ramp-up literacy -...

Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects

Ramp-Up Literacy

ISBN: 978-0-66364-094-2

CONTENTS

Ramp-Up to Middle Grades Literacy .............................................................................................1

Ramp-Up to Advanced Literacy .................................................................................................. 11

Ramp-Up LiteracyCommon Core

State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Common Core State Standards

Ramp-Up to Middle Grades LiteracyRAMP-UP LITERACY

Ramp-Up to Middle Grades Literacy 1

About This Document

Ramp-Up to Middle Grades Literacy is intended for middle school students who are approximately two years behind grade level in English Language Arts and is designed to bring them back up to grade level. Three units comprise the year-long course. In step with the Common Core State Standards, this document does not attempt to provide a specific lesson-by-lesson grade-level correlation for each unit. Rather, its purpose is two-fold: 1) to identify the target Common Core State Standards addressed by the end of the course; and 2) to provide an overview of the lessons from each unit that build towards meeting these standards. In the chart below, each Common Core State Standard is listed for reading literature, reading informational text, writing, speaking and listening, and language. As Ramp-Up to Middle Grades Literacy is typically taught in grade 6, the course was correlated to the grade 5 and 6 standards.

Standards Addressed

Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable). For example, RL.6.3 stands for Reading, Literature, grade 6, standard 3. For more information, see page 8 of Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. In the chart below, standards that are marked “Not directly addressed” are, nonetheless, often included in class activities. They also may be supplemented by the teacher in other ways.

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Key Ideas and Details

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit One: Indirectly throughout—more explicit in Lessons 1, 2–6, 31–33, 37–43, 48Unit Two: Indirectly throughout—more explicit in Lessons 5–11, 21, 48Unit Three: Lesson 12 (Testing)

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Unit One: Throughout the unitUnit Two: Lessons 3–13, 15–21, 48Unit Three: Lesson 12 (Testing)

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Unit One: Lessons 3, 6, 16, 21–23, 25, 28, 30, 42Unit Two: Lessons 8, 14, 16, 17, 20, 21, 48Unit Three: Not directly addressed

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.



2 Common Core State Standards for English Language Arts 2 & Literacy in History/Social Studies, Science, and Technical Subjects

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Craft and Structure

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Unit One: Lessons 3–6, 11–13, 15, 16, 18–23, 25, 26, 28, 30–33, 35–39, 41–45; Student Handbook, Section IXUnit Two: Lessons 1–18, 20, 21; Student Handbook, Section IXUnit Three: Not directly addressed

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Unit One: Not directly addressedUnit Two: Lesson 19Unit Three: Not directly addressed

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedRL.6.6 Explain how an author develops the point of view of the

narrator or speaker in a text.

Integration of Knowledge and Ideas

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressed

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.5.8 (Not applicable to literature) Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedRL.6.8

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Unit One: Lessons 8, 10, 34Unit Two: Lessons 1, 19, 22, 23Unit Three: Not directly addressed

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Unit One: Throughout the unit*Unit Two: Throughout the unit*Unit Three: Not directly addressed

* Stories only

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.




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RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit One: Indirectly throughout—more explicit in Lessons 8–10Unit Two: Indirectly throughout—more explicit in Lessons 6, 22–24, 30, 33, 46, 49Unit Three: Indirectly throughout—more explicit in Lessons 2, 3, 5, 7, 15, 17, 19–22, 24, 25, 27–29 (The Planet Earth); 7 (E-Reading); 3, 4 (Testing)

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Unit One: Not directly addressedUnit Two: Lessons 24–37, 30, 31, 33–36, 38, 39, 41–45, 47Unit Three: Lessons 2–4, 6–8, 11, 13, 14, 17, 19, 23, 24, 26, 28, 29 (The Planet Earth); 2, 3, 6, 9 (E-Reading); 7 (Testing)

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Unit One: Not directly addressedUnit Two: Lessons 3, 4, 23–26, 28–36, 42, 43, 45–47Unit Three: Lessons 1, 3, 4, 6–8, 11, 13, 14, 16, 17, 19, 26–29 (The Planet Earth)

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Unit One: Lessons 7–10, 14, 17, 34, 47–49; Student Handbook, Section IXUnit Two: Lessons 22–37, 39, 41–47, 49; Student Handbook, Section IXUnit Three: Throughout The Planet Earth and E-Reading lessons; Lessons 1–6, 14 (Testing); Student Handbook, Section IX

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Unit One: Lesson 8Unit Two: Lessons 3, 4, 8, 38, 46Unit Three: Lessons 1, 13 (The Planet Earth); 1–4, 6–8 (E-Reading)

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Unit One: Not directly addressedUnit Two: Lessons 22–30, 33–38Unit Three: Lesson 2 (The Planet Earth); Lesson 7 (E-Reading)RI.6.6 Determine an author’s point of view or purpose in a text and

explain how it is conveyed in the text.


RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Unit One: Not directly addressedUnit Two: Lessons 12, 27, 32, 46Unit Three: Lessons 1, 3, 12, 18, 23, 27 (The Planet Earth); 1–4, 6–8 (E-Reading)RI.6.7 Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.




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Integration of Knowledge and Ideas (continued)

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Unit One: Not directly addressedUnit Two: Lessons 38, 41Unit Three: Not directly addressed

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Unit One: Lessons 8, 10, 34Unit Two: Lessons 23–37, 42–47Unit Three: Lessons 8–30 (The Planet Earth)RI.6.9 Compare and contrast one author’s presentation of events

with that of another (e.g., a memoir written by and a biography on the same person).


RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Unit One: Throughout the unitUnit Two: Throughout the unitUnit Three: Throughout the unit

RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Phonics and Word Recognition

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.


Fluency

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.





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Text Types and Purposes

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (a–d)

Unit One: Lessons 32–34, 37–39, 41–44, 46, 47Unit Two: Lessons 6–9, 21–25, 26, 37–39Unit Three: Lessons 7–9 (E-Reading)W.6.1 Write arguments to support claims with clear reasons and

relevant evidence. (a–e)

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (a–e)

Unit One: Not directly addressedUnit Two: Lessons 24–29 , 41–49Unit Three: Lessons 8–30 (The Planet Earth)W.6.2 Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (a–f )

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a–e)

Unit One: Lessons 16–19, 21–24, 27–29, 32, 38Unit Two: Not directly addressedUnit Three: Not directly addressed

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (a–e)

Production and Distribution of Writing

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Unit One: Lessons 4, 10, 12, 14, 15, 17, 19, 20, 24–30, 32–35, 37–50Unit Two: Lessons 2, 4–17, 19–35, 37–49Unit Three: Throughout the unit

W.6.4 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.)

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)

Unit One: Lessons 32, 33, 41–44, 46, 47Unit Two: Lessons 22, 23, 25, 28, 29,38, 39, 41-49Unit Three: Lessons 8–30 (The Planet Earth); 9 (E-Reading); 11, 15 (Testing)

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.




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Research to Build and Present Knowledge

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Unit One: Not directly addressedUnit Two: Lessons 41–50Unit Three: Lessons 8–30 (The Planet Earth)

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Unit One: Not directly addressedUnit Two: Lessons 41–49Unit Three: Lessons 8–30 (The Planet Earth)

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (a–b)

Unit One: Lessons 4, 10, 14, 15, 17, 19, 22, 24, 27–30, 32–34, 37–39, 41–44, 46–49Unit Two: Lessons 4, 6, 8, 9, 11, 13, 14, 16, 19–23, 26, 29, 41–49Unit Three: Lessons 2, 8–30 (The Planet Earth); 7–9 (E-Reading)


Range of Writing

W.5.10 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 discipline-specific tasks, purposes, and audiences.

Unit One: Lessons 4, 10, 12, 14, 15–19, 20–25, 27–30, 32–34, 35, 37–49Unit Two: Throughout the unitUnit Three: Throughout the unit





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Comprehension and Collaboration

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. (a–d)


SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (a–d)

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit One: Throughout the unitUnit Two: Throughout the unitUnit Three: Throughout The Planet Earth and E-Reading lessonsSL.6.2 Interpret information presented in diverse media and formats

(e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedSL.6.3 Delineate a speaker’s argument and specific claims,

distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Unit One: Lessons 9, 27, 28, 37, 42, 43, 47–50Unit Two: Lessons 9, 13, 14, 16, 18, 29, 48, 49Unit Three: Lessons 4, 6, 7, 28–30 (The Planet Earth); 10 (E-Reading)

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.


SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)


SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)




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Conventions of Standard English

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.e. Use correlative conjunctions (e.g., either/or, neither/nor).

Unit One: Not directly addressedUnit Two: Student Handbook, Section X (conjunctions: L.5.1a and L.5.1e)Unit Three: Student Handbook, Section X (conjunctions: L.5.1a)

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation to separate items in a series.b. Use a comma to separate an introductory element from the

rest of the sentence.c. Use a comma to set off the words yes and no (e.g., Yes, thank

you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting references as needed.

Unit One: Student Handbook, Section X (commas: L.5.2a and L.6.2a; spelling: L.5.2e or L.6.2b)Unit Two: Student Handbook, Section X (spelling: L.5.2e or L.6.2b)Unit Three: Student Handbook, Section X (spelling: L.5.2e or L.6.2b; commas: L.5.2a–c)

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.b. Spell correctly.

Knowledge of Language

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (a–b)

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedL.6.3 Use knowledge of language and its conventions when writing,

speaking, reading, or listening. (a–b)




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Vocabulary Acquisition and Use

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (a–c)

Unit One: Throughout the unit with word study and particularly Lessons 14, 34, 30, 49; also Student Handbook, Section IXUnit Two: Throughout the unit with word study and particularly Lesson 34; also Student Handbook, Section IXUnit Three: Throughout the unit with word study and particularly Lessons 14, 17, 22, 24; also Student Handbook, Section IX and Section X (suffixes)

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (a–d)

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (a–c)

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedL.6.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (a–c)

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Unit One: Throughout the unitUnit Two: Throughout the unitUnit Three: Throughout The Planet Earth and E-Reading lessons; Lessons 1–6, 14 (Testing)

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Ramp-Up to Advanced LiteracyRAMP-UP LITERACY

Ramp-Up to Advanced Literacy 11

About This Document

Ramp-Up to Advanced Literacy is intended for high school students who are approximately two years behind grade level in English Language Arts and is designed to bring them back up to grade level. Three units comprise the year-long course. In step with the Common Core State Standards, this document does not attempt to provide a specific lesson-by-lesson grade-level correlation for each unit. Rather, its purpose is two-fold: 1) to identify the target Common Core State Standards addressed by the end of the course; and 2) to provide an overview of the lessons from each unit that build towards meeting these standards. In the chart below, each Common Core State Standard is listed for reading literature, reading informational text, writing, speaking and listening, and language. As Ramp-Up to Advanced Literacy is typically taught in grade 9, the course was correlated to the grade 8 and 9 standards.

Standards Addressed

Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable). For example, RL.8.3 stands for Reading, Literature, grade 8, standard 3. For more information, see page 8 of Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. In the chart below, standards that are marked “Not directly addressed” are, nonetheless, often included in class activities. They also may be supplemented by the teacher in other ways.

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RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Unit One: Indirectly throughout—more explicit in Lessons 11, 16–20, 22, 24, 25, 27, 34, 35, 41Unit Two: Indirectly throughout—more explicit in Lessons 4, 6–11, 13–20, 36Unit Three: Lesson 12 (Testing)

RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Unit One: Lessons 2–11, 13–28, 30Unit Two: Lessons 2–20, 30Unit Three: Lesson 12 (Testing)

RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Unit One: Lessons 3–11, 13–22, 25Unit Two: Lessons 1–20Unit Three: Not directly addressed

RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.




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Craft and Structure

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Unit One: Lessons 1–11, 13–22, 25, 27Unit Two: Lessons 1–20, 30, 36Unit Three: Lesson 1 (Endangered Species)

RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Unit One: Lessons 2, 6, 9, 10, 15, 16Unit Two: Lessons 14, 21, 36Unit Three: Not directly addressed

RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.


RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.


RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RL.8.8 (Not applicable to literature) Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedRL.9.8

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.


RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).


RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Unit One: Throughout the unit*Unit Two: Throughout the unit**Unit Three: Not directly addressed

* Stories only** Stories and one poem only

RL.9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.




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RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Unit One: Indirectly throughout—more explicit in Lessons 28, 29, 36–40, 42, 45, 48Unit Two: Indirectly throughout—more explicit in Lessons 7, 8, 9, 11, 13, 14, 22, 23, 25–31, 35, 40, 41, 43, 44Unit Three: Indirectly throughout—more explicit in Lessons 2, 4, 8, 16, 17, 21, 23 (Endangered Species); 7 (E-Reading); 3, 4 (Testing)

RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Unit One: Lessons 28, 36–40, 44, 45, 47, 48Unit Two: Lessons 21–29, 31–35, 37–50Unit Three: Lessons 2–8, 10–30 (Endangered Species); 2, 3, 6, 9 (E-Reading); 7 (Testing)RI.9.2 Determine a central idea of a text and analyze its development

over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Unit One: Lessons 36–39Unit Two: Lessons 8, 9, 11, 22–28, 31, 32, 40, 42–47Unit Three: Lessons 8, 11–13, 16–29 (Endangered Species)

RI.9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Unit One: Lessons 28, 29, 31–33, 36–40, 42, 45–48Unit Two: Lessons 21–29, 31–35, 37–46, 48–50Unit Three: Lessons 2–8, 10–29 (Endangered Species); 1–15 (E-Reading); 1–6, 14 (Testing)

RI.9.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Unit One: Lessons 37–39, 46–48Unit Two: Lessons 3, 37, 49Unit Three: Lesson 8 (Endangered Species); 1–4, 6–8 (E-Reading)RI.9.5 Analyze in detail how an author’s ideas or claims are

developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Unit One: Lessons 36–40Unit Two: Lessons 29, 31–33Unit Three: Lessons 12, 27–29 (Endangered Species)RI.9.6 Determine an author’s point of view or purpose in a text and

analyze how an author uses rhetoric to advance that point of view or purpose.




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RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Unit One: Not directly addressedUnit Two: Lessons 34, 35Unit Three: Lessons 27–30 (Endangered Species); 1–4, 6–8 (E-Reading)RI.9.7 Analyze various accounts of a subject told in different

mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Unit One: Not directly addressedUnit Two: Lesson 23Unit Three: Not directly addressed


RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


RI.9.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.




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Text Types and Purposes

W.8.1 Write arguments to support claims with clear reasons and relevant evidence. (a–e)

Unit One: Not directly addressedUnit Two: Lessons 26–28, 48Unit Three: Lessons 12–22 (Endangered Species); 7–9 (E-Reading)

W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (a–e)

W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (a–f )

Unit One: Not directly addressedUnit Two: Lessons 23, 24, 38, 39, 41–44, 46–50Unit Three: Lessons 2–11 (Endangered Species)

W.9.2 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. (a–f )

W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (a–e)

Unit One: Lessons 42–44, 46–50Unit Two: Lessons 2, 9, 14, 17, 23, 27–29, 33, 37–39, 41–44, 46–50Unit Three: Not directly addressedW.9.3 Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-structured event sequences. (a–e)

Production and Distribution of Writing

W.8.4 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.)

Unit One: Lessons 4, 9–11, 14, 15, 17–30, 32–50Unit Two: Lessons 2, 4–15, 17–20, 22–30, 32–40, 42–50Unit Three: Lessons 2–27, 28, 29 (Endangered Species); throughout E-Reading and TestingW.9.4 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.)

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

Unit One: Lessons 23, 26, 44, 46–50Unit Two: Lessons 11, 24, 36–39, 41–44, 46–50Unit Three: Lessons 2–27 (Endangered Species); 9 (E-Reading); 11, 15 (Testing)

W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.


W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.




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Research to Build and Present Knowledge

W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Unit One: Not directly addressedUnit Two: Lessons 9, 14, 17, 23, 27–29, 33, 37–39, 41–44, 46–50Unit Three: Lessons 2–27 (Endangered Species)

W.9.7 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.

W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Lessons 2–27 (Endangered Species)

W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Unit One: Lessons 4, 9, 22–24, 26, 32, 39Unit Two: Lessons 6, 11, 13, 17, 23, 24, 26–28, 31, 36, 49, 50Unit Three: Lessons 2–27 (Endangered Species); 7–9 (E-Reading)


Range of Writing


Unit One: Lessons 4, 9–11, 14, 15, 17–30, 32–50Unit Two: Lessons 2, 4–15, 17–20, 22–30, 32–40, 42–50Unit Three: Lessons 2–27, 29, 30 (Endangered Species); throughout E-Reading and TestingW.9.10 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.




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Comprehension and Collaboration

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (a–d)


SL.9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a–d)

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.


SL.9.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Unit One: Lessons 33–35Unit Two: Not directly addressedUnit Three: Lessons 28, 29 (Endangered Species)

SL.9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Unit One: Lessons 8, 13, 14, 17–19, 24, 28–29, 31–35Unit Two: Not directly addressedUnit Three: Lessons 27–29 (Endangered Species); 10 (E-Reading)SL.9.4 Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.


SL.9.5 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.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)


SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)




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Conventions of Standard English

L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of verbals (gerunds, participles,

infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative,

interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice

and mood.

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Student Handbook, Section X (verbals: L.8.1a)

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause

or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.

Unit One: Lesson 45 (em dash: L.8.2a) and Student Handbook, Section X (em dash: L.8.2a; semicolons: L.9.2a; spelling: L.8.2c or L.9.2c)Unit Two: Student Handbook, Section X (spelling: L.8.2c or L.9.2c)Unit Three: Student Handbook, Section X (semicolon: L.9.2a; spelling: L.8.2c or L.9.2c)L.9.2 Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link

two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.

Knowledge of Language

L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (a)

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedL.9.3 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. (a)

Vocabulary Acquisition and Use

L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (a–d)

Unit One: Throughout the unit with word study and particularly Lesson 14; also Student Handbook, Section IXUnit Two: Throughout the unit with word study and particularly Lessons 39 and 47; also Student Handbook, Section IXUnit Three: Throughout the unit with word study and particularly Lessons 2, 24, and 26; also Student Handbook, Section IX

L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (a–d)




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Vocabulary Acquisition and Use (continued)

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (a–c)

Unit One: Not directly addressedUnit Two: Not directly addressedUnit Three: Not directly addressedL.9.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (a–b)

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit One: Throughout the unitUnit Two: Throughout the unitUnit Three: Throughout the Endangered Species and E-Reading lessons; Lessons 1–6, 14 (Testing)

L.9.6 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.

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