Standard 1: Reading SIXTH GRADE - Pearson ELT · Web viewAnalyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes

Project Success: Level 1correlated to

College and Career Readiness Anchor Standards Common Core Standards for ELA (Grades 11-12) GED Reasoning through Language Assessment (RLA) Targets

College and Career Readiness Anchor

Standards

Common Core Standards forEnglish Language Arts, Grade

11-12

GED Testing Service’s Reasoning Through Language Arts Assessment Targets

(RLAs)

Project Success, Level 1

Reading: LiteratureKey Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1

CCSS.ELA-Literacy.RL.11-12.1 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.

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

Project Success 1: For related material see: Reading: After You Read, 16, 30, 44, 57, 71, 85, 100, 112, 128, 142Active Teach DVD: Use Audio Bank of article about body language.


CCSS.ELA-Literacy.RL.11-12.2 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.

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

Project Success 1: Students can use the following skills to explore literary selections: Reading: Predict the topic: Read the title, 16; Understand the topic: What do you know? 30; Predict the topic: Look at pictures, 44; Predict the topic: Read headings, 57; Skimming, 71; Scanning, 85Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RL.11-12.3 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).

R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

Project Success 1: For related material see: Writing: Write a narrative, 114

Craft and StructureCCSS.ELA-Literacy.CCRA.R.4

CCSS.ELA-Literacy.RL.11-12.4 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.)

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

Project Success 1: Vocabulary Learning Strategy: Group by meaning, 18; Use your first language, 32; Group words by part of speech, 46; Recognize collocations, 60; Write personal sentences, 74; Group words by number of syllables, 88; Make word webs, 102; Draw pictures, 116; Group by context, 130; Label objects, 144Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RL.11-12.5 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.

R.3.1 Order sequences of events in texts.R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.

Project Success 1: For related material see: Reading: Skimming, 71; Scanning, 85; Paragraphs, 100; also see: Practical Skills: Read a supermarket flyer, 38; Sign in at a medical office, 78; Follow medical instructions, 79; Say why you are returning something, 136; Read a menu, 137


CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Project Success 1: For related material see: Point of view, 112, Identify author’s purpose, 128

Integration of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.R.7

CCSS.ELA-Literacy.RL.11-12.7 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.)

Project Success is a digital and print English program focusing on students’ future aspirations and on their current realities. Audio accounts of each literary selection are seamlessly integrated in the multimedia platform.

Project Success 1: Reading, 16, 30, 44, 57, 71, 85, 100, 112, 128, 142Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

(RL.9-10.8 not applicable to literature)


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RL.11-12.9 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.

Project Success is a digital and print English program focusing on students’ future aspirations and on their current realities. Readings provide opportunities for students to match readings to a variety of sources, illustrations, and types of information.

Project Success 1: Reading, 16, 30, 44, 57, 71, 85, 100, 112, 128, 142Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10

CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, 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.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

Each lesson in Project Success includes readings focusing on real-world activities of students in our dynamic world. Students can use the reading skills developed in the program to analyze fiction.Project Success 1: Reading: Predict the topic: Read the title, 16; Understand the topic: What do you know? 30; Predict the topic: Look at pictures, 44; Predict the topic: Read headings, 57; Skimming, 71; Scanning, 85; Paragraphs, 100; Point of view, 112; Identify author’s purpose, 128; Guessing words from context, 142Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


11-12


(RLAs)


Reading: Informational TextKey Ideas and Details


CCSS.ELA-Literacy.RI.11-12.1 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.

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

Project Success 1: Reading: After You Read, 16, 30, 44, 57, 71, 85, 100, 112, 128, 142Project Success 1: In the What do you think? activity at the end of most lessons, students analyze, evaluate, and infer the content of the lesson to other contexts and situations. For examples, see pages: 6, 7, 9, 12, 16, 20, 22, 24, 25, 26, 27, 28, 29, 34, 35, 38, 39, 41, 42, 44, 48, 50, 51, 52, 54, 55, 56, 62, 63, 67,69, 71, 76, 79, 80, 81, 82, 83, 90, 91, 92, 93, 96, 97, 100, 104, 105, 111, 112, 113, 118, 119, 121, 122, 124, 128, 132, 135, 138, 139, 142Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


CCSS.ELA-Literacy.RI.11-12.2 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.

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

Project Success 1: Reading: Predict the topic: Read the title, 16; Understand the topic: What do you know? 30; Predict the topic: Look at pictures, 44; Predict the topic: Read headings, 57; Skimming, 71; Scanning, 85Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RI.11-12.3 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.

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

Project Success 1: Reading: Skimming, 71; Reading: Scanning, 85; Paragraphs, 100; also see: Practical Skills: Read a supermarket flyer, 38; Sign in at a medical office, 78; Follow medical instructions, 79; Say why you are returning something, 136; Read a menu, 137; Writing (with model): Give instructions, 72Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.4

CCSS.ELA-Literacy.RI.11-12.4 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).

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



Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RI.11-12.5 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.

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

Project Success 1: Reading: Skimming, 71; Scanning, 85; Paragraphs, 100; also see: R Writing: Write for a purpose (note), 43; Give instructions, 72Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


CCSS.ELA-Literacy.RI.11-12.6 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.

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

Project Success 1: Reading: Point of view, 112; Identify author’s purpose, 128; Writing (with model): Give advice, 86; Give an opinion, 141Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Integration of Knowledge and Ideas


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RI.11-12.7 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.

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

Project Success is a digital and print English program focusing on students’ future aspirations and on their current realities. Audio accounts of each literary selection are seamlessly integrated in the multimedia platform.

Project Success 1: Reading, 16, 30, 44, 57, 71, 85, 100, 112, 128, 142; Practical Skills: Read a supermarket flyer, 38; Read an appointment card, 68; Read a map, 96; Read a bus schedule, 110Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RI.11-12.8 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).

R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument's claims build on one another.R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.R.8.6 Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.R.9.3 Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims( and analyze how each text emphasizes different evidence or advances a different interpretation of facts.

Project Success 1: For related material see: Reading: Reading: Identify author’s purpose, 128; Writing (with model): Give advice, 86; Give an opinion, 141Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.RI.11-12.9 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.

Project Success 1: Students can use the following skills to analyze significant documents from U.S. history. Reading: Predict the topic: Read the title, 16; Understand the topic: What do you know? 30; Predict the topic: Look at pictures, 44; Predict the topic: Read headings, 57; Skimming, 71; Scanning, 85; Paragraphs, 100; Point of view, 112; Identify author’s purpose, 128; Guessing words from context, 142Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10

CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, 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.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Project Success 1: Reading, 16, 30, 44, 57, 71, 85, 100, 112, 128, 142; Practical Skills, 11, 14, 24, 25, 28, 35, 38, 41, 50, 54, 55, 65, 66, 68, 78, 79, 82, 91, 92, 96, 109, 110, 111, 122, 123, 126, 134, 136, 137Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

WritingText Types and Purposes

CCSS.ELA-Literacy.CCRA.W.

CCSS.ELA-Literacy.W.11-12.1 Write arguments to support

W.2 Produce an extended analytic response in which the writer introduces

Project Success 1: Writing (with model): Give advice, 86; Give an


Standards


11-12


(RLAs)


1 claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.11-12.1a 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.CCSS.ELA-Literacy.W.11-12.1b 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.CCSS.ELA-Literacy.W.11-12.1c 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.CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective

the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.

opinion, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


11-12


(RLAs)


tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.CCRA.W.2

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.W.11-12.2a 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.CCSS.ELA-Literacy.W.11-12.2b 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.CCSS.ELA-Literacy.W.11-12.2c Use appropriate and varied

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

Project Success 1: Writing: Write an email to a friend, 15; Give details, 29; Write for a purpose (note), 43; Give instructions, 72; Give a main idea (write about home), 99Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


11-12


(RLAs)


transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.CCSS.ELA-Literacy.W.11-12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.CCSS.ELA-Literacy.W.11-12.2f 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).


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.11-12.3a 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.CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CCSS.ELA-Literacy.W.11-12.3c 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).CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS.ELA-Literacy.W.11-12.3e

Project Success 1: Writing: Write a narrative, 114; Vocabulary Learning Strategy: Write personal sentences, 74Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


11-12


(RLAs)


Production and Distribution of WritingCCSS.ELA-Literacy.CCRA.W.4

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Project Success 1: Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.)

Project Success 1: Writing: Write an email to a friend, 15; Give details, 29; Write for a purpose (note), 43; Use correct tone (ask for a day off), 58; Give instructions, 72; Give advice, 86; Give a main idea (write about home), 99; Write a narrative, 114; Express thanks, 127; Give an opinion, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.W.11-12.6 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.

Students are encouraged to use the ActiveTeach DVD and online materials to complete each writing activity.


Research to Build and Present KnowledgeCCSS.ELA-Literacy.CCRA.W.7

CCSS.ELA-Literacy.W.11-12.7 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.

Project Success 1: Job-Seeking Skills:Look at job ads online, 45Job-Seeking Skills: Look at job ads in the newspaper, 59; Prepare for a job interview, 101; Practical Skills: Read a map, 96; Read a bus schedule, 110


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.W.11-12.8 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.

Project Success 1: Job-Seeking Skills:Look at job ads online, 45Job-Seeking Skills: Look at job ads in the newspaper, 59; Prepare for a job interview, 101; Practical Skills: Read a map, 96; Read a bus schedule, 110


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.11-12.9a 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”).CCSS.ELA-Literacy.W.11-12.9b 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]”).

Project Success 1: Reading: Predict the topic: Read the title, 16; Understand the topic: What do you know? 30; Predict the topic: Look at pictures, 44; Predict the topic: Read headings, 57; Skimming, 71; Scanning, 85; Paragraphs, 100; Point of view, 112; Identify author’s purpose, 128; Guessing words from context, 142Active Teach DVD: Includes recordings of all reading selections.MyEnglishLab: An online component providing additional practice of reading skills.

Range of Writing


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.W.11-12.10 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.

Project Success 1: Writing: Write an email to a friend, 15; Give details, 29; Write for a purpose (note), 43; Use correct tone (ask for a day off), 58; Give instructions, 72; Give advice, 86; Give a main idea (write about home), 99; Write a narrative, 114; Express thanks, 127; Give an opinion, 141

Speaking & ListeningComprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1

CCSS.ELA-Literacy.SL.11-12.1 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.

Project Success 1: Listening and Speaking, 6, 7, 9, 12, 20,22, 26, 27, 34, 36, 39, 42, 48, 51, 52, 56, 62, 63, 67, 69, 76, 80, 81, 83, 90, 93, 95, 97, 104, 105, 107, 112, 118, 119, 121, 124, 132, 135, 138, 139

CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

The Get Ready to Watch section of all Listening and Speaking activities ensures that students are ready to examine the lesson video. The What Do You Think Activity? provides opportunities for students to respond to the videos.

Project Success 1: Listening and Speaking: Get Ready to Watch & What Do You Think?, 6, 7, 9, 12, 20,22, 26, 27, 34, 36, 39, 42, 48, 51, 52, 56, 62, 63, 67, 69, 76, 80, 81, 83, 90, 93, 95, 97, 104, 105, 107, 112, 118, 119, 121, 124, 132, 135, 138, 139


Standards


11-12


(RLAs)


CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


CCSS.ELA-Literacy.SL.11-12.1c 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.


CCSS.ELA-Literacy.SL.11-12.1d 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.

Project Success 1: What Do You Think? 6, 7, 9, 12, 16, 20, 22, 24, 25, 26, 27, 28, 29, 34, 35, 38, 39, 41, 42, 44, 48, 50, 51, 52, 54, 55, 56, 62, 63, 67,69, 71, 76, 79, 80, 81, 82, 83, 90, 91, 92, 93, 96, 97, 100, 104, 105, 111, 112, 113, 118, 119, 121, 122, 124, 128, 132, 135, 138, 139, 142


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.SL.11-12.2 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.

All Project Success materials are technologically integrated for seamless independent and classroom learning.

Project Success 1: See Video and audio icons associated with the following activities: Listening and Speaking, 6, 7, 9, 12, 20,22, 26, 27, 34, 36, 39, 42, 48, 51, 52, 56, 62, 63, 67, 69, 76, 80, 81, 83, 90, 93, 95, 97, 104, 105, 107, 112, 118, 119, 121, 124, 132, 135, 138, 139; Writing, 15, 30, 39, 56, 71, 80, 97, 112, 125, 134Active Teach DVD: In class, the teacher uses the ActiveTeach DVD-Rom to project the lessons on the board. Video, audio, flashcards, conversation frameworks, and other learning material are available.eText: Students review the videos, audio, and eFlashcards from class.MyEnglishLab: An online component providing further practice online with new listenings and readings, additional practice exercises, and video-based exercises.


CCSS.ELA-Literacy.SL.11-12.3 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.

Project Success 1: For opportunities to address this standard, students can listen to each article through the links on the Active Teach DVD: Reading: Reading: Point of view, 112

Presentation of Knowledge and Ideas


Standards


11-12


(RLAs)



CCSS.ELA-Literacy.SL.11-12.4 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.

Project Success 1: What Do You Think? 6, 7, 9, 12, 16, 20, 22, 24, 25, 26, 27, 28, 29, 34, 35, 38, 39, 41, 42, 44, 48, 50, 51, 52, 54, 55, 56, 62, 63, 67,69, 71, 76, 79, 80, 81, 82, 83, 90, 91, 92, 93, 96, 97, 100, 104, 105, 111, 112, 113, 118, 119, 121, 122, 124, 128, 132, 135, 138, 139, 142


CCSS.ELA-Literacy.SL.11-12.5 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.

Students are encouraged to use the ActiveTeach DVD and online materials to complete each writing activity.



CCSS.ELA-Literacy.SL.11-12.6 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 here for specific expectations.)


LanguageConventions of Standard English


Standards


11-12


(RLAs)


CCSS.ELA-Literacy.CCRA.L.1

CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Project Success 1: For related material see: Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141; Grammar Lessons, 8, 10, 13, 21, 23, 37, 40, 49, 53, 64, 70, 77, 84, 94, 98, 106, 108, 120, 125, 133, 140Active Teach DVD: See grammar videos that accompany this lesson.MyEnglishLab: An online component providing additional practice of grammar skills.

CCSS.ELA-Literacy.L.11-12.1b 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.

Project Success 1: For related material see: Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141; Grammar Lessons, 8, 10, 13, 21, 23, 37, 40, 49, 53, 64, 70, 77, 84, 94, 98, 106, 108, 120, 125, 133, 140Active Teach DVD: See grammar videos that accompany this lesson.MyEnglishLab: An online component providing additional practice of grammar skills.


CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.11-12.2a Observe hyphenation conventions.

Project Success 1: For related material see: Grammar Lessons, 8, 10, 13, 21, 23, 37, 40, 49, 53, 64, 70, 77, 84, 94, 98, 106, 108, 120, 125, 133, 140


Standards


11-12


(RLAs)


CCSS.ELA-Literacy.L.11-12.2b Spell correctly.

Teachers select ten words to create a Unit Spelling Test.

Project Success 1: Vocabulary Learning Strategy: Group words by number of syllables, 116, Group words by part of speech, 130Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

Knowledge of LanguageCCSS.ELA-Literacy.CCRA.L.3

CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.CCSS.ELA-Literacy.L.11-12.3a 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.

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

Project Success 1: Before You Write & Write, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141Active Teach DVD: Additional support material exists for all writing activities.MyEnglishLab: An online component providing additional practice of writing skills.

Vocabulary Acquisition and UseCCSS.ELA-Literacy.CCRA.L.4

CCSS.ELA-Literacy.L.11-12.4 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.


Standards


11-12


(RLAs)


CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Project Success 1: Reading: Guessing words from context, 142; Vocabulary Learning Strategy: Group by meaning, 18; Group words by part of speech, 46; Group words by number of syllables, 88; Group by context, 130

Please note that students use context clues to complete the conversation exercises in the Listening and Speaking activities. See pages: Listening and Speaking, 6, 7, 9, 12, 20,22, 26, 27, 34, 36, 39, 42, 48, 51, 52, 56, 62, 63, 67, 69, 76, 80, 81, 83, 90, 93, 95, 97, 104, 105, 107, 112, 118, 119, 121, 124, 132, 135, 138, 139Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

CCSS.ELA-Literacy.L.11-12.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Project Success 1: For related material see: Vocabulary Learning Strategy: Group by meaning, 18; Group words by part of speech, 46; Group words by number of syllables, 88; Group by context, 130; Grammar: Should / Shouldn’t, 84, 150; Can / Can’t, 106, 152Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.


Standards


11-12


(RLAs)


CCSS.ELA-Literacy.L.11-12.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Project Success 1: For related material see: Vocabulary Learning Strategy: Group by meaning, 18; Group words by part of speech, 46; Group words by number of syllables, 88; Make word webs, 102; Group by context, 130Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.

CCSS.ELA-Literacy.L.11-12.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Project Success 1: For related material see: Vocabulary Learning Strategy: Group by meaning, 18; Group words by part of speech, 46; Group words by number of syllables, 88; Make word webs, 102; Group by context, 130Active Teach DVD: Flashcards include correct pronunciation of unit word lists.MyEnglishLab: An online component providing additional practice of vocabulary skills.


CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

Project Success 1: For related material see: Writing: Give details, 29; Vocabulary Learning Strategy: Group by context, 130; Reading: Guessing words from context, 142


Standards


11-12


(RLAs)


CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning of words with similar denotations.

Project Success 1: For related material see: Vocabulary Learning Strategy: Recognize collocations, 60


CCSS.ELA-Literacy.L.11-12.6 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.


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

Project Success 1: Grammar: Descriptive adjectives, 53, 148; Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141

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

Project Success 1: For related material see: Grammar: This, that, these, those, 37, 147; There is / There are statements, 98, 151


Standards


11-12


(RLAs)


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

Project Success 1: For related material see: Grammar: Be: Simple present negative statements, 21, 146; Be: Simple present yes / no questions, 23, 146; Simple present: Statements, 40, 147; Be: Simple present questions with What, 70, 149; Imperatives, 77, 150; Present continuous: Statements, 120, 153; Be going to, 140, 154Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.

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

Project Success 1: Grammar: Object pronouns, 125, 153Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.

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

Project Success 1: For related material see: Grammar: This, that, these, those, 37, 147; Writing: Write an email to a friend, 15; Use correct tone (ask for a day off), 58

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

Project Success 1: For related material see: 15, 29, 43, 58, 72, 86, 99, 114, 127, 141

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

Project Success 1: For related material see: Grammar: Object pronouns, 125, 153


Standards


11-12


(RLAs)


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

Project Success 1: For related material see: Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.

L1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.

Project Success 1: For related material see: Writing: Give details, 29Active Teach DVD: See grammar videos that accompany this lesson. MyEnglishLab: An online component providing additional practice of grammar skills.

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

Project Success 1: For related material see: Be: Simple present affirmative statements, 8, 145; Subject pronouns and possessive adjectives, 13; Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.


Standards


11-12


(RLAs)


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

Project Success 1: For related material see: Grammar: Be: Simple present affirmative statements, 8, 145; Be: Simple present negative statements, 21, 146; Grammar: Be: Simple present yes / no questions, 23, 146; Be: Simple present questions with Where, 49, 148; Be: Simple present questions with What, 70, 149; Be, have, go: Simple past, 108, 152; Simple present: Wh- questions, 133, 154; Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.

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

Project Success 1: Possessive nouns, 94, 151


Standards


11-12


(RLAs)


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

Project Success 1: For related material see: Be: Simple present affirmative statements, 8, 145; Be: Simple present negative statements, 21, 146; Grammar: Be: Simple present yes / no questions, 23, 146; Be: Simple present questions with Where, 49, 148; Be: Simple present questions with What, 70, 149; Be, have, go: Simple past, 108, 152; Simple present: Wh- questions, 133, 154; Writing, 15, 29, 43, 58, 72, 86, 99, 114, 127, 141Active Teach DVD: Each writing activity includes a Check Your Writing checklist to enhance revising, editing, and proofreading.MyEnglishLab: An online component providing additional practice of writing skills.

Documents

Standard 1: Reading SIXTH GRADE - Pearson ELT · Web viewAnalyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes