objectively summarize a text including analyze the specific details involving the central idea or theme over the course of a text including its emergence and refinement central idea text analyze in detail development over the course of the text emerges shaped and refined specific details objective summary qualities of an objective summary themes or central are developed over the course of a text use particular details including to develop, shape, and refine meaning objectively summarize a text objectively analyze the development of a or central idea over the course of a text including its initial emergence and how details further the them Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures. EERL.9-10.2. Determine the central idea of the text and select details that relate to it; recount the text. Ex. Identify the main idea of the story and identify two details related to the main idea, then recount the text. Ex. Given a text projected on the interactive whiteboard, the student will identify the best central idea statement and then highlight details that relate to it. The student will use the result to support a recounting of the projected text. Level II Students will: EERL.9-10.2. Distinguish between the central idea and details in a text. Ex. Sort a list of story-related details and central idea statements into the appropriate groups. Ex. Given three story elements (two details and a central idea), select the central idea. Level I Students will: EERL.9-10.2. Identify details from a text. Ex. Highlight details in a story projected on an interactive whiteboard. Ex. Select details that relate to a text, given a list of details. Common Core ELA Pacing Grade 10 College and Career Readiness (CCR) Anchor Standard 3: Analyze how and why individuals, events, and develop and interact over the course of a text.
College and Career Readiness (CCR) Anchor Standard 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. Strand: Reading Literature Cluster: Craft and Structure Grade: 10 Standard 4 (RL.10.4) 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). Quarter 1: Identify: words and phrases figurative words and phrases connotative words and phrases in a text Identify that impact meaning and tone Determine the meaning of words and phrases as they are used in a text Determine the figurative and connotative meanings of words and phrases as they are used in a text Analyze the cumulative impact of specific word choice on meaning or tone Quarter 2: Identify: words and phrases figurative words and phrases connotative words and phrases in a text Identify words that impact meaning and tone Determine the meaning of words and phrases as they are used in a text Determine the figurative and connotative meanings of words and phrases as they are used in a text Analyze the cumulative impact of specific word choice on meaning or tone Quarter 3: Quarter 4:
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Strand: Reading Literature Cluster: Craft and Structure Grade: 10 Standard 6 (RL.10.6) 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. Quarter 1: Define cultural experience Distinguish difference between culture and cultural experience Identify the: point of view or cultural experience Cite details or examples of the point of view or cultural experience Examine the relationships of the point of view or cultural experience with those of other cultures as read in texts from outside the US Analyze the point of view or cultural experience using contrasting and/or supporting views from a wide array of other world literature Quarter 2: Define cultural experience Distinguish difference between culture and cultural experience Identify the: point of view or cultural experience Cite details or examples of the point of view or cultural experience Examine the relationships of the point of view or cultural experience with those of other cultures as read in texts from outside the US Analyze the point of view or cultural experience using contrasting and/or supporting views from a wide array of other world literature Quarter 3: Define cultural experience Distinguish difference between culture and cultural experience Identify the: point of view or cultural experience Cite details or examples of the of view or cultural experience Examine the relationships of the point of view or cultural experience with those of other cultures as read in texts from outside the US Analyze the point of view or cultural experience using contrasting and/or supporting views from a wide array of other world literature Quarter 4: Define cultural experience Distinguish difference between culture and cultural experience Identify the: point of view or cultural experience Cite details or examples of the point of view or cultural experience Examine the relationships of the point of view or cultural experience with those of other cultures as read in texts from outside the US Analyze the point of view or cultural experience using contrasting and/or supporting views from a wide array of other world literature
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Knowledge and Ideas Grade: 10 Standard 7 (RL.10.7) Analyze the representation of a subject or a key 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). Quarter 1: Quarter 2: Quarter 3: Identify various artistic mediums Recognize the literary and artistic use of the “subject” & key scene Explain how and why an artist/author chooses to represent a subject or scene Analyze why the artist/author emphasized for effect Explain what is stressed or missing from a representation in 2 different artistic mediums Quarter 4:
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/ or speaking to: analyze the representation of a specific subject or from two different mediums, including what is emphasized or absent in each medium analyze artistic mediums emphasized or absent treatment Students know: varying treatments of a subject or scene are not always the same as the text or script version techniques for identifying a subject or key scene within a particular medium techniques for documenting differences between different artistic mediums vocabulary: artistic medium Students understand/ are able to: analyze the extent to which an artistic medium emphasizes or leaves out certain aspects of a key scene or subject support thinking with examples from the text Students understand that the impact of a story or drama is influenced by the mode in which it is presented. Level IV Students will: EERL.9-10.7. Compare and contrast the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration). Ex. Compare and contrast the poem The Great Figure to the painting The Figure 5 in Gold that was inspired by the poem. Ex. Compare and contrast a video cartoon to a comic book containing the same story (e.g., “What is the same?” and “What is different?”). Level III Students will: EERL.9-10.7. Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration). Ex. Compare a video cartoon to a comic book containing the same story (e.g., “What is the same?”). Ex. Compare an illustration with the accompanying poem in Where the Sidewalk Ends. Level II Students will: EERL.9-10.7. Match poetry with illustrations that represent them. Ex. Given a selection of illustrations from Where the Sidewalk Ends, match them to the appropriate poems. Level I Students will: EERL.9-10.7. Identify an illustration that depicts the topic of a poem. Ex. Given two illustrations, identify the one that depicts the topic of a poem read aloud.
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Literature Cluster: Range of Reading and Level of Text Complexity Grade: 10 Standard 10 (RL.10.10) 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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Quarter 1: Identify/understand in literary text: key ideas and details and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 - 9 with scaffolding as necessary Comprehend in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 – 9 with scaffolding as necessary Quarter 2: Identify/understand in literary text: key ideas and details and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 - 9 with scaffolding as necessary Comprehend in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 – 9 with scaffolding as necessary Quarter 3: Identify/understand in literary text: key ideas and details and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 - 9 with scaffolding as necessary Comprehend in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 – 9 with scaffolding as necessary Quarter 4: Identify/understand in literary text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 - 9 with scaffolding as necessary Comprehend in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1 – 9 with scaffolding as necessary
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex stories and poetry read and comprehend literature stories dramas poetry grade 9 - 10 text complexity band proficiently scaffolding as needed high end of the range Students know: techniques for making meaning from difficult stories and poetry techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand/ are able to: make meaning from appropriately complex stories, dramas, and poems engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Descriptors Students: determine the meaning of words and phrases based on how they are used in a text understand figurative and connotative meanings analyze the overall impact of word choices on meaning and tone notice how language of a court document can differ from that of a newspaper determine the meaning words and phrases text figurative meaning connotative meaning analyze overall impact word choice meaning tone differ language of a court opinion language of a newspaper Students know: context must be considered when determining the meaning of a word or phrase words and phrases can be used in multiple ways including figuratively or connotatively an author's use of words impacts the meaning and tone of a text difference in language between court opinions and newspaper opinions difference in linguistic impact of words as opposed to newspaper-related words Students understand/ are able to: determine meaning of unfamiliar words and phrases based on how they are used in a text identify and explain figurative language with textual support identify and explain connotative language with textual support analyze an author's use of word choice to create meaning determine tone based upon the author's word choice decipher the impact of language in court documents as opposed to newspaper Students understand that an author's word choice shapes the meaning and tone of a text. Level IV Students will: EERI.9-10.4. N/A Level III Students will: EERI.9-10.4. Determine meanings of words and phrases in informational text including figurative language. Ex. Make idiom books and write the real meaning (e.g., You're driving me up a wall = you are making me crazy.). Ex. Given more than one meaning of key vocabulary words, select the one that best matches the reading passage. Level II Students will: EERI.9-10.4. Determine meanings of words and phrases in informational text. Ex. Identify meaning of key words using context clues. Ex. Use a dictionary to look up the meaning of key words. Level I Students will: EERI.9-10.4. Recognize words and phrases used in a text. Ex. Name or point out words and phrases in an article Ex. Given a key word for an article, point to it in the article.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: determine an author's of view or purpose analyze how the author uses rhetoric to show the point of view determine author's point of view author's purpose analyze rhetoric advance Students know: rhetorical devices an author uses to develop point of view or purpose the differing types of point of view an author can take vocabulary: rhetoric Students understand/ are able to: determine an author's point of view or purpose recognize differing rhetorical devices in text analyze how an author uses rhetoric to further an purpose Students understand that an author deliberately selects and shapes a point of view or purpose. Level IV Students will: EERI.9-10.6. Determine an author’s purpose and point of view and identify an opposing point of view. Ex. When presented with two texts on the same topic but different viewpoints, identify the author’s different perspectives. Ex. Given new sentences, determine if they support the author’s purpose or are opposite. Level III Students will: EERI.9-10.6. Determine an author’s purpose or point of view. Ex. After reading an informational text, state the author’s purpose (e.g., After reading about a U.S. President, answer, “What is the author trying to tell you?,” say “good president”.). Ex. After reading and discussing a science text, select from related and unrelated choices the purpose of the text (e.g., germs make you sick). Level II Students will: EERI.9-10.6. Identify resource based on its author’s claim. Ex. Select text about snakes from at least three different options. Ex. Select text about a historical figure from choices provided by the teacher. Level I Students will: EERI.9-10.6. Request a resource by topic or purpose. Ex. Ask for a resource by topic or purpose, (e.g., The teacher says, “What do you want to read about?,” and student says, “bugs.”). Ex. Use a preprogrammed C device to request an informational text by topic or purpose.
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Strand: Reading Informational Cluster: Integration of Knowledge and Ideas Grade: 10 Standard 9 (RI.10.9) Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Quarter 1: Quarter 2: Identify seminal U.S. documents of historical and literary significance Identify the: purpose related themes and concepts of U.S. documents of historical and literary significance Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address Gettysburg Address Roosevelt’s Four Freedoms speech King’s “Letter from Birmingham Jail’) including how they address : related themes concepts Quarter 3: Identify seminal U.S. documents of historical and literary significance Identify the: purpose related themes and concepts of U.S. documents of historical and literary significance Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address Gettysburg Address Roosevelt’s Four Freedoms speech King’s “Letter from Birmingham Jail’) including how they address : related themes concepts Quarter 4:
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex informational texts read and comprehend literary nonfiction text complexity band proficiently with scaffolding as needed high end of the range Students know: techniques for making meaning from appropriately difficult informational text techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand/ are able to: make meaning from appropriately complex literary nonfiction engage with and appreciate appropriately complex Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts.
develops and counterclaims fairly, with evidence points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge level and concerns uses words, phrases and clauses to link sections of text, create cohesion, and clarify relationship establishes and maintains formal style and objective tone attends to the norms and conventions of the discipline provides a concluding statement that follows from and supports the argument presented creates an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence develops claim(s) and counterclaims fairly, with evidence points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge level and concerns uses words, phrases and clauses to link sections of text, create cohesion, and clarify relationship establishes and maintains formal style and objective tone attends to the norms and conventions of the discipline provides a concluding statement that follows from and supports the argument presented an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence which: introduces precise distinguishes claims from alternate or opposing claims creates an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence develops claim(s) and counterclaims fairly, with evidence points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge and concerns uses words, phrases and clauses to link sections of text, create cohesion, and clarify relationship establishes and maintains formal style and objective tone attends to the norms and conventions of the discipline provides a concluding statement that follows from and supports the argument presented
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Strand: Writing Cluster: Text Types and Purposes Grade: 10 Standard 2 (W.10.2) 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. 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. Develop the with relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Quarter 1: Quarter 2: Quarter 3: Identify: complex ideas appropriate formatting supporting details effective transitions precise language domain specific-language Identify a conclusion for the topic that follows from and supports the information or explanation presented Determine organization of complex ideas Determine appropriate: formatting graphics multimedia to aid comprehension Determine: well-chosen, relevant, sufficient: facts definitions Quarter 4: Identify: complex ideas appropriate formatting supporting details effective transitions precise language domain specific-language Identify a conclusion for the topic that follows from and supports the information or explanation presented Determine organization of complex ideas Determine appropriate: formatting graphics multimedia to aid comprehension Determine: well-chosen, relevant, sufficient: facts definitions
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 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). details quotations appropriate to the audience’s knowledge of the Determine appropriate and varied transitions that: link sections create cohesion clarify relationships among complex ideas/concepts Evaluate word choice for managing complexity of tone Determine formal style and objective tone while attending to the norms and conventions of informative writing Determine an effective, supportive conclusion for the that follows from and supports the information or explanation presented Write informative/explanatory text which: examines/conveys complex ideas, concepts, information demonstrates clear and accurate information uses: effective selection organization details quotations appropriate to the audience’s knowledge of the topic Determine appropriate and varied transitions that: link sections create cohesion clarify relationships complex ideas/concepts Evaluate word choice for managing complexity of tone Determine formal style and objective tone while attending to the norms and conventions of informative writing Determine an effective, supportive conclusion for the topic that follows from and supports the information or explanation presented Write informative/explanatory text which: examines/conveys complex concepts, information demonstrates clear and accurate information uses: effective selection organization analysis of content
analysis of content Introduce a topic and: organize complex ideas, concepts, and information to make important connections and distinctions include formatting, graphics, and multimedia when useful to aiding comprehension Develop the topic with: well-chosen, relevant, and sufficient extended definitions concrete details quotations other information examples appropriate to the audience’s knowledge of the topic Use appropriate and varied transitions to: link the major sections of the text, create cohesion clarify the relationships among complex ideas and concepts Use precise language and vocabulary to manage the complexity of the Introduce a topic and: organize complex ideas, concepts, and information to make important connections and distinctions include formatting, graphics, and multimedia when useful to aiding comprehension Develop the with: well-chosen, relevant, and sufficient extended definitions concrete details quotations other information examples appropriate to the audience’s knowledge of the topic Use appropriate and varied transitions to: link the sections of the text, create cohesion clarify the relationships among complex ideas and concepts Use precise language and vocabulary to manage the complexity of the topic
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing Provide a concluding statement or section that follows from and supports the information or explanation presented Establish and maintain a formal and objective tone while attending to the norms and conventions of the discipline in which they are writing Provide a concluding statement or section that follows from and supports the information or explanation presented Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors
using precise language and domain-specific vocabulary establishing and maintaining a formal style providing a concluding statement or section well-chosen, relevant, and sufficient facts extended definitions concrete details appropriate and varied transitions create cohesion clarify the relationships precise language domain-specific vocabulary formal style concluding statement that follows from and supports the information or explanation use precise language and domain-specific vocabulary to inform about and explain the topic use elements of formal style use a concluding statement or section that follows from and supports the information or explanation provided vocabulary: expository create a conclusion that follows from and supports the information or explanation presented. Students understand that informative / explanatory writing clearly and accurately conveys complex ideas, concepts, and information through high-quality facts and detailed organization. Level I Students will: EEW.9-10.2.a-b. With guidance and support, write to convey ideas. Ex. Use a preprogrammed alternate keyboard to write about the school assembly (like it). Ex. Work with a teacher using two-switch step scanning to scan through the letters of the alphabet directing the teacher to “go to the next one,” and “write that one down,” in order to select letters to use in writing about school. Ex. Using word prediction software and with a teacher’s support and guidance, write about a favorite activity in class (like going to a movie). EEW.9-10.2.c-f. N/A Common Core ELA Pacing Guide
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Develop conclusions that reflects on what is experienced, observed, or resolved in a narrative Write a narrative to develop real or imagined experiences or events that: engages the reader with a problem, situation, or observation and introduces a narrator and/or characters establishes multiple points of view uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, characters uses a variety of transitions to develop a coherent sequence of events uses appropriate precise, descriptive, and sensory language includes a reflective conclusion that from what is experienced, observed, or resolved
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Strand: Writing Cluster: Production and Distribution of Writing 10 Standard 5 (W.10.5) 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.) Quarter 1: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the of: audience purpose Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54) Quarter 2: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54) Quarter 3: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54) Quarter 4: Recognize how and when to: plan revise edit rewrite try a new approach Recognize significant information for the needs of: audience purpose Develop and strengthen writing as needed by: planning revising editing rewriting trying a new approach Determine focus on: what is most significant for a specific purpose what is significant for a specific audience Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 up to and including grade 9-10 on page 54)
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 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. Strand: Writing Cluster: Build and Present Knowledge Grade: 10 Standard 8 (W.10.8) 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. Quarter 1: Quarter 2: Recognize authoritative digital and sources Cite in standard formats Perform an advanced search Define and identify plagiarism Gather relevant information from multiple print and digital sources Assess the usefulness/ authoritative print of each source in answering the research question Integrate information into text selectively to: maintain flow of ideas avoid plagiarism Use advanced searches effectively Quarter 3: Recognize authoritative digital and sources Cite in standard formats Perform an advanced search Define and identify plagiarism Gather relevant information from multiple and digital sources Assess the usefulness/ authoritative of each source in answering the research question Integrate information into text selectively to: maintain flow of ideas avoid plagiarism Use advanced searches effectively Quarter 4:
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Purposes Grade: 10 Standard 9 (W.10.9) Draw evidence from literary or informational texts to support analysis, reflection, and research. 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]”). Apply grades 9–10 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 Quarter 1: Quarter 2: Identify key ideas and details which provide evidence to support conclusions about the text accessed through research Cite textual evidence to support analysis of what the text says explicitly Draw evidence from key ideas and details as support for research Analyze key ideas and details in a text as evidence for support understanding of text Reflect on key ideas and details in a text as evidence for support understanding of text Quarter 3: Identify key ideas and details which provide evidence to support conclusions about the text accessed through research Cite textual evidence to support analysis of what the text says explicitly Draw evidence from key ideas and details as support for research Analyze key ideas and details in a text as evidence for support understanding of text Reflect on key ideas and details in a text as evidence for support understanding of text Quarter 4:
Writes routinely over shorter time frames (a single sitting or a day or two) Writes routinely over shorter time frames (a single sitting or a day or two) Writes routinely over shorter time frames (a single sitting or a day or two) Writes routinely over shorter time frames (a single sitting or a day or two) Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors With practice and support, students: produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames. write routinely range of tasks, purposes, and audiences extended time frames shorter time frames Students know: techniques for writing in short and/or extended time frames task specific writing procedures techniques for creating writing appropriate for specific audiences and purposes Students understand/ are able to: complete various pieces of writing over varying lengths of time organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings Students understand that writing pieces are organized and developed on task, audience, and purpose. Level IV Students will: EEW.9-10.10. N/A. Level III Students will: EEW.9-10.10. Write routinely over time for a range of tasks, purposes, and audiences. Ex. Write a note to the principal about an upcoming event and return to it the next day to revise and complete it before it is sent to the principal. Ex. Write a research report for social studies class, working on it for several days adding more information to address the areas in the teacher’s rubric. Level II Students will: EEW.9-10.10. With guidance and support, write routinely over time for a variety of tasks, purposes, and audiences. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor on the computer, write notes to the school principal and the teacher about an upcoming event. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor, complete a short research report and then review and revise it. Ex. With guidance and support, write labels to go with a display for a group research project. Level I Students will: EEW.9-10.10. With guidance and support, communicate routinely for a
Common Core ELA Pacing Guide Grade 10 College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Collaboration 10 Standard 2 (SL.10.2) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify information from multiple sources presented in diverse media (e.g., visually, quantitatively, orally) Define credibility Define accuracy Integrate multiple sources of information presented in: diverse formats (e.g., visually, quantitatively, orally) Evaluate the credibility of each source Evaluate the accuracy of each source
development substance style are appropriate to: purpose audience task development substance style are appropriate to: purpose audience task Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students orally present information, findings, and supporting evidence: clearly, concisely, and logically information findings supporting evidence clearly, concisely, and logically Students know: techniques for orally presenting information, findings, and supporting evidence Students understand/ are able to: orally present information, findings and supporting evidence orally present information clearly, concisely and logically Level IV Students will: EESL.9-10.4. Present information and supporting evidence logically with an organization that is appropriate to the purpose, audience, and task. Ex. Given the assignment to present information to teach others how to complete a task, gather the information with supporting evidence, organize it, and present it to the class. Ex. Match information with supporting evidence, organize it to display in a multimedia presentation, and present it to the group (e.g., PowerPoint notes
or speaking. Use parallel structure.* 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. Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute Identify types of clauses: independent, dependent noun, relative, adverbial Demonstrate command of the conventions of standard English grammar and usage when writing Incorporate parallel structure Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing Demonstrate command of the conventions of standard English grammar and when speaking Use parallel structure Uses various phrases and clauses to: add variety and interest to presentations Define and identify parallel structure Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute Identify types of clauses: independent, dependent noun, relative, adverbial Demonstrate command of the conventions of standard English grammar and when writing Incorporate parallel structure Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing Demonstrate command of the conventions of standard English grammar and usage when speaking Use parallel structure Define and identify parallel structure Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute Identify of clauses: independent, dependent noun, relative, adverbial Demonstrate command of the conventions of standard English grammar and usage when writing Incorporate parallel structure Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing Demonstrate command of the conventions of standard English grammar and usage when speaking Use parallel structure Define and identify parallel structure Recognize various types of phrases: noun verb adjectival adverbial participial prepositional absolute Identify types of clauses: independent, dependent noun, relative, adverbial Demonstrate command of the conventions of standard English grammar and usage when writing Incorporate parallel structure Use various phrases and clauses to: add variety and interest to writing convey specific meanings in writing Demonstrate command of the conventions of standard English grammar and when speaking Use parallel structure
convey specific meanings in presentations Uses various phrases and clauses to: add variety and interest to presentations convey specific meanings in presentations Uses various phrases and clauses to: add variety and interest to presentations convey specific meanings in presentations Uses various phrases and clauses to: add variety and interest to presentations convey specific meanings in presentations Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, depending on the intended audience and purpose: parallel structure noun phrase Students know: Students understand/ are able to: apply conventional grammar and usage in writing and speaking to Level IV Students will: EEL.9-10.1.a-b. N/A Level III Students will: EEL.9-10.1.a. N/A
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. correctly. Quarter 1: correct capitalization, punctuation, and spelling when writing Know rules for semicolon use Use a semicolon to link two or more closely related independent clauses Use a conjunctive adverb to link two or more closely related independent clauses Know rules for colon use Use a colon to introduce a list/quotation Recall and apply spelling rules Identify and correct misspelled words Quarter 2: Apply correct capitalization, punctuation, and spelling when writing Know rules for semicolon use Use a semicolon to link two or more closely related independent clauses Use a conjunctive adverb to link two or more closely related independent clauses Know rules for colon use Use a colon to introduce a list/quotation Recall and apply spelling rules Identify and correct misspelled words Quarter 3: Apply correct capitalization, punctuation, and spelling when writing Know rules for semicolon use Use a semicolon to link two or more closely related independent clauses Use a conjunctive adverb to link two or more closely related independent clauses Know rules for colon use Use a colon to introduce a list/quotation Recall and apply spelling rules Identify and correct misspelled words Quarter 4: Apply correct capitalization, punctuation, and spelling when writing Know rules for semicolon use Use a semicolon to link two or more closely related independent clauses Use a conjunctive adverb to link two or more closely related independent clauses Know for colon use Use a colon to introduce a list/quotation Recall and spelling rules Identify and correct misspelled Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students, depending on the intended audience and purpose: demonstrate command Students know: Students understand/ are able to: apply conventional grammar and usage in writing and speaking to convey a Level IV Students will: EEL.9-10.2.a. Use correct punctuation when writing. Ex. Write a letter and include a comma after greeting and closing as well as ending punctuation throughout.
Depending on the intended audience and purpose, students: knowledge of language to understand how it functions in different contexts, use language to effect meaning and style use style manual for writing and editing apply function context meaning comprehend edit MLA Students know: language functions in different contexts language can be manipulated for meaning or style knowledge of language increases comprehension different style guidelines exist such as MLA various writing, editing choices, and guidelines are used in different disciplines vocabulary: meaning, style, MLA Students understand/ are able to: apply knowledge of language when reading and listening to comprehend more fully make choices for meaning and style understand how language functions in differing contexts conform to various style guidelines when writing and editing Students understand that choosing and applying precise language can achieve particular effects, increase comprehension, and communicate complex ideas, actions, moods, and states. Level IV Students will: EEL.9-10.3. Write and revise work using knowledge of language to achieve the desired meaning for the intended audience. Ex. Write a short report on a content topic, reread and revise for clarity. Ex. Write instructions for a process, reread, and revise for proper sequence. Level III Students will: EEL.9-10.3. Write and revise work so that it communicates clearly to the intended audience. Ex. Write a letter, reread to make sure it says what is intended, and revise to clarify. Level II Students will: EEL.9-10.3. Write and add more to clarify intended message. Ex. Adds an adjective to the sentence to clarify meaning. Level I Students will: EEL.9-10.3. Select words to communicate desired message. Ex. Select from an array of pictures, objects, or symbols to communicate desired message. Common Core ELA Pacing Guide Grade 10
College and Career Readiness (CCR) Anchor Standard 5: Determine or clarify the meaning of unknown and multiple-meaning and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 10 Standard 5 (L.10.5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze role in the text. Analyze nuances in the meaning of words with similar denotations. Quarter 1: Recognize and understand the meaning of figurative language (e.g., euphemism, oxymoron) Recognize and understand the different types of relationships of words Recognize and understand nuances in word meanings Interpret the role of figurative language in the text Analyze text’s use of language Analyze nuances of words with similar denotations to understand words in context Quarter 2: Recognize and understand the meaning of figurative language (e.g., euphemism, oxymoron) Recognize and understand the different types of relationships of words Recognize and understand nuances in word meanings Interpret the role of figurative language in the text Analyze text’s use of language Analyze nuances of words with similar denotations to understand words in context Quarter 3: Recognize and understand the meaning of figurative language (e.g., euphemism, oxymoron) Recognize and understand the different types of relationships of words Recognize and understand nuances in word meanings Interpret the role of figurative language in the text Analyze text’s use of language Analyze nuances of words with similar denotations to understand words in context Quarter 4: Recognize and understand the meaning of figurative language (e.g., euphemism, oxymoron) Recognize and understand the different types of relationships of words Recognize and understand nuances in word meanings Interpret the role of figurative language in the text Analyze text’s use of language Analyze nuances of words with similar denotations to understand words in context
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including: euphemism in context and analyze their role in the text oxymoron in context and analyze their role in the text and analyzing nuances in word meanings with similar denotations "demonstrate understanding" figurative language word relationships nuances euphemism oxymoron analyze denotation Students know: the relationship between words can be used to understand words uses and types of figurative language the effects of nuances in word meanings figures of speech such as euphemism and oxymoron the role figures of speech play in context with similar denotations can have different meanings vocabulary: oxymoron, euphemism, nuance Students understand/ are able to: interpret types of figurative language understand nuances in word meanings use the relationship between particular words to better understand each of the words distinguish among the connotations of words with similar denotations Students understand that writers and speakers carefully select and craft words and phrases to convey specific meanings, ideas, and relationships. Level IV Students will: EEL.9-10.5. N/A EEL.9-10.5.b. N/A Level III Students will: EEL.9-10.5.a. Distinguish understanding of multiple meaning of words and figures of speech. Ex. Use same word in two ways. Ex. Use figurative language (e.g., It’s raining cats and dogs.). EEL.9-10.5.b. N/A Level II Students will: EEL.9-10.5.a. Recognize when a multiple meaning word is used two ways. Ex. Given two sentences in which the same word is used two ways, point to or indicate the repeated word in each sentence. EEL.9-10.5.b. N/A Level I Students will: EEL.9-10.5.a. Respond to the use of a word in two ways. Ex. Follow two directions that include the use of the same word in two different ways (e.g., “Move back.” and “Show me your back.”). EEL.9-10.5.b. N/A
Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge Select appropriate resources to aid in gathering vocabulary knowledge U se general and domain-specific words and phrases at the college and career readiness level sufficient for: reading writing speaking and listening Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge by: contextual clues references/resources Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge Select appropriate resources to aid in gathering vocabulary knowledge U se general and domain-specific words and phrases at the college and career readiness level sufficient for: reading writing speaking and listening Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge by: contextual references/resources Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge Select appropriate resources to aid in gathering vocabulary knowledge U se general and domain-specific words and phrases at the college and career readiness level sufficient for: reading writing speaking and listening Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge by: contextual clues references/resources Acquire and use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge Select appropriate resources to aid in gathering vocabulary knowledge U se general and domain-specific words and phrases at the college and career readiness level sufficient for: reading writing speaking and listening Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge by: contextual clues references/resources
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: acquire and use general appropriate vocabulary and academic words and phrases sufficient for reading, writing, speaking, and listening at the college and career-readiness level demonstrate independence in acquiring vocabulary appropriate to specific comprehension and/or expression acquire use accurately grade-appropriate general academic words college and phrases gather vocabulary knowledge independence important to comprehension important to expression Students know: techniques for collecting a variety of new words grade-appropriate general academic words and phrases words and phrases and phrases appropriate to and sufficient for reading, writing, speaking, and listening at a college or career level. techniques for determining whether a word or phrase is important to comprehension techniques for determining whether a word or phrase is important to expression techniques for using context and resources to understand important vocabulary Students understand/ are able to: acquire and use accurately general academic words and phrases appropriate to and sufficient for reading writing, speaking, and listening at a college or career level. acquire and use accurately domain-specific words and phrases appropriate to and sufficient for reading writing, speaking, and listening at a college or career level. identify and investigate vocabulary important to comprehension independently identify and investigate vocabulary important to expression independently Students understand that the extensive vocabulary needed for success in and beyond school is built through reading and study. Level IV Students will: EEL.9-10.6. Acquire and use general academic and domain-specific words and phrases common to the student’s experience. Ex. Use words and phrases from reading to write answers to questions. Level III Students will: EEL.9-10.6. Acquire and use general academic and domain-specific words and phrases. Ex. Use words and graphics from reading in social studies and science. Ex. Use academic words learned in reading to answer questions. Level II Students will: EEL.9-10.6. Recognize general academic language. Ex. Asked “Which do you learn about in science, animals or sewing?” Answer “Animals.” Ex. Point to dictionary when asked, “Where do you go to find out what words mean?” Level I Students will: EEL.9-10.6. Respond to general academic language. Ex. Ask for assistance when encountering new academic vocabulary. Ex. Point to, underline, or use a preprogrammed switch to indicate that a new academic word has been used by the speaker or reader.