1334

*Materials should be at the student’s instructional and independent reading levels. The specific number of books should be viewed flexibly and is less important than the extensiveness, duration/ time and frequency of reading. Breadth of Reading: Participating in Literate Community (R-17) End of Grade 12 LOCAL ONLY R–12–17 Demonstrates participation in a literate community by… • R–12–17.1 Self-selecting reading materials in line with reading ability and personal interests (Local)

SE/TE: Common Core: Independent Reading, 206, 458, 686, 961, 1273, 1466

• R–12–17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)

SE/TE: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457; also see: Essential Questions of the Literary Period: What is the relationship between place and literature?, 6, 214, 470, 694, 976, 1285; What makes American literature American?, 9, 219, 472, 699, 974, 1287; How does literature shape or reflect society?, 11, 216, 466, 696, 970, 1282







Breadth of Reading: Reading for Research Across Content Areas (R-15) End of Grade 12 LOCAL ONLY R–12–15 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by… • R–12–15.1 Identifying and evaluating potential sources of information (Local)

SE/TE: Research Questions, 67, 680; Sources, research, 121, 763; Writing Workshop: Historical Investigation Report, 664–675; Writing Lesson: Informative Essay (researched), 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Solve a Research Project, 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407

• R–12–15.2 Evaluating and selecting the information presented, in terms of completeness, relevance, and validity (Local)

SE/TE: Reading for Information: digital reference tools, 938–943; Common Core Research Project (Comparing Primary Sources): letters / floor plan, 178–186, commission / field report, 242–254, diaries / journals (civil war), 492–504, personal history / speech, 614–623, photographs / ballad, 764–770, poster / editorial cartoon / editorial, 1000–1007, oral history transcript / e-mail, 1398–1406; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Historical Investigation Report: Details, gather, 665, Sources, 666, Citations, 668, Professional Models: Using Research (Painter), 669, Plagiarism, avoid, 670, Works cited list (MLA style), 671

• R–12–15.3 Organizing, analyzing, and interpreting the information (Local)

SE/TE: Writing Workshop: Historical Investigation Report, 664–675; Writing Lesson: Informative Essay (researched), 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Solve a Research Project, 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407







• R–12–15.4 Drawing conclusions/judgments and supporting them with evidence (Local)

SE/TE: Historical Investigation Report: Details, gather, 665, Sources, 666, Citations, 668, Professional Models: Using Research (Painter), 669, Plagiarism, avoid, 670, Works cited list (MLA style), 671; also see: Speaking and Listening (Solve a Research Problem), 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Reading for Information: digital reference tools, 938–943; Common Core Research Project (Comparing Primary Sources): letters / floor plan, 178–186, commission / field report, 242–254, diaries / journals (civil war), 492–504, personal history / speech, 614–623, photographs / ballad, 764–770, poster / editorial cartoon / editorial, 1000–1007, oral history transcript / e-mail, 1398–1406

*Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts. Habit of Writing: Writing Process (W-10) End of Grade 12 LOCAL ONLY W–12–10 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. (Local) See Appendix B for Writing Process

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447, Historical Investigation Report, 664–675, Multimedia Presentation, 944–951, Persuasive Essay, 1256–1263, Short Story, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447







Habit of Writing: Writing Extensively (W-11) End of Grade 12 LOCAL ONLY W–12–11 Demonstrates the habit of writing extensively by… • W–12–11.1 Writing with frequency, including in-school, out-of-school, and during the summer (Local)

SE/TE: Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447; Writing Workshop, 188–195, 440–447, 664–675, 944–951, 1256–1263, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447

• W–12–11.2 Sharing thoughts, observations, or impressions (Local)

SE/TE: Reflecting on Writing (Writer's Journal), 195, 447, 675, 951, 1263, 1455; Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; also see: Timed Writing (in response to informational texts), 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447

• W–12–11.3 Generating topics for writing (Local) EXAMPLES: Journal writing, free writes, poetry, quick writes, scientific observations, learning logs, readers’/writers’ notebook, letters and personal notes, reading response journals, sketch journals/cartooning, songs, lyrics, reflective writing, short plays

SE/TE: Writing Workshop: Prewriting, 189, 441, 665, 945, 1257, 1449; Writing Lesson: Prewriting, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440







• W–12–11.4 Writing in a variety of genres (Local)

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447, Historical Investigation Report, 664–675, Multimedia Presentation, 944–951, Persuasive Essay, 1256–1263, Short Story, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447

Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures (W-1.1 to 1.3) End of Grade 12 LOCAL ONLY W–12–1 Students demonstrate command of the structures of sentences, paragraphs, and text by… • W–12–1.1 Using varied sentence length and structure to enhance meaning (e.g., including phrases, clauses, and parallel structure) (Local)

SE/TE: Sentences, combining, 31, 94; Sentences, vary, 192, 444, 613, 1114; ; Sentence fragments, 447, 951; Phrase, Clause, 613; Avoiding Sentence Fragments and Run-ons, 1237; Using Transitional Expressions, 1323; Varying Sentences, 1441; Grammar, Usage, and Mechanics Handbook, R57–R58

• W–12–1.2 Using paragraph structures appropriately (e.g., block or indented format) (Local)

SE/TE: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422

• W–12–1.3 Recognizing organizational structures within paragraphs or within texts (Local) EXAMPLES (of text structures): description, sequence, chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation, deductive/inductive

SE/TE: Drafting: Organization, logical, 794; Revising: Organization method, 320, 584, 633, 667, 1236, 1258, 1345, 1361







Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures (W-1.4 to 1.6) End of Grade 12 LOCAL ONLY W–12–1 Students demonstrate command of the structures of sentences, paragraphs, and text by… • W-12-1.4 Applying a format and text structure appropriate to purpose, audience, and context (Local) EXAMPLES (of formats): academic essay, extended research essay, critical analysis

SE/TE: Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447; Writing Workshop, 188–195, 440–447, 664–675, 944–951, 1256–1263, 1448–1455; also see: Writing Lesson, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 543, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447

• W–12–1.5 Subsumed in W-12-1.1 • W–12–1.6 Applying directionality as appropriate to text (Local)

SE/TE: Travel Directions, 1292; Workplace Writing, R35–R42; also see: Drafting: Organization, logical, 794; Revising: Organization method, 320, 584, 633, 667, 1236, 1258, 1345, 1361

Reading-Writing Connection: Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text (W-2) End of Grade 12 LOCAL ONLY W–12–2 In response to literary or informational text, students show understanding of plot/ideas/concepts within or across texts by… • W–12–2.1 Selecting and summarizing key ideas to set context, appropriate to audience (Local)

SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464

• W–12–2.2 Subsumed in W-12-2.1







• W–12–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas, themes, motifs, or archetypes (Local)

SE/TE: Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; also see: Timed Writing (in response to informational texts), 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447; Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464

• W–12–2.4 Explaining the visual components (e.g., charts, diagrams, artwork) of the text, when appropriate (Local)

SE/TE: Common Core Research Project: Floor Plan, 184, 185, Map, 246, Pictures of Journal, 251, 252, Primary source photographs, 617, 766, 767, 768, Posters, 1002, 1003, Cartoon, 1004; Reading for Information: Diagram, 394, Chart, 396, Caption and Photos, 560, Website maps, 941, 942; also see: Graphs, Charts, and Timeline, 2–13, 210–221, 462–473, 690–711, 966–977, 1278–1289; Communications Workshop: Political Advertisement (nonprint) Analysis, 952–953, Print Media Coverage Comparison, 1456–1457

Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text (W-3) End of Grade 12 LOCAL ONLY W–12–3 In response to literary or informational text, students make and support analytical judgments about text by… • W–12–3.1 Establishing an interpretive claim/assertion in the form of a thesis (purpose) (Local)

SE/TE: Thesis, 154, 357, 452, 612, 666, 680; also see: Timed Writing (in response to informational texts), 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447; Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464







• W–12–3.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (Local) EXAMPLES: Making links to author’s choice of words, style, bias, literary techniques, or point of view; making links to characteristics of literary forms or genres

SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025

• W–12–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions (Local)

SE/TE: Writing Lessons: Response to literature, 154, 910, 1078, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025

• W–12–3.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) (Local)

SE/TE: Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464; Writing Lessons: Response to literature, 154, 910, 1078, Character study, 357, Critical essay, 491, 807, 887, Essay in response to criticism, 515, Character types essay, 593, Character analysis, 715, Essay About Historical Context, 763, Approaches to literary criticism, 777, 1069, Critical review, 831, 1322, Poetry essay, 871, 1055, Essay of interpretation, 1025; also see: Timed Writing (in response to informational texts), 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447

Expressive Writing: Narratives – Creating a Story Line (W-4.1 to 4.2) End of Grade 12 LOCAL ONLY W–12–4 In written narratives, students organize and relate a story line/plot/series of events by… • W–12–4.1 Creating a clear and coherent, logically consistent structure (Local) EXAMPLES: Biographical or historical accounts, fiction or non-fiction stories, personal narratives, narrative poems or songs, parodies of particular narrative styles (fable, soap opera)

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Short Story, 1448–1455; Writing Lesson: Play, 30, 1101, Modern Retelling of a Story, 241, Sequel, 857, Same Story, 1309, Memoir, 1440, Memoir, 1440

• W–12–4.2 Establishing context, character motivation, problem/conflict/challenge, and resolution, significance of setting, and maintaining point of view (Local)

SE/TE: Scenes, organize action into, 30; Characters depth, 192; Characters, analyze/interview, 357, 1092, 1449; Metaphors, 391; Narrator/dialogue, 1092; Conflict, 1449







Expressive Writing: Narratives – Creating a Story Line (W-4.3 to 4.6) End of Grade 12 LOCAL ONLY W–12–4 In written narratives, students organize and relate a story line/plot/series of events by… • W–12–4.3 Using a variety of effective transitional devices (e.g., ellipses; time transitions: such as flashback or foreshadowing; white space; or words/phrases) to enhance meaning (Local)

SE/TE: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391; also see: Writing Workshop: Autobiographical Narrative, 188–195, Short Story, 1448–1455; Writing Lesson: Play, 30, 1101, Modern Retelling of a Story, 241, Sequel, 857, Same Story, 1309, Memoir, 1440, Memoir, 1440

• W–12–4.4 Using a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance meaning (Local)

SE/TE: Imagery, 93; Metaphors, 391; Professional Models: Flashback and Exposition (Alvarez), 1451; also see: Scenes, organize action into, 30; Characters depth, 192; Characters, analyze/interview, 357, 1092, 1449; Narrator/dialogue, 1092; Conflict, 1449

• W–12–4.5 Establishing and maintaining theme (Local)

SE/TE: Theme, 1236; also see: Writing Workshop: Autobiographical Narrative, 188–195, Short Story, 1448–1455; Writing Lesson: Play, 30, 1101, Modern Retelling of a Story, 241, Sequel, 857, Same Story, 1309, Memoir, 1440, Memoir, 1440

• W–12–4.6 Providing a sense of closure (Local)

SE/TE: New version of original story, 241; Plot, decide/enrich, 649; Story chart, use, 1449

Expressive Writing: Narratives – Applying Narrative Strategies (W-5.1 to 5.3) End of Grade 12 LOCAL ONLY W–12–5 Students demonstrate use of narrative strategies to engage the reader by… • W–12–5.1 Creating images, using relevant and descriptive details and sensory language to advance the plot/story line (Local)

SE/TE: Imagery, 93; Metaphors, 391; Professional Models: Flashback and Exposition (Alvarez), 1451; also see: Scenes, organize action into, 30; Characters depth, 192; Characters, analyze/interview, 357, 1092, 1449; Narrator/dialogue, 1092; Conflict, 1449

• W–12–5.2 Using dialogue to advance plot/story line (Local)

SE/TE: Dialogue, 30, 190, 1092, 1309, 1450; also see: Plot, decide/enrich, 649; Conflict, 1449

• W–12–5.3 Developing characters through description, dialogue, actions (including gestures, expressions), and relationships with other characters, when appropriate (Local)

SE/TE: Characters depth, 192; Characters, analyze/interview, 357, 1092, 1449; Narrator/dialogue, 1092; also see: Dialogue, 30, 190, 1309, 1450







Expressive Writing: Narratives – Applying Narrative Strategies (W-5.4 to 5.7) End of Grade 12 LOCAL ONLY W–12–5 Students demonstrate use of narrative strategies to engage the reader by… • W–12–5.4 Using voice appropriate to purpose (Local)

SE/TE: Voice, tone/diction of, 445; also see: Writing Workshop: Autobiographical Narrative, 188–195, Short Story, 1448–1455; Writing Lesson: Play, 30, 1101, Modern Retelling of a Story, 241, Sequel, 857, Same Story, 1309, Memoir, 1440, Memoir, 1440

• W–12–5.5 Maintaining focus (Local) SE/TE: Scenes, organize action into, 30; Plot, decide/enrich, 649; Conflict, 1449; also see: Writing Workshop: Autobiographical Narrative, 188–195, Short Story, 1448–1455; Writing Lesson: Play, 30, 1101, Modern Retelling of a Story, 241, Sequel, 857, Same Story, 1309, Memoir, 1440, Memoir, 1440

• W–12–5.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)

SE/TE: Writing Workshop: Prewriting, Drafting, and Revising: Autobiographical Narrative, 189–192, Reflective Essay, 441–444, Short Story, 1449–1452

• W–12–5.7 Controlling the pace of the story (Local) EXAMPLES: Developing tension or suspense

SE/TE: Scenes, organize action into, 30; Plot, decide/enrich, 649; Conflict, 1449

Expressive Writing: Poetry (W-12) End of Grade 12 LOCAL ONLY W–12–12 In writing poetry, students demonstrate awareness of purpose by… • W–12–12.1 Writing poems in a variety of voices for a variety of audiences (purpose) (Local)

SE/TE: Found poem, 45; Free verse poem in honor of Whitman, 439; Poem using extended metaphor, 1045

• W–12–12.2 Writing poems that express speaker’s moods, thoughts, or feelings (Local)


• W–12–12.3 Choosing conventional or alternative text structures to achieve impact (Local)

SE/TE: Found poem, 45; Free verse poem in honor of Whitman, 439; Poem using extended metaphor, 1045; also see: Comparison-and-contrast essay, poetry, 268, 794, 927, 1345; Blog entry about poetry, 421; Poet's introduction, 783; Analytical essay, poetry, 871, 1055; Comparison-and-contrast essay, cultural heritage poems, 919; Essay comparing science to poetry, 1061







Expressive Writing: Poetry (W-13) End of Grade 12 LOCAL ONLY W–12–13 In writing poetry, use language effectively by… • W–12–13.1 Selecting vocabulary according to purpose and for effect on audience (Local)


• W–12–13.2 Using rhyme, rhythm, meter, literary elements (e.g., setting, plot, characters) or figurative language (Local) EXAMPLES (of figurative language): simile, personification, alliteration, onomatopoeia, metaphor

SE/TE: Found poem, 45; Free verse poem in honor of Whitman, 439; Poem using extended metaphor, 1045; also see: Meter, 256, 260, 263, 267, 268, 402, 872; Common Core (Extended Study): Poetry, 402–403; Comparing Literary Works: Refrains of Songs, 530, 535, Repetition / Parallelism, 1062, 1068; Formal verse, 634, 639; Poetry of Cultural Identity, 913, 919; Sound devices, 1056, 1061

• W–12–13.3 Selecting and manipulating words, phrases, or clauses, for connotation/shades of meaning and impact (Local)


• W–12–13.4 Using a variety of poetic forms (Local)

SE/TE: Found poem, 45; Free verse poem in honor of Whitman, 439; Poem using extended metaphor, 1045; also see: Meter, 256, 260, 263, 267, 268, 402, 872; Common Core (Extended Study): Poetry, 402–403; Comparing Literary Works: Refrains of Songs, 530, 535, Repetition / Parallelism, 1062, 1068; Formal verse, 634, 639; Poetry of Cultural Identity, 913, 919; Sound devices, 1056, 1061

Expressive Writing: Reflective Essay (W-14.1 to 14.3) End of Grade 12 LOCAL ONLY W–12–14 In reflective writing, students explore and share thoughts, observations, and impressions by… • W–12–14.1 Engaging the reader by establishing context (purpose) (Local)

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447; Writing Lesson: Journal Entry, 55, 1101, Memoir, 1440

• W–12–14.2 Analyzing a condition or situation of significance or developing a commonplace, concrete occasion as the basis for the reflection (Local)

SE/TE: Writing Workshop: Reflective Essay, 440–447; Writing Lesson: Journal Entry, 55, 1101







• W–12–14.3 Using an organizational structure that allows for a progression of ideas to develop (Local)

SE/TE: Revising: Organization method, 320, 584, 633, 667, 1236, 1258, 1345, 1361; also see: Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447; Writing Lesson: Journal Entry, 55, 1101, Memoir, 1440

Expressive Writing: Reflective Essay (W-14.4 to 14.6) End of Grade 12 LOCAL ONLY W–12–14 In reflective writing, students explore and share thoughts, observations, and impressions by… • W–12–14.4 Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus (Local)

SE/TE: Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447; Writing Lesson: Journal Entry, 55, 1101, Memoir, 1440

• W–12–14.5 Providing closure - leaving the reader with something to think about (Local)

SE/TE: Insights, thoughtful, 83, 584; Conclusions, draw, 200, 865; Themes, connections between, 1236; also see: Introduction/body/conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422 Connect past to present, 192

• W–12–14.6 Making connections between personal ideas and experiences and more abstract aspects of life, leading to new perspectives or insights (Local) EXAMPLE: In a reflection upon a personal friendship, a student identifies a new insight about the relationship.

SE/TE: Essential Questions Across Time, 6–13, 214–221, 466–473, 694–701, 970–977, 1282–1289; Writing Workshop: Autobiographical Narrative, 188–195, Reflective Essay, 440–447; Writing Lesson: Journal Entry, 55, 1101, Memoir, 1440

Informational Writing: Reports, Procedures, or Persuasive Writing – Organizing Information (W-6.1 to 6.2) End of Grade 12 LOCAL ONLY W–12–6 In informational writing, students organize ideas/concepts by … • W–12–6.1 Using a text structure appropriate to focus/controlling idea or thesis (e.g., purpose, audience, context) (Local) EXAMPLES (of text structures): sequence (in procedures), chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation, deductive/inductive reasoning

SE/TE: Writing Workshop: Historical Investigation Report, 664–675, Multimedia Presentation, 944–951, Persuasive Essay, 1256–1263; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Research Paper, 1381, Position Statements, 1255, Parody, 1391; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447; Solve a Research Project, 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407







• W–12–6.2 Selecting appropriate and relevant information (excluding extraneous details) to set context (Local)

SE/TE: Sources, research, 67, 121, 665, 763; Findings summary, 639; Support, review and evaluate, 121; Evidence, 200, 663, 1183, 1257; Research, quick preview, 665; References, elaborate with, 831; Timed Writing, 187; Literary Criticism, 1069; Citing Sources and Preparing Manuscript, R21–R23; Research and Technology Guide, R51–R52; also see: Informational Texts: digital reference tools, 938–943, oral history transcript/e-mail, 1392–1401

Informational Writing: Reports, Procedures or Persuasive Writing – Organizing Information (W-6.3 to 6.5) End of Grade 12 LOCAL ONLY W–12–6 In informational writing, students organize ideas/concepts by… • W–12–6.3 Using transitional words or phrases appropriate to text structure to enhance ideas (Local)

SE/TE: Transitional words/phrases, 154, 320, 529, 543, 887, 948, 1025, 1078, 1114, 1236, 1260, 1345, 1391, 1391; Transitions, 286; Transitional expressions, 1323

• W–12–6.4a Drawing a conclusion by synthesizing information (Local)

SE/TE: Research Questions, 67, 680; Sources, research, 121, 763; Writing Workshop: Historical Investigation Report, 664–675; Writing Lesson: Informative Essay (researched), 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Solve a Research Project, 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407

• W–12–6.4b Synthesizing information from multiple sources to draw conclusions beyond those found in any single source (Local)

SE/TE: Writing Workshop: Historical Investigation Report, 664–675; Writing Lesson: Informative Essay (researched), 1381; Citing Sources and Preparing Manuscript, R21–R23; also see: Solve a Research Project, 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407

• W–12–6.5 Listing and citing sources using standard format (Local)

SE/TE: Writing Workshop: Works Cited, 670, 671; Writing Lesson: Essay About Historical Context, 763; Annotated Bibliography, 558; Citing Sources and Preparing Manuscript, R21–R23; also see: Writing Lesson: Informative Essay (researched), 1381







Informational Writing: Reports, Procedures, or Persuasive Writing – Conveying Information (W-7) End of Grade 12 LOCAL ONLY W–12–7 In informational writing, students effectively convey purpose by… • W–12–7.1 Establishing a topic (Local) SE/TE: Writing Workshop: Historical

Investigation Report, 664–675, Multimedia Presentation, 944–951, Persuasive Essay, 1256–1263; also see: Writing Lesson: Persuasive Editorial, 121, Editorial, 391, 663, Persuasive Essay, 255, 562, 1401, Persuasive Letter, 1183, Research Paper, 1381, Position Statements, 1255, Parody, 1391; Timed Writing, 133, 187, 255, 397, 505, 562, 624, 771, 943, 1008, 1255, 1447; Solve a Research Project, 16, 224, 476, 704, 980, 1292; Research Task, 187, 255, 505, 624, 771, 1008, 1407; Common Core Assessment Workshop Performance Tasks (Writing), 204, 456, 684, 960, 1272, 1464

• W–12–7.2 Stating and maintaining a focus/controlling idea/thesis (Local)

SE/TE: Thesis, 154, 357, 452, 612, 666, 680

• W–12–7.3 Selecting and using formal, informal, literary, or technical language appropriate to audience and context (Local)

SE/TE: Audience, consider, 177, 189, 1450; Audience, knowledge level for, 999; also see: Word Choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Voice, tone/diction of, 445; Rhetorical devices, 1183; Arguing techniques, 1258

• W–12–7.4 Establishing an authoritative voice (Local)

SE/TE: Voice, tone/diction of, 445; also see: Word Choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Voice, tone/diction of, 445; Rhetorical devices, 1183; Arguing techniques, 1258

• W-12-7.5 Using precise and descriptive language that clarifies and supports intent and enhances meaning (Local)

SE/TE: Word Choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452; Voice, tone/diction of, 445; Rhetorical devices, 1183; Arguing techniques, 1258







Informational Writing: Reports, Procedures, or Persuasive Writing – Using Elaboration Strategies (W-8) End of Grade 12 LOCAL ONLY W–12–8 In informational writing, students demonstrate use of a range of elaboration strategies by … • W–12–8.1 Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information (Local)

SE/TE: Thesis, 154, 357, 452, 612, 666, 680; also see: Support, review and evaluate, 121; Details, gather, 55, 67, 79, 83, 189, 241, 421, 441, 442, 529, 612, 663, 665, 910, 1257, 1309, 1332, 1361, 1449; Evidence, 200, 663, 1183, 1257

• W–12–8.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose (Local)

SE/TE: Support, review and evaluate, 121; Details, gather, 55, 67, 79, 83, 189, 241, 421, 441, 442, 529, 612, 663, 665, 910, 1257, 1309, 1332, 1361, 1449; Evidence, 200, 663, 1183, 1257; Images, visual, 1078

• W–12–8.3 Addressing readers’ concerns (anticipating and addressing potential problems, mistakes, or misunderstandings that might arise for the audience) (Local)

SE/TE: Audience, consider, 177, 189, 1450; Audience, knowledge level for, 999; also see: Rhetorical devices, 1183; Arguing techniques, 1258

• W–12–8.4 Commenting on the significance of the information (in reports, throughout the piece; in procedural or persuasive writing, as appropriate) (Local)

SE/TE: Reading for Information: online source, evaluate validity and reliability, 938–943, fact and opinion, distinguish between, 1250–1255; Common Core Research Project: writer's perspective, analyze, 178–187, writer's purpose, identify, 242–255, questions, generate, 492–505, philosophical assumptions, analyze, 614–623, inferences, draw, 764–771, evaluate the persuasive use of symbols, 1000–1007, background knowledge, use, 1398–1406; also see: Sources, research, 67, 121, 665, 763; Quotations, 109, 421, 557, 584, 715, 754, 777, 927, 1159; Quotations, consider, 535; Findings summary, 639; Research, quick preview, 665; References, elaborate with, 831

Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics (W-9.1 to 9.4) End of Grade 12 LOCAL ONLY W-12-9 In independent writing, students demonstrate command of appropriate English conventions by… • W–12–9.1 Applying rules of standard English usage to correct grammatical errors (Local) EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns

SE/TE: Editing/Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323, R56–R63







• W–12–9.2 Applying capitalization rules (Local)

SE/TE: Writing Workshop: Editing and Proofreading, 195; Handbook, R61

• W–12–9.3 Subsumed in W–12–9.4 • W–12–9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (Local) EXAMPLE: brackets

SE/TE: Commas, 31, 1263; Punctuation Tip, 155, 613, 1323; Writer’s Toolbox: Punctuation in Dialogue, 1453; Handbook, R61

Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics (W-9.5) End of Grade 12 LOCAL ONLY W–12–9 In independent writing, students demonstrate command of appropriate English conventions by… • W–12–9.5 Applying conventional and word-derivative spelling patterns/rules (Local) EXAMPLES: identifying relationships among roots and common pre/suffixes, including foreign derivation

SE/TE: Spelling, 195, 447, 675, 1263, 1455; Vocabulary Workshop: Dictionary, Thesaurus, 198–199; also see: Roots, 30, 109, 121, 177, 254, 286, 319, 391, 421, 450, 491, 515, 529, 612, 649, 754, 777, 794, 887, 909, 954, 1025, 1039, 1114, 1159, 1215, 1322, 1391, 1422, 1440; Prefixes, 93, 109, 241, 357, 373, 450, 583, 715, 763, 831, 954, 1078, 1092, 1361; Suffixes, 121, 153, 450, 954, 1183

Oral Communicates Strategies: Interactive Listening (OC-1) End of Grade 12 LOCAL ONLY OC–12–1 In oral communication, students demonstrate interactive listening by … • OC–12–1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local)

SE/TE: For related information see: Speaking and Listening: Presentation and Discussion: Travel directions, 1292

• OC–12–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented to advance understanding (Local)

SE/TE: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457

• OC–12–1.3 Identifying the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluating the message (Local)

SE/TE: Communications Workshop: evaluate a persuasive speech, 196–197, peer evaluation for for persuasive speech, 449, evaluation form fr oral interpretation, entertainment media analysis, 1264–1265; also see: Collaboration: Respond thoughtfully to different opinions and perspectives, 15, Encourage diverse perspectives, 1291







• OC–12–1.4 Participating in large and small group discussions showing respect for individual ideas (Local)

SE/TE: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457

• OC–12–1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)

SE/TE: Peer review, use, 55, 192, 444, 668, 948, 1260, 1452; also see: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457

Oral Communicates Strategies: Make Oral Presentations (OC-2.1 to 2.3) End of Grade 12 LOCAL ONLY OC–12–2 In oral communication, students make oral presentations by … • OC–12–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose (Local)

SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; Writing Workshop: Multimedia Presentation, 944–951; also see: Speaking and Listening: Oral Presentation, 16, 476, Media review, 135, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465

• OC–12–2.2 Maintaining a consistent focus (Local)

SE/TE: Interview, 16, 453, 980; also see: Write and Deliver a Persuasive Speech, 448–449; Writing Workshop: Multimedia Presentation, 944–951; Speaking and Listening: Oral Presentation, 476, Media review, 135, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion, 1292; Performance Tasks (Common Core Assessment Workshop): Speaking, 205, 457, 685, 961, 1273, 1465








• OC–12–2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion (Local) EXAMPLES (of support and elaboration): Using anecdotes, analogies, illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, artifacts

SE/TE: Write a Multimedia Presentation, 944–951; Writing Lesson: Electronic Slide Presentation, 535, Multi-Genre Response to Literature, 910, Multi-Genre Response to Poetry, 1078, Ad Campaign, 1363; Multimedia Presentation, 704; also see: Writing Workshop: Publishing and Presenting, 195, 447, 675, 951, 1263, 1455

Oral Communicates Strategies: Make Oral Presentations (OC-2.4 to 2.6) End of Grade 12 LOCAL ONLY OC–12–2 In oral communication, students make oral presentations by… • OC–12–2.4 Effectively responding to audience questions and feedback (Local)

SE/TE: Communication Workshop: Feedback Form, 197, 449, 677, 953, 1265, 1457; also see: Speaking and Listening (Collaboration): full-class discussion, 15, discussion with partner, 979, interview, 980, small-group discussion, 223, 475, 1291; Performance Tasks (Common Core Assessment Workshop): Panel Discussion 205, 685, Discussion Group, 961; Tips for Discussing Literature, R53; also see: Communications Workshop: comprehension and collaboration, 197, 449, 677, 953, 1265, 1457

• OC–12–2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively (Local)

SE/TE: Communications Workshop: Write and Deliver a Persuasive Speech, 448–449; Writing Workshop: Multimedia Presentation, 944–951; also see: Speaking and Listening: Oral Presentation, 16, 476, Slide presentation, 224, Formal oral presentation, 565, Presentation of Ideas, 703, Multimedia presentation, 704, Interview, 980, Travel directions, 1292, Presentation and discussion, 1292

• OC–12–2.6 Using tools of technology to enhance message (Local)

SE/TE: Write a Multimedia Presentation, 944–951; Writing Lesson: Electronic Slide Presentation, 535, Multi-Genre Response to Literature, 910, Multi-Genre Response to Poetry, 1078, Ad Campaign, 1363; Multimedia Presentation, 704; also see: Writing Workshop: Publishing and Presenting, 195, 447, 675, 951, 1263, 1455

standard 1: reading sixth grade - pearson...

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