Breaking Through College Readiness Reading 2013

Transcription

1 A Correlation of College Readiness Reading 2013 To the Readiness Anchor Standards

2 A Correlation of : for Reading The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. SE/TE: Test-Taking Strategies: inference questions, ; Chapter on Inference: from cartoons, , recognizing meaning from, 442, prior knowledge and, , slanted language and, , drawing conclusions from, , reading selections, In addition, : College Readiness Reading, 2013 teaches students how to read closely and check their understanding of texts in every chapter of the program. Students learn to monitor their understanding, summarize, and respond to questions about the explicit meaning of a wide range of fiction and nonfiction texts. Lessons include the following: Stages of Reading: Monitor: Check Understanding, 37, Applying All Six Thinking Strategies, 39 42; Levels of Reading Comprehension, 45 46; Comprehension Questions, 53 54, , , , ; 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. SE/TE: Chapter 4: Main Idea, 113; What Is a Topic? What Is a Main Idea?, 114; Identifying Topics, 115; Identifying Topics and Main Ideas, ; Answering Topic and Main Idea Test Questions, ; Questioning for the Main Idea ; Summary Points, ; The Reading Workshop 142; Chapter Readings, ; also see: Textbook Learning: Summarizing,

3 A Correlation of : 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. SE/TE: Chapter 4: Identifying Topics and Main Ideas, ; Answering Topic and Main Idea Test Questions, ; Questioning for the Main Idea ; Summary Points, ; The Reading Workshop 142; Chapter Readings, ; Chapter 11: Critical Reading: What Do Critical Readers Do?, 484; Recognize the Author's Purpose or Intent ; Recognize the Author's Point of View or Bias, ; Recognize the Author's Tone, ; Distinguish Fact from Opinion, ; Recognize Valid and Invalid Support for Arguments, 501; Chapter Readings, ; also see: Chapter 5: Supporting Details and Organizational Patterns, 177; What Is a Detail?, ; Patterns of Organization ; Summary Points 215; The Reading Workshop 216; Chapter Readings, SE/TE: Chapter 3: Vocabulary, 77; Learning New Words 78; Remembering New Words 78 79; Unlocking the Meaning of New Words 80; Types of Context Clues 81 87; Word Parts 88 91; The Dictionary, 92 34; Word Origins 95 96; Textbook Glossary, 97 98; Thesaurus, ; Analogies, ; Easily Confused Words, 103; Enriching Your Vocabulary, 104; The Reading Workshop, 106; Vocabulary Lesson: For or Against?, SE/TE: Chapter 5: Supporting Details and Organizational Patterns, 177; What Is a Detail?, ; Patterns of Organization ; Summary Points 215; The Reading Workshop 216; Chapter Readings,

4 A Correlation of : 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. SE/TE: Chapter 11: Critical Reading: What Do Critical Readers Do?, 484; Recognize the Author's Purpose or Intent ; Recognize the Author's Point of View or Bias, ; Recognize the Author's Tone, ; Distinguish Fact from Opinion, ; Recognize Valid and Invalid Support for Arguments, 501; Chapter Readings, SE/TE: Everyday Reading Skills: Internet searches/information, 25 30, , , newspaper stories, 73 75, direct mail advertisements, , for newspaper editorials, SE/TE: Chapter 11: Recognize the Author's Point of View or Bias, ; Distinguish Fact from Opinion, ; Recognize Valid and Invalid Support for Arguments, 501; Chapter Readings, SE/TE: Reading Casebook: What Makes Work Satisfying?, 250; What Is Most Important to Me in a Career?, 251; "I Hear America Singing" by Walt Whitman, 252; "What Work Is" by Philip Levine, ; "Job Satisfaction vs. A Big Paycheck" by Phyllis Korkki, ; "Eight Steps To Finding Fulfillment In The Work Place" from The Career Key, Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary SE/TE: : College and informational texts independently and Readiness Reading 2013 prepares proficiently students to read a wide range and variety of texts critically and independently. Chapters, lessons, and features includes the following: Everyday Reading Skills, 25 30, 73 75, , , , , , , , , ; Chapter 2: Stages of Reading, 31 76; Reading Casebook, ; Chapter 6: Textbook Learning, ; Chapter 11: Critical Reading,

5 A Correlation of : for Writing The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SE/TE: Extended Writing: encouraging recycling, 52, persuasive essay, 66, response to literature, 156, persuasive letter, 229, support/refute gender stereotypes, 513, response to editorial, Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. SE/TE: Extended Writing: analyzing severity of storm, 58, summarize selection, 147, essay about someone you respect, 165, compare and contrast essay, 239, explain functions of eye contact, 315, defining an ethical business person, 467 SE/TE: Extended Writing: personal narrative, 221, create follow-up story, 459 SE/TE: Extended Writing, 52, 58, 66, 147, 156, 165, 221, 229, 239, 262, 315, 410, 459, 467, 473, 513, 531; Internet writing, essay exam, SE/TE: Internet writing, essay exam (includes prewriting, drafting, and postwriting strategies), ; also see: Extended Writing, 52, 58, 66, 147, 156, 165, 221, 229, 239, 262, 315, 410, 459, 467, 473, 513, 531 SE/TE: Extended Writing: research for an informative script for television or radio, 410 5

6 A Correlation of : Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SE/TE: Extended Writing: research for an informative script, 410, research for a letter, 473 SE/TE: For related material see: Extended Writing: research for an informative script, 410, research for a letter, 473 SE/TE: Extended Writing: summarize selection, 147, response to literature, 156, create follow-up story, 459, response to editorial, 531; also see the thinking questions that follow literature selections: SE/TE: Extended Writing, 52, 58, 66, 147, 156, 165, 221, 229, 239, 262, 315, 410, 459, 467, 473, 513, 531; Internet writing, essay exam,

7 A Correlation of : for Speaking and Listening The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. SE/TE: Thinking, Talking, and Writing about Books, ; also see the questions that follow literature selections: Comprehension Questions, 53 54, , , , ; 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SE/TE: Everyday Reading Skills: Internet searches/information, 25 30, , , newspaper stories, 73 75, direct mail advertisements, , for newspaper editorials, SE/TE: Thinking, Talking, and Writing about Books, ; also see the questions that follow literature selections: Comprehension Questions, 53 54, , , , ; SE/TE: For related material see: Extended Writing: research for an informative script, 410, research for a letter, 473 SE/TE: For related material see: Extended Writing: research for an informative script, 410, research for a letter, 473 7

8 A Correlation of : 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SE/TE: Thinking, Talking, and Writing about Books, ; also see the questions that follow literature selections: Comprehension Questions, 53 54, , , , ; for Language The grades 6 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SE/TE: For related material see: Grammar, test answers, 345; also see: Extended Writing, 52, 58, 66, 147, 156, 165, 221, 229, 239, 262, 315, 410, 459, 467, 473, 513, 531; Internet writing, essay exam, Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. SE/TE: Spelling, 93, 567; also see: Extended Writing, 52, 58, 66, 147, 156, 165, 221, 229, 239, 262, 315, 410, 459, 467, 473, 513, 531; Internet writing, essay exam, SE/TE: Vocabulary Enrichment: words from literature, 309, idioms, , literary devices, ; also see: Extended Writing, 52, 58, 66, 147, 156, 165, 221, 229, 239, 262, 315, 410, 459, 467, 473, 513, 531; Internet writing, essay exam,

9 A Correlation of : Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SE/TE: Vocabulary Lessons: on prefixes, 70 71, , , , on word roots, , , , , ; Vocabulary Enrichment: context clues, , , , 299, 318, 413, , 517, prefixes, 159, suffixes, , thesaurus use, 299, 422 SE/TE: Figurative Language, ; Metaphors and similes, SE/TE: Chapter 3: Vocabulary, 77; Learning New Words 78; Remembering New Words 78 79; Unlocking the Meaning of New Words 80; Types of Context Clues 81 87; Word Parts 88 91; The Dictionary, 92 34; Word Origins 95 96; Textbook Glossary, 97 98; Thesaurus, ; Analogies, ; Easily Confused Words, 103; Enriching Your Vocabulary, 104; The Reading Workshop, 106; Vocabulary Lesson: For or Against?,