A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Introduction This document demonstrates how Prentice Hall Literature Common Core Edition 2012 meets the objectives of the New Jersey Model Curriculum for. Correlation page references are to the Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Prentice Hall Literature Common Core Edition Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. Prentice Hall Literature Common Core Edition is designed to motivate and inspire today s digital natives your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core State Standards Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors to the Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 2
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Table of Contents Model Curriculum UNIT 1... 4 Model Curriculum UNIT 2... 16 Model Curriculum UNIT 3... 29 Model Curriculum UNIT 4... 41 Model Curriculum UNIT 5... 55 3
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum UNIT 1 Reading: Literature Common Core State Standards for RL.9.1 Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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.9.4 Craft and Structure 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). SE/TE: Make Inferences, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279; also see: After You Read: Key Ideas and Details, 21, 32, 38, 56, 68, 85, 92, 110, 120, 134, 148, 166, 170, 236, 252, 266, 278, 297, 304, 328, 342, 358, 370, 395, 400, 452, 460, 474, 486, 507, 510, 526, 534, 548, 560, 576, 580, 628, 638, 650, 664, 679, 681, 684, 728, 736, 751, 753, 754, 830, 858, 890, 910, 930, 949, 958, 974, 995, 1000, 1049, 1069, 1082, 1105, 1114, 1129, 1131, 1133, 1136, 1162, 1188, 1198, 1204, 1224, 1232 SE/TE: Common Core Literary Analysis Workshop: Determining Themes in Fiction, 6, Analyzing Structure and Theme (Short Story), 199, Themes in Literature (Oral Tradition), 1030 1039; Comparing Themes, 160, 171; Theme, 162, 163, 165, 166, 199, 200, 610, 782; Archetypal themes, 944, 947, 948, 949, 952, 955, 957, 959; Summarize, 801, 809, 811, 816, 820, 824, 831, 833, 839, 844, 853, 859, 861, 864, 868, 873, 875, 877, 881, 882, 884, 886, 888, 891, 893, 901, 903, 911, 913, 919, 922, 927, 931, 936 SE/TE: Dialect, 347, 351, 355, 359, 367, 371; Figurative language, 610, 614, 617, 625, 627, 629, 633, 637, 639, 693; Sound devices, 643, 649, 651, 656, 657, 659, 661, 663, 665; Imagery, 608, 610, 676; Vocabulary Workshop: Connotation and Denotation, 764 765; Dialogue, 801, 808, 813, 819, 821, 822, 824, 827, 828, 829, 831; Satire, 986, 989, 1001; Epic simile, 1087, 1093, 1109, 1111, 1112, 1114, 1115 4
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 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.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. SE/TE: Common Core Literary Analysis Workshop: Plot Structure in a Short Story, 197, How Characters Advance the Plot, 198, Analyzing Structure and Theme, 199; also see: Suspense, 43, 50, 57, 69; Plot, 43, 46, 60, 57, 69; Narrative Poetry, 693, 699, 702; Dialogue and stage directions, 801, 808, 809, 813, 817, 819, 821, 822, 824, 826, 827, 828, 829, 831; Dramatic speech, 861, 870, 878, 887, 891; Flashback, 1041, 1048, 1079, 1082 SE/TE: Comparing Points of View, 80, 83, 84, 85, 87, 89, 93; Comparing setting chart (place, time, culture), 290, 305; Themes in Literature (Oral Tradition), 1030 1039; Historical and Cultural Context, 1041, 1048, 1050, 1052, 1056, 1062, 1064, 1067, 1068, 1072, 1076, 1083, 1087, 1092, 1094, 1097, 1098, 1099, 1101, 1107, 1108, 1110, 1115; Literature in Context and selected Critical Viewing, 1078, 1095, 1096, 1104 Writing RL.9.7 Integration of Knowledge and Ideas 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). W.9.3 Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. SE/TE: Research and Technology: Presentation of Knowledge and Ideas (film review), 935; also have students compare and contrast Shakespeare s poem The Seven Ages of Man (a speech from As You Like It) with the similarly titled stained-glass window based on the poem (734, 735). SE/TE: Writing Workshop: Autobiographical Narrative, 94 99, Descriptive Essay, 686 691; also see: Writing: Anecdote, 41, Journal entry, 123, 1191 5
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. SE/TE: Autobiographical Narrative: identify your main point, 96; Short Story: developing the plot, 307; Point of View, 308 SE/TE: Autobiographical Narrative: pace the action, 96; Short Story: develop characters, 306, developing the plot, 307; Point of View, 308; Dialogue, 308 SE/TE: Autobiographical Narrative: structure the sequence, 94, pace the action, 96; Short Story: developing the plot, 307; Maintain an effective sequence of events, 308; Writing Lessons, 255, 1085 SE/TE: Autobiographical Narrative: choosing details, 95; Short Story: show, don t tell, 308; verb tenses, inconsistent, 309; Writing Lessons, 255, 1085 SE/TE: Autobiographical Narrative: structure the sequence, 94; Short Story: developing the plot, 307; Writing Lessons, 255, 1085 6
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 W.9.4 Production and Distribution of Writing 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.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 on page 54.) SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94 99, Problem-and-solution Essay (Write an Argument), 172 179, Short Story (Write a Narrative), 306 311, Cause-and-Effect Essay (Write an Explanatory Text), 402 409, Business Letter (Write Explanatory Text), 512 517, Editorial (Write an Argument), 582 589, Descriptive Essay (Write an Informative Text), 686 691, Exposition: Response to Literature (Write an Explanatory Text), 756 763, Exposition: How-to Essay (Write an Explanatory Text), 960 965, Research Report (Write an Informative Text), 1002 1013, Technical Document (Write an Explanatory Text), 1138 1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250 SE/TE: Prewriting (includes choosing topic, narrowing topic and gathering details), 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235; Drafting (includes shaping writing, providing elaboration): 96, 174, 308, 404, 514, 584, 687, 758, 962, 1005, 1140, 1236; Revising, 96, 177, 308, 406, 514, 596, 688, 761, 962, 1006, 1140, 1238; Writer s Toolbox: Revising, 97, 177, 309, 407, 587, 689, 963, 1009, 1141; Editing/proofreading, 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241; Reflecting/Assessing (Journal/Rubric): 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241 7
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 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. W.9.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9-10 Reading standards to literature (e.g., 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] ). SE/TE: Communication Workshop: Multimedia Presentation of a Research Report, 1016 1017; also see: Writing Workshop: Publishing and Sharing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Research and Technology, 123, 935; Creating an Effective Podcast, R47; Communication Workshop SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature and informational texts, 188, 418, 598, 772, 1022, 1250; Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215 SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature, 188, 418, 598, 772, 1022, 1250 8
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 W.9.10 Range of Writing 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: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94 99, Problem-and-solution Essay (Write an Argument), 172 179, Short Story (Write a Narrative), 306 311, Cause-and-Effect Essay (Write an Explanatory Text), 402 409, Business Letter (Write Explanatory Text), 512 517, Editorial (Write an Argument), 582 589, Descriptive Essay (Write an Informative Text), 686 691, Exposition: Response to Literature (Write an Explanatory Text), 756 763, Exposition: How-to Essay (Write an Explanatory Text), 960 965, Research Report (Write an Informative Text), 1002 1013, Technical Document (Write an Explanatory Text), 1138 1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250 Speaking and Listening SL.9.1 Comprehension and Collaboration Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SE/TE: Exploring the Big Question: Collaboration (Discussion), 2, 194, 424, 604, 778, 1028; Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243; Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251 9
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SE/TE: Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251 SE/TE: Exploring the Big Question (Collaboration): Establish rules, 194, Set rules that will lead to a cooperative exchange, 424, Come to an agreement, 1028; also see: Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207 SE/TE: Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Exploring the Big Question (Collaboration): Listen carefully and ask questions, 1028 SE/TE: Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207; Exploring the Big Question (Collaboration): Participate effectively by building on the ideas of others, 2, Listen carefully and ask questions, 1028 10
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 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.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. SL.9.4 Presentation of Knowledge and Ideas 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. SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016 1017, Comparing Media Coverage, 1244 1245; also see: Research and Technology: Introduction for Multimedia Presentation, 123, Informative brochure, 345, Include relevant media, 537, Electronic media, use, 935, Research Report Informational Chart, 977, Photographs, include, 1039 SE/TE: Communication Workshop: Evaluating a Speech, 412 413, Comprehension and Collaboration, 593, 1017, Comparing Media Coverage, 1244 1245; also see: Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207, Evaluate oral report, 1191 SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182 183, Delivering a Persuasive Speech, 592 593, Oral Interpretation of Literature, 766 767, Multimedia Presentation of a Research Report, 1016 1017; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251; Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207, Oral report, 1191 11
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182 183, Delivering a Persuasive Speech, 592 593, Oral Interpretation of Literature, 766 767, Multimedia Presentation of a Research Report, 1016 1017; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251; Speaking and Listening: Oral presentation, 181, 255, Debate, 281, 1117, Radio news report, 563, Impromptu speech, 641, Illustrated presentation, 667, Oral report, 1191 Language L.9.1 Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Conventions, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Grammar, Usage, and Mechanics Handbook, R50 R54 a. Use parallel structure. SE/TE: Parallelism, create, 587; also see: Parallelism, 429, 539, 546, 549, 561 b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. SE/TE: Revising: Subordinating clauses, 406; Writer s Toolbox: prepositional phrase, 689, revising to combine sentences with phrases, 963, revising to combine sentences using adverb clauses, 1009, vary sentence structure and length, 1239; also see: Conventions: Prepositional phrase, 666, Infinitive phrase, 738, Participle, gerund phrase, 932, Clauses, 976, Adverb clauses, 1009, 1239 12
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 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. SE/TE: Common and Proper Nouns, 40; Editing: Proper names and places, 99; Spelling, focus on, 179, 311, 589; Using Quotations, 761; Spelling skills, use basic, 1143; Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R52 R54 SE/TE: Conventions: Semicolons, 1206 SE/TE: Conventions: Colon, Semicolons, and Ellipses, 1206 c. Spell correctly. SE/TE: Spelling, focus on, 179, 311, 589; Spelling skills, use basic, 1143; also see: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 L.9.3 Knowledge of Language 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. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Conventions, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Grammar, Usage, and Mechanics Handbook, R50 R54 SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 13
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 L.9.4 Vocabulary Acquisition and Use 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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. SE/TE: Vocabulary Workshop, 180 181, 410 411, 590 591, 764 765, 1014 1015, 1242 1243; also see: Vocabulary Development, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC63; Explain context cues, 237, 253; Context Clues, 590 591; also see: Common Core Assessment Workshop: Cumulative Review (Vocabulary), 185, 415, 595, 769, 1019, 1247 SE/TE: Building Academic Vocabulary (related words), CC58 CC63; also see: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 180 181; Word Study, 57, 111, 121, 135, 279, 329, 359; for related activities, also see: Spanish- English Dictionary User Guide, 376, 377, 381 14
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 1 d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 180 181, Etymology (sample dictionary entry), 410, foreign words (dictionary), 1014; Word Study, 57, 111, 121, 135, 279, 329, 359 SE/TE: Analogy, 57; Vocabulary Workshop: Using a Dictionary and Thesaurus, 180 181, Words With Multiple Meanings, 590 591, Connotation and Denotation, 764 765, Idioms, Jargon, and Technical Terms, 1242 1243; Hyperbole, 572, 581, 1216; Figurative language, 608, 610, 617, 625, 627, 629, 633, 637, 639, 693; Imagery, 612, 614, 678, 679, 680, 676, 683, 684, 685; Personification, 615; Simile, 687 SE/TE: Figures of speech, 617, 629, 639 SE/TE: Vocabulary Workshop: Connotation and Denotation, 764 765; also see: Analyzing Poetic Language: Denotation, 608 15
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum UNIT 2 Reading: Informational Text Common Core State Standards for RI.9.1 Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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.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. SE/TE: Common Core Workshop: Comprehending Complex Texts (nonfiction models), CC68 CC71; After You Read (Reading for Information), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Critical Thinking: Infer, 120, 134, 148, 166, 170, 452, 460, 507, 534, 576, Analyze cause and effect, 400, 486, Assess, 474, Draw conclusions, 510, 580; Comparing Literary Works: Biographical Writing, 498, 503, 504, 506,507 510, 511, Humorous Writing SE/TE: Common Core Literary Analysis Workshop: Determining Central Ideas in Nonfiction, 7, Close Read: Central Idea in Nonfiction, 16 22; Main idea, identify / determine, 441, 448, 453, 458, 461; Critical Thinking: Summarize, 510; Reading for Information: paraphrase a text (main idea), 742 747, analyze text information, logic, sequence, 938 943 SE/TE: Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 481, 483, 485, 486, 487; Literary Analysis: Persuasive Essay (language & techniques), 519, 523, 525, 527, 531, 535; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Informational Texts: Evaluate credibility (and argument), 566 571; Propaganda, evaluate, 934; for related activities, also see: Bias, 428 16
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 RI.9.4 Craft and Structure 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.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.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. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC63; Voice and Word Choice, 101, 111, 121; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; also see: Vocabulary (for nonfiction selections), 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561; Informational Texts: Technical Document, Web Article, 492 497; Vocabulary Workshop: Connotation and Denotation, 764 765, Idioms, Jargon, and Technical Terms, 1242 1243 SE/TE: Common Core Workshop: Comprehending Complex Texts (nonfiction models), CC68 CC71; Common Core Literary Analysis Workshop: Determining Central Ideas in Nonfiction, 7, Close Read: Central Idea in Nonfiction, 16 22; Main idea, identify / determine, 441, 448, 453, 458, 461, 490, 453, 461; Expository Essay (organizational structures), 465, 471, 472, 475, 479, 480, 483, 485, 487; also see: Reading Informational Materials: analyze text structure, features, format, 154 159, 376 381, analyze text information, logic, sequence, 938 943 SE/TE: Common Core Workshop: Analyzing Arguments, CC71 CC73, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC74 CC75; Author s Purpose, 101, 105, 109, 118, 125, 436, 1193, 1199, 1205; Common Core Literary Analysis Workshop: Analyzing Word Choice and Rhetoric, 429, Rhetorical Devices, 430, 431, 433, 435, 436, 438, 439; Evaluate persuasive techniques, 539, 546, 549, 554, 561; Persuasive speech, 539, 546, 555, 556, 559; Rhetorical devices, 594 17
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 Writing 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. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. SE/TE: Cause-and-Effect Essay, 402 409; Research Report, 1002 1013; Comparison-and-Contrast Essay, 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Research and Technology, 123, 345, 935; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250; Integrated Language Skills: Writing, 401, 755, 1117; Communications Workshop: Multimedia Presentation of a Research Report, 1016 1017 SE/TE: Cause-and-Effect Essay: TRI method, 404; Research Report: Thesis Statement, 1005; Comparisonand-Contrast Essay: specify your purpose, 1235; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Research and Technology, 123, 345, 935; Integrated Language Skills: Writing, 401, 755, 1117 SE/TE: Cause and Effect Essay: examine current events & chart causes and effects, 403, use logical evidence, 404, showing cause and effect, 405, clarify cause and effect, 406; Research Report: Gathering Details, 1003 1004; Comparison and Contrast Essay: support generalizations with specifics, 1236 SE/TE: Cause and Effect Essay: TRI method to develop paragraphs & chronological, 404, clarify cause and effect relationships, 406; Comparison and Contrast Essay: add transitions, 1236, revising for to make comparisons and contrasts clear, 1238, varying sentence structure, 1239; Research and Technology, 123, 345 18
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 d. Use precise language and domainspecific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). SE/TE: Cause and Effect Essay: TRI (restatement and illustration), 404; Research Report: revise to vary word choice, 1006; Comparison and Contrast Essay: specify your purpose, 1235, support generalizations with specifics, 1236, comparisons/contrasts clear, 1238; Research and Technology, 123, 345 SE/TE: Cause and Effect Essay: peer review for revision, 406, clarify cause and effect relationships, 406, subject verb agreement, 407; Research Report: Create a text structure, 1005; Follow a consistent research format, 1006; Comparison and Contrast Essay: specifying purpose, 1235, point by point/subject by subject, 1236, comparisons/contrasts clear, 1238; Research and Technology, 123, 345, 935; Communications Workshop, 1018 SE/TE: Cause-and-Effect Essay, 402 409; Research Report, 1002 1013; Comparison-and-Contrast Essay, 1234 1241; Research and Technology, 345 19
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 W.9.4 Production and Distribution of Writing 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.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 on page 54.) SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94 99, Problem-and-solution Essay (Write an Argument), 172 179, Short Story (Write a Narrative), 306 311, Cause-and-Effect Essay (Write an Explanatory Text), 402 409, Business Letter (Write Explanatory Text), 512 517, Editorial (Write an Argument), 582 589, Descriptive Essay (Write an Informative Text), 686 691, Exposition: Response to Literature (Write an Explanatory Text), 756 763, Exposition: How-to Essay (Write an Explanatory Text), 960 965, Research Report (Write an Informative Text), 1002 1013, Technical Document (Write an Explanatory Text), 1138 1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250 SE/TE: Prewriting (includes choosing topic, narrowing topic and gathering details), 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235; Drafting (includes shaping writing, providing elaboration): 96, 174, 308, 404, 514, 584, 687, 758, 962, 1005, 1140, 1236; Revising, 96, 177, 308, 406, 514, 596, 688, 761, 962, 1006, 1140, 1238; Writer s Toolbox: Revising, 97, 177, 309, 407, 587, 689, 963, 1009, 1141; Editing/proofreading, 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241; Reflecting/Assessing (Journal/Rubric): 99, 179, 311, 409, 589, 691, 763, 763, 965, 1013, 1143, 1241 20
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 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. W.9.9b. Research to Build and Present Knowledge Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9 Reading standards to literary nonfiction (e.g., 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 ). SE/TE: Communication Workshop: Multimedia Presentation of a Research Report, 1016 1017; also see: Writing Workshop: Publishing and Sharing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; Research and Technology, 123, 935; Creating an Effective Podcast, R47; Communication Workshop SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Performance Tasks (Common Core Assessment Workshop): Writing about literature and informational texts, 188, 418, 598, 772, 1022, 1250; Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215 SE/TE: Writing Workshops: Response to Literature, 756 763; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing about informational texts, 188, 418, 598, 772, 1022, 1250 21
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 W.9.10 Range of Writing 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: Writing Workshop: Autobiographical Narrative (Write a Narrative), 94 99, Problem-and-solution Essay (Write an Argument), 172 179, Short Story (Write a Narrative), 306 311, Cause-and-Effect Essay (Write an Explanatory Text), 402 409, Business Letter (Write Explanatory Text), 512 517, Editorial (Write an Argument), 582 589, Descriptive Essay (Write an Informative Text), 686 691, Exposition: Response to Literature (Write an Explanatory Text), 756 763, Exposition: How-to Essay (Write an Explanatory Text), 960 965, Research Report (Write an Informative Text), 1002 1013, Technical Document (Write an Explanatory Text), 1138 1143, Exposition: Comparison-and-Contrast Essay (Write an Explanatory Text), 1234 1241; also see: Timed Writing (informative/explanatory writing), 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Performance Tasks (Common Core Assessment Workshop): Writing, 188, 418, 598, 772, 1022, 1250 Speaking and Listening SL.9.1 Comprehension and Collaboration Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SE/TE: Exploring the Big Question: Collaboration (Discussion), 2, 194, 424, 604, 778, 1028; Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Vocabulary Workshop: Comprehension and Collaboration, 181, 411, 591, 765, 1015, 1243; Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251 22
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SE/TE: Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251 SE/TE: Exploring the Big Question (Collaboration): Establish rules, 194, Set rules that will lead to a cooperative exchange, 424, Come to an agreement, 1028; also see: Communications Workshop: Comprehension and Collaboration, 183, 413, 593, 767, 1017, 1245; Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207 SE/TE: Speaking and Listening: Interview, 41, Debate, 281, 1117, Panel discussion, 463, 739, 1207; Exploring the Big Question (Collaboration): Listen carefully and ask questions, 1028 SE/TE: Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207; Exploring the Big Question (Collaboration): Participate effectively by building on the ideas of others, 2, Listen carefully and ask questions, 1028 23
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 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.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. SL.9.4 Presentation of Knowledge and Ideas 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. SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, 1016 1017, Comparing Media Coverage, 1244 1245; also see: Research and Technology: Introduction for Multimedia Presentation, 123, Informative brochure, 345, Include relevant media, 537, Electronic media, use, 935, Research Report Informational Chart, 977, Photographs, include, 1039 SE/TE: Communication Workshop: Evaluating a Speech, 412 413, Comprehension and Collaboration, 593, 1017, Comparing Media Coverage, 1244 1245; also see: Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207, Evaluate oral report, 1191 SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182 183, Delivering a Persuasive Speech, 592 593, Oral Interpretation of Literature, 766 767, Multimedia Presentation of a Research Report, 1016 1017; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251; Speaking and Listening: Debate, 281, 1117, Panel discussion, 463, 739, 1207, Oral report, 1191 24
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 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 on pages 54 for specific expectations.) SE/TE: Communication Workshop: Giving and Following Oral Instructions, 182 183, Delivering a Persuasive Speech, 592 593, Oral Interpretation of Literature, 766 767, Multimedia Presentation of a Research Report, 1016 1017; also see: Performance Tasks (Common Core Assessment Workshop): Speaking and Listening, 189, 419, 599, 773, 1023, 1251; Speaking and Listening: Oral presentation, 181, 255, Debate, 281, 1117, Radio news report, 563, Impromptu speech, 641, Illustrated presentation, 667, Oral report, 1191 Language L.9.1 Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Conventions, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Grammar, Usage, and Mechanics Handbook, R50 R54 a. Use parallel structure. SE/TE: Parallelism, create, 587; also see: Parallelism, 429, 539, 546, 549, 561 b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. SE/TE: Revising: Subordinating clauses, 406; Writer s Toolbox: prepositional phrase, 689, revising to combine sentences with phrases, 963, revising to combine sentences using adverb clauses, 1009, vary sentence structure and length, 1239; also see: Conventions: Prepositional phrase, 666, Infinitive phrase, 738, Participle, gerund phrase, 932, Clauses, 976, Adverb clauses, 1009, 1239 25
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 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. SE/TE: Common and Proper Nouns, 40; Editing: Proper names and places, 99; Spelling, focus on, 179, 311, 589; Using Quotations, 761; Spelling skills, use basic, 1143; Commas and Dashes, 1190; Colon, Semicolons, and Ellipses, 1206; Grammar, Usage, and Mechanics Handbook: Capitalization and Punctuation, R52 R54 SE/TE: Conventions: Semicolons, 1206 SE/TE: Conventions: Colon, Semicolons, and Ellipses, 1206 c. Spell correctly. SE/TE: Spelling, focus on, 179, 311, 589; Spelling skills, use basic, 1143; also see: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 L.9.3 Knowledge of Language 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. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241; also see: Conventions, 40, 70, 97, 97, 122, 150, 177, 182, 217, 254, 280, 309, 322, 342, 344, 372, 406, 407, 462, 488, 514, 515, 536, 562, 587, 592, 640, 666, 689, 716, 738, 760, 761, 831, 932, 976, 1009, 1016, 1084, 1116, 1141, 1190, 1206, 1239, 1241, 1244, 1252; Grammar, Usage, and Mechanics Handbook, R50 R54 SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 26
A Correlation of Prentice Hall Literature Common Core Edition,, 2012 Model Curriculum Common Core State Standards for UNIT 2 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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. SE/TE: Vocabulary Workshop, 180 181, 410 411, 590 591, 764 765, 1014 1015, 1242 1243; also see: Vocabulary Development, 24, 27, 33, 34, 39, 44, 57, 58, 69, 102, 111, 112, 121, 126, 135, 136, 149, 212, 237, 238, 253, 258, 267, 268, 279, 314, 329, 330, 343, 348, 359, 360, 371, 442, 453, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 644, 651, 652, 665, 694, 703, 704, 715, 722, 729, 730, 737, 804, 831, 832, 860, 891, 892, 911, 912, 931, 968, 975, 1042, 1083, 1088, 1115, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC63; Explain context cues, 237, 253; Context Clues, 590 591; also see: Common Core Assessment Workshop: Cumulative Review (Vocabulary), 185, 415, 595, 769, 1019, 1247 SE/TE: Building Academic Vocabulary (related words), CC58 CC63; also see: Prefixes, 24, 27, 33, 34, 39, 258, 267, 268, 279, 644, 651, 652, 665, 694, 703, 704, 715, 804, 831, 832, 859, 892, 911, 912, 931, 1042, 1083, 1088, 1115; Suffixes, 44, 57, 58, 69, 126, 135, 136, 149, 212, 237, 238, 253, 348, 359, 360, 371, 722, 729, 730, 737; Roots, 102, 111, 112, 121, 314, 329, 330, 343, 442, 453, 461, 466, 475, 476, 487, 520, 527, 528, 535, 540, 549, 550, 561, 618, 629, 630, 639, 860, 891, 968, 975, 1146, 1163, 1164, 1189, 1194, 1199, 1200, 1205 SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 180 181; Word Study, 57, 111, 121, 135, 279, 329, 359; for related activities, also see: Spanish- English Dictionary User Guide, 376, 377, 381 27