Page 1 of 21
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Literature)
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s Level Resources
Suggested Lit:
Formative
Summative
Assessment 1. Read closely to
determine what the text
says explicitly and to
make logical inferences
from it: cite specific
textual evidence when
writing or speaking to
support conclusions
drawn from the text.
Essential Question
How do authors
communicate their
message and use style to
affect text and audience?
RL 1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text.
W.4
S/L.2
Make connections
Use a reading process to identify purpose of
text
Identify main idea and supporting details
Draw conclusions about audience and
content
Make inferences on deeper meaning
Examine multiple text to determine
differences
Ask questions while you read
Analyze character development
Create cruise brochure based on
Odysseys’’ travels.
Maintain a Character Diary as you study
Romeo and Juliet.
Research the ritual of sacrificing animals
to Gods or the daily life of Ancient Greeks
Understanding
Evaluating
Creating
Vocabulary
Inferences,
connections
Diction
Tone
Rhetorical Devices
Figurative language
“Most Dangerous Game”
“Dog Star”
“Starlet”
“Fire and Ice”
“The Road Not Taken”
The Outsiders
from Jurassic Park
The Yearling
The Odyssey
Romeo and Juliet
Journaling
Teacher-Made Test
Reading Check Quizzes
How to Sell …. (Ideas)
Persuasive Essay
Portfolio (writing, art)
Oral Presentation
Student generated
projects
2. Determine central
ideas or themes of a
text and analyze their
development;
summarize the key
supporting details and
ideas.
Essential Question
How does audience and
purpose affect author’s
choice of text structure?
RL 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.
W. 4 , S/L.3
Make connections by identifying the subject
and key details
Use a reading process
Draw conclusions on text structure
Make inferences about deeper meanings
Analyze the author’s purpose
Examine multiple texts and make
comparisons
Ask questions while you read
Use literary analysis
Understanding
Analyzing
Vocabulary
Emerge
Refine
Historical
Context key details
Central idea
subjective
“Cask of Amontillado”
“The Necklace”
“The Gift of the Magi”
Romeo and Juliet
The Odyssey
Text Structure http://www.litreacyleader.com/?g=t
extstructure
Journaling
Teacher-Made Test
Reading Check Quizzes
Informational Essay
Portfolio (writing, art)
Oral Presentation
Student generated
projects
3. Analyze how and
why individuals, events,
and ideas develop and
interact over the course
of a text.
Essential Question
How do authors use
characters to develop a
central idea or theme?
RL 3. Analyze how
complex characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course of
a text, interact with other
characters, and advance
the plot or develop the
theme.
W.5
Analyze character development in
relationship to plot and conflict
Draw conclusions about character
development
Make connections
Indirect and direction characterization
Character motivation
Read a piece of literature and analyze two
characters in the Novel through
comparing/contrasting them
Analyzing
Evaluating
Vocabulary
Complex characters
Author techniques
Characterization
Theme plot
“Secret Life of Walter
Mitty”
“Thank you Ma’m”
“Marigolds”
Romeo and Juliet
The Odyssey
Of Mice and Men
Character wheel
Venn Diagrams
Double Bubble Map
Body Biography
Character Diaries
Writing from prompts
write a response to
“How a character
Frees himself from the
power of others.”
Literature Text- Holt Rinehart
Page 2 of 21
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Literature)
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional
Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative Summative
Assessment
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.
(Diction, Tone,
Mood)
Essential Question
How does word
choice impact
meaning?
RL 4. Determine the
meaning of words and
phrases as they are used
in a text, including
figurative and
connotative meanings;
analyze the impact of
specific word choices on
meaning and tone (e.g.
how the language evokes
a sense of time and
place; how it sets a
formal or informal tone).
L.3, 5
Examine the craft and structure of a text
Use context clues to identify the meaning
of unknown words
Provide a context for cultural terms
Examine connotation and denotation
Examine literal and figurative language
Classify formal and informal diction.
Determine positive and negative
connotations of key words.
Identify figurative language in text.
Write an explanatory essay after
reading “Great Expectations” and
analyze characters, themes or
cultural/societal values
Applying
Analyzing
Vocabulary
Craft/structure
Connotation
/denotation
Figurative language
Diction
Discern
Tone
Motif
Analogies
Allusions
hypebole
“A Christmas Memory”
“Thank You Ma’m”
“A Sound of Thunder”
“Sniper”
“Ithaca”
Animal Farm
Great Expectations
Figurative Language http://teachingtoday.glencoe.com/how
toarticles/understanding-figurative-
language
Student response
Close reading
Textual analysis
5. Analyze the
structure of texts,
including how
specific sentences,
paragraphs, and
larger portions of
the text (e.g., a
section, chapter,
scene, or stanza)
relate to each other
and the whole.
Essential Question
How does structure
enhance meaning?
RL 5. Analyze how an
author’s choice
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.
W.3
Analyze the plot structure
Examine the elements of a plot
Create a plot diagram for a familiar fairy
tale to teach elements of a plot
Identify author’s choices in text structure.
Examine the author’s strategy of
presentation of structure and time and its
effect.
Analyzing
Creating
Vocabulary
Parallel
Plots
Author’s craft
Flashbacks
Literary structures
style
“A Christmas Memory”
“Most Dangerous Game”
from
Romeo and Juliet
Walking Across Egypt
Create a plot diagram
Creative writing assignment
using elements of plot and
literary elements such as
foreshadowing and flashback
Page 3 of 21
College and Career Readiness Anchor Standards for Reading
Craft and Structure- Literature
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional
Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative
Summative
Assessment 6. Assess how point of
view or purpose shapes
the content and style of
a text.
Essential Question
How does cultural
experiences affect point
of view?
RL6. 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.
W.2
S/L.4
Examine how culture affects student
response
Examine how to adapt to change that
happens in culture
Understand the societal conflict and
how it affects decision-making and
human life/dignity
Identify characters and their traits and
how they reflect a particular culture.
Compare/contrast characters from texts
from different cultures.
Understanding
Analyzing
Vocabulary
Point of view
Norm
Cultural impact
Taboo
Hierarchy
Dramatic irony
“The Necklace”
A Separate Peace
The Odyssey
Great Expectations
www.peacecorps.gov/wws/educators/lesson
plans/pdf/bridgesinterpreting.b.pdf
Greek masks
Body Biographies
Cultural research
project
Teacher-made tests
Cause/effect essay
Informational essay
Journaling
Debate cultural
differences
7. Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well
as in words.
Essential Question
How does the method of
presentation affect the
understanding of
content?
RL7. Analyze the
representation of a subject
or a key science in two
different artistic mediums,
including what is
emphasized or absent in
each treatment (e.g.,
Auden’s “Museé des
Beaux Arts” and
Breughel’s Landscape
with the Fall of Icarus).
W.6
S/L.6
Sample relevant art work
Analysis of the historical period
List different artistic medium
(sculpture, painting, film, poetry, prose,
etc.) and recognize the similarities and
differences between each medium.
Examine examples of various medium
and compare/contrast the artistic
devices used in each.
Analyzing
Creating
Vocabulary
Sculpture
Artistic device
Medium
Painting
dance
Odyssey –
The Cyclops by Odilon Redon
The Sirens by Sir Edward Burne-
Jones
Russian Ballet by Auguest Macke
(751)
Student generated
art work
Create a front page
for a newspaper
Editorials
Create a Movie
trailer
Propaganda Poster
8. Delineate and
evaluate the argument
and specific claims in a
text, including the
validity of the
reasoning as well as the
relevance and
sufficiency of the
evidence.
RL8. (not applicable to
literature)
Page 4 of 21
College and Career Readiness Anchor Standards for Reading
Integration of knowledge and ideas- Literature
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative Summative
Assessment 9. Analyze how two or
more texts address
similar themes or
topics in order to
build knowledge or to
compare the
approaches the
authors take.
Essential Question
Is there such a thing as
an original thought?
Can you borrow from
others and still claim
credit?
RL9. 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).
W.2
Define and discuss the concepts of source
material and allusion.
Identify areas in popular culture where
allusion is commonly used.
Define and classify archetypal settings,
themes, characters, and plots and list
examples (hero, mother, mentor, rebel,
forbidden love, journey, damsel in distress,
etc.).
Read a text and identify the source
material(s) which influence(s) the narrative
elements.
Note how the source material is changed in
the specific work.
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).
Role Play- Divide students in four
groups and two scenarios will be given
each group. See lesson plans in Honors
book.
Applying
Analyzing
Vocabulary
Culture
Popular
Archetype
Narrative
Allusion
Mythological
Historical
Literary
“The Most Dangerous
Game” and “Can Animals
Think?”
“Thank You Ma’m” and
“Mother to Son”
“Dog Star” and
“Far –out Housekeeping
one the ISS”
To Kill A Mocking Bird
Double Bubble Map
Venn Diagrams
Teacher generated
assessments
Student essays
10. Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
Essential Question
How do you know
when you comprehend
a text?
RL10. By the end of grade
9, read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9-10 text
complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
W.4
L.1
Analyze author’s argument
Examine multiple texts
Examine the structure of a text
Ask questions while you read
Use literary analysis
Analyze character development
Read a variety of literary texts with increasing
complexities.
Understanding
Evaluating
Vocabulary
Scaffolding
Complex texts
Poe’s Final Days
Poe’s Death is rewritten
as a case of Rabies, not
TellTale Alcoholic
Rabies Death Theory
Visitor from Forest Hill
“The Seven Ages of Man”
Journaling
Teacher-Made Tests
Reading Check Quizzes
Portfolio pieces (writing, art)
Oral Presentation
Page 5 of 21
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details (Informational)
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment
1. Read closely to
determine what the text
says explicitly and to make
logical inferences from it:
cite specific textual
evidence when writing or
speaking to support
conclusions drawn from
the text.
Essential Question
How do authors
communicate their message
and use style to affect the
text and audience?
RI 1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from
the text.
W.7
Read the text
Identify the type, content, audience, and
purpose of text
Discern the differences between explicit text
and implied information
Formulate a response based upon the text
Support response with relevant textual
evidence
Applying
Analyzing
Vocabulary
Diction
Rhetorical
devices
Figurative
language
Inference
Can Animals Think?
Far-out
Housekeeping on
the ISS
Teacher
generated
assessments
Close reading
products
Annotative
Biography
2. Determine central ideas
or themes or a text and
analyze their development;
summarize the key
supporting details and
ideas.
Essential Question
How does audience and
purpose affect author’s
choice of text structure?
RI 2. Determine a central
idea 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.
W.4
Read the text.
Identify the subject of the text.
Identify key details.
Distinguish between central idea and
supporting details.
Provide an objective summary of text.
Identify text structure (chronological, time
shifts, in medias res).
Research historical context.
Utilize online note taking tools to organize
information.
Analyze the author’s purpose in relation to
historical context using key details as
evidence.
Cite examples that support the central idea
throughout the text.
Applying
Understanding
Vocabulary
Emerge
Refine
Context
Key details
Central idea
Poe’s Final Days
Poe’s Death is
rewritten as a case
of Rabies, not
TellTale Alcoholic
Rabies Death
Theory
“Los Ancianos”
Teacher
generated
assessments
Journaling
Reading
Check
Quizzes
Summaries
Create an
outline
Page 6 of 21
College and Career Readiness Anchor Standards for Reading
Craft and Structure (Informational)
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional
Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative
Summative
Assessment
3. Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
Essential Question
How do authors use
characters to develop a
central idea or theme?
RI 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.
W.2, 7
Examine author’s purpose
Make predictions
Make conclusions
Make connections
Examine multiple text
Examine cultural influence
Analyzing
Creating
Vocabulary
Complex characters
Author technique
Theme
Conflict
Characterization
“Teaching Chess and
Life”
“Community Service and
You”
“Feeding Frenzy”
Archetypes and
symbols:
http://central.wmrhsd.org/
FACULTY_FILES/rkipp/
_LINK_DOCS_1015/Arc
hetypesandsymbols.pdf
Journaling
Cultural
research project
Informational
essay
Cause/effect
essay
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.
Essential Question
How does word choice
impact meaning?
RI 4. Determine the
meaning of words and
phrases as they are used
in a text, including
figurative, connotative,
and technical meanings;
analyze the impact of a
specific word choice on
meaning and tone, (e.g.,
how the language of a
court opinion differs from
that of a newspaper).
W.1,2
S/L. 1
L.4
Analyze author’s argument
Analyze author’s purpose
Making inference about deeper
meanings
Make connections and use reading
process
Examine the structure of a text
Apply vocabulary skills
Classify formal and informal diction.
Identify multiple example of
figurative language (simile, metaphor,
personification, allusion, hyperbole,
etc.)
Explain the symbolism in each
poem studied.
Compare one poem to another
Applying
Analyzing
Evaluating
Vocabulary
Connotation
Denotation
Analogies
Allusions
Diction
(formal/informal)
Motif
http://my.hrw.com
Poetry Books
Argumentative
Essay
Informational
Essay
Debate
Textual
analysis
Student
generated
writing
Page 7 of 21
College and Career Readiness Anchor Standards for Reading
Craft and Structure (Informational)
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment 5. Analyze the structure of texts,
including how specific
sentences, paragraphs, and
larger portions of the text (e.g.,
a section, chapter, scene, or
stanza) relate to each other and
the whole.
Essential Question
How does structure enhance
meaning?
RI 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).
W.1,4
L.4
Identify main idea and supporting details
Analyze author’s argument
Analyze author’s purpose
Read the text.
Review literary structure.
Track plot sequence using appropriate technology.
Identify author’s choices in text structure.
Examine the author’s strategy of presentation of
structure and time and its effect.
Analyze how an author’s choices concerning how
to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (egg, pacing ,
flashbacks) create such effects as mystery, tension,
or surprise.
Applying
Analyzing
Evaluating
Vocabulary
Parallel plots
Authors craft
Mystery
Flashbacks
Literacy structure
http://my.hrw.com
Text Structures:
http://www.literacy
leader.com/?q=text
structure
Argumentative
Essay
Persuasive Essay
6. Assess how point of view or
purpose shapes the content and
style of a text.
Essential Question
How does an author use words to
express a specific purpose?
RI 6. Determine an author’s
point of view or purpose in
a text and analyze how the
author uses rhetoric to
advance that point of view
or purpose.
W.1, S/L.1, L.3
Read the text.
Identify author’s purpose/point of view and
any potential bias
Cite transitional words/ phrases and rhetorical
devices.
List examples of the author’s use of rhetorical
devices (allusion, metaphor, ethos/pathos/logos,
etc.) and explain how they advance author’s
purpose/point of view.
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.
Understanding
Analyzing
Vocabulary
Argument
point of view
author’s purpose
Transition words
Rhetoric Bias
Peace Isn’t
Impossible
Heroes with Solid
Feet
Argumentative
Essay
Persuasive Essay
Debate
Predicting the
outcome
7. Integrate and evaluate
content presented in diverse
media and formats, including
visually and quantitatively, as
well as in words.
Essential Question
How and why do different media
sources emphasize different
details and perspectives?
RI 7. Analyze various
accounts of a subject told in
different mediums (e. g., a
person’s life story in both
print and multimedia),
determining which details
are emphasized in each
account.
W.1, 2
S/L.1
Analyze the author’s argument
Analyze the author’s purpose
Identify main idea and supporting details
Write to inform or persuade using various
clarification techniques to support each writing type
(argument, informational/explanatory and narrative)
Analyzing
Creating
Vocabulary
Multimedia
Digital text
Analyze
medium
Use various
resources to
present different
perceptions about
the same topic
Student
generated essays
Debate
Page 8 of 21
College and Career Readiness Anchor Standards for Reading
Range of Reading and Level of Text Complexity (Informational)
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment 8. Delineate and evaluate
the argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance and
sufficiency of the evidence.
Essential Question
How does an audience
discern evidence/support as
being logical, valid,
sufficient, and /or fallacious?
RI 8. Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.
S/L. 1, 5
Identify and evaluate an argument in text.
Analyze author’s claim or opinion
Evaluate credibility of reasoning and classify evidence as
relevant/irrelevant.
Identify false statements and fallacious reasoning.
Analyzing
Evaluating
Vocabulary
Fallacious
Reasoning
Valid
Delineate
Irrelevant/rele
vant
A Defense of the
Jury System
Rising Tides
(Climate
Questions)
An Artic Floe of
Climate
Questions
Debate
Student
generated
advertisements
Editorials
Group
Presentations
with
audience
participation
and feedback
9. Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare
the approaches the authors
take.
Essential Question
What themes and concepts of
seminal US documents still
apply today.
RI 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.
W.2
Define seminal documents
List and summarize several texts of historical significance.
Determine themes in various historical documents.
Identify literary elements and rhetorical devices within historical
documents.
Explain how literary elements and rhetorical devices contribute
to theme or concept of works.
Compare and contrast U.S. documents to other documents with
similar concepts and themes.
Cite evidence where two or more texts provide conflicting
information on the same topic.
Understanding
Analyzing
Vocabulary
Seminal
Global
perspective
Theme
Context
Rhetorical
features
An America’s
Story
from Civil
Rights Act, 1964
from Diary of a
Confederate
Soldier
Informational
Essay
Journaling
Teacher-Made
Test
Reading
Check Quizzes
10. Read and comprehend
complex literary and
informational texts
independently and
proficiently.
Essential Questions
How does a reader use
strategies to read,
comprehend, and analyze
more complex nonfiction?
RI 10. By the end of
grade 9, read and
comprehend literature
nonfiction in the grades 9-
10 text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
W.10
L.3
Review subgenres of informational texts (memoir, biography,
autobiography, letters, essays, speeches, etc.)
Identify text structures and features within informational texts
(cause and effect, chronological, inductive/deductive reasoning,
flashback, graphs, charts, maps, and captions, etc.)
Apply reading strategies (eg., annotating, Cornell notes, graphic
organizers) for increasingly complex informational texts
Summarize content of multiple informational texts
Examine connections between and among informational texts
utilizing evidence
Recognize inconsistency, ambiguity, and poor reasoning.
Understanding
Evaluating
Vocabulary
Cornell notes
Inconsistency
Ambiguity
Nonfiction
Elliot Engel’s
documentary on
Poe and
Shakespeare
Terror of the
Soul (Poe) Video
Journaling
Teacher-Made
Test
Reading
Check Quizzes
Page 9 of 21
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes- Writing
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional
Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment
1. Write arguments to
support claims in an
analysis of substantive
topics or texts, using valid
reasoning and relevant
and sufficient evidence.
Essential Question
How does a writer produce
a strong argument?
W 1. Write arguments to support
claims with clear reasons and
relevant evidence.
1a Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims,
and create an organization that
establishes clear relationships
among claims(s),
counterclaims, reason, and
evidence.
1b Develop claim(s) and
counterclaims fairly, supplying
evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
1c Use words, phrase, and
clauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
1d Provide a concluding
statement or section that
follows from and supports the
argument presented.
L.1, 2
Write to describe, inform, entertain, or
persuade using various clarification
techniques to support each writing
type (argument,
informational/explanatory and
narrative)
Evaluate the credibility of an author’s
argument by examining the author’s
intent and tone
Analyze the author’s argument point
of view, perceptive
Identify personal bias
Explore and gather multimedia and
print sources that support the
argument.
Use concise language that supports
the organization.
Write arguments to support claims
using sufficient evidence.
Understanding
Applying
Vocabulary
Argumentative
Citation
Copyright
Plagiarism
Personal bias
Objective tone
Where I Find my
Heroes
Heroes with
Solid Feet
Student generated
essays
Teacher-Made Test
Reading Check
Quizzes
Page 10 of 21
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes- Writing
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional
Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment
2. Write
informative/explanatory
text to examine a topic
and convey ideas,
concepts, and
information clearly and
accurately through the
effective selection,
organization, and
analysis of content.
Essential Question
How do writers
effectively explain
complex information?
W 2. Write informative/explanatory text to
examine a topic and convey ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
2a 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.
2bDevelop to 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.
2c Use appropriate and varied transitions
to link the major sections of the text,
create cohesion, and concepts.
2d Use precise language and domain-
specific vocabulary to manage the
complexity of the topic.
2eEstablish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
2f Provide a concluding statement or
section that follows from and supports
implications or the significance of the
topic.
L. 1, 2, 3
Write to extend a definition, cause and
effect, problem solution using various
clarification techniques to support
each writing type
Follow guidelines from 2a – f for the
informative/explanatory essays
Write an explanatory essay to
analyze characters, theme or
cultural/societal values.
Understanding
Applying
Analyzing
Vocabulary
Convey
Metacognition
Deliberate
Cohesive
Transitions
Articulate
Implication
Evidence
Clarity
Peace isn’t
Impossible
Information
essay: Extend a
definition,
Cause and Effect,
Problem/Solution
Page 11 of 21
College and Career Readiness Anchor Standards for Reading
Text Type and Purpose -Writing
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional
Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative
Summative
Assessment 3. Write narratives to
develop real or
imagined experiences
or events using effective
technique, relevant
descriptive details, and
well-structured event
sequences.
Essential Question
How does a writer
convey a real or
imagined experience
effectively?
W 3. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences.
3a 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.
3bUse narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
3c Use a variety of techniques to sequence
events so that they build on one another
to create a coherent whole.
3d Use precise words and phrases, telling
details, and sensory language to convey a
vivid picture of the experiences, events,
setting, and/or characters.
3e Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
L.4, 5, 6
Narrative writing conveys experience,
either real or imaginary, and uses time
as it deep structure. It can be used for
many purposes, such as to inform,
instruct, persuade, or entertain.
Follow strategies for W3a – e to
develop an effective narrative
Using a diary format, write entries as
you read a Shakespearean selection,
etc.
Applying
Creating
Vocabulary
Narrative
Sensory language
Reflection
Flashback
Narrative
Techniques
Pacing
Imagery
Conflict
Plot
“141 Die in
Factory Fire”
Steel Mill
Workers
from the
Narrative of
the Life and
Adventure of
Charles Ball
Vocabulary
Narratives
(Weekly
Vocabulary)
Enrichment
Narrative
Writing
connected to
various literary
works
4. Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
Essential Question
How does a writer
produce clear and
effective pieces?
W 4. Produce clear and coherent writing in
which the development, organization and style
are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1-3 above).
L. 1, 2, 3
Write to describe, inform, entertain, or
persuade using various clarification
techniques to support each writing type
(argument, informational/explanatory
and narrative)
Steps to follow:
Identify audience
Discern purpose
Produce a clear coherent draft
Revise and edit
Applying
Creating
Vocabulary
Argument
Informational/explanatory
Devise
Content
Edit
Transitions
Audience
Purpose
from Romeo
and Juliet
Thank You
Ma’m
Character Diary
Friendly letter
Business letter
Page 12 of 21
College and Career Readiness Anchor Standards for Writing
Production and Distribution of Writing
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative Summative
Assessment
5. Develop and strengthen
writing as needed by
planning, rewriting, or
trying a new approach
Essential Question
How can the writing
process develop and
strengthen writing?
W 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.
L. 1, 2, 3
Prewriting using Graphic Organizers
Provide supporting evidence
Edit for grammatical errors
Identify areas where information writing
needs support
Rewrite/revise/reflect
Applying
Creating
Vocabulary
Audience
Reflection
Purpose
Context
Supporting
evidence
Annotate
Thinking Maps
Practice Prompts
NC Element of
Literature (Holt,
Rinehart & Winston)
my.hrw.com
Writing Practice
Student generated
samples produce (i.e.
outlines, revision,
editing, etc.)
6. Use technology,
including the internet, to
produce and publish
writing and to interact
and collaborate with others.
Essential Question How would you use
internet and technology
writing?
W 6. Use technology,
including the Internet, to
produce and publish and
update individual or shared
writing products, taking
advantage of technology’s
capacity to link of to other
information and to display
information flexibly and
dynamically.
S/L.1
L.3
Research topics using reliable internet sites Understanding
Creating
Vocabulary
Internet
Sources
Reliable
collaborate
Internet Cooperative Learning
Group Projects:
Power Points
Blogs
Wikispaces
7. Conduct short as well
as more sustained
research projects based
on focused questions,
demonstrating
understanding of the
subject under
investigation.
Essential Question
How do you use multiple
sources to acquire
knowledge?
W 7. Conduct short as well
as more sustained research
projects to answer a
question (including a self-
generated question) or
solve a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the subject under investigation
S/L.1
L.1, 2,
Research Topics – define problem or
question
Make connections
Draw conclusions
Evaluate sources and their reliability
Create In text documentation
Create citations
Edit/rewrite
Applying
Creating
Vocabulary Pertinent
Extract
Synthesize
Validity
reliability
Print Sources
Web Sources
Research paper
Research project
Presentation Boards
Power Points
Blogs
Wikis
Journals
Page 13 of 21
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge- Writing
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment
8. Gather relevant
information from
multiple print and
digital sources,
assesses the
credibility and
accuracy of each
source, and
integrates the
information while
avoiding
plagiarism.
Essential Question
What constitutes
plagiarism?
W 8. Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches effectively;
assess the usefulness of each 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.
S/L.1
L.1, 2, 3
Evaluate sources
Create in text documentation
Create citations
Research topics with reliable internet sources
Applying
Creating
Vocabulary
Digital
Plagiarism
Authoritative
Citation
Sources
Web
Sources
Research
paper
Research
project
Presentation
Boards
Power Points
Blogs
Wikis
Journals
9. Draw evidence
from literacy or
informational texts
to support analysis,
reflection, and
research.
Essential Question
How do you
determine what is
relevant and not
relevant?
W 9. Draw evidence from literary or
informational texts to support analysis,
reflection and research.
9a Apply grade 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]”.
9bApply 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 and
fallacious reasoning”).
L. 1, 2, 3
Make connections
Draw conclusions
Make inference
Examine multiple text
State the purpose for the reading and
writing task.
Formulate a written response based upon
the text.
Return to the text to annotate and highlight
information to support response.
Understanding
Analyzing
Evaluating
Vocabulary
Fallacy
Delineate
Reflection
Analysis
Annotate
Highlight
Short
Stories
Novels
Poems
Journals
Student
generated
essays
Student
generated
projects
Page 14 of 21
College and Career Readiness Anchor Standards for Writing
Research to Build and Present Knowledge- Writing
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment
10. Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of tasks,
purposes, and
audiences.
Essential Question
Why write?
How do you respond
to a prompt?
How do task,
purpose, and
audience dictate the
writing approach?
W 10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a range
of discipline-specific tasks, purposes and
audiences.
L. 1, 2, 3
Write to describe, inform, entertain, or persuade
using various clarification techniques to support
each writing type (argument,
informational/explanatory and narrative)
Identify the writer’s purpose
Identify the audience
Structure organizational strategies
Use graphic organizers
Applying
Evaluating
Creating
Vocabulary
Critique
Blogs
Podcasts
Argumentative
Persuasive
Narrative
Informational
Expository
Thinking
maps
Writing
prompts
Journal
prompts
Journals
Timed
Writing
Prompts
Page 15 of 21
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration- Speaking and Listening
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional
Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment 1. Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on others’
ideas and expressing
their own clearly and
persuasively.
Essential Question
What does it mean to
have an effective
collaborative discussion?
SL 1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-let) with diverse partners on grades 9-10 topics,
texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
1a Come to discussions prepared by 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.
1b Work with peers to set rules for collegial discussions
and decision-making (e.g., informal consensus,
taking votes on key issues, and presentation of
alternate views), clear goals and deadlines, and
individual roles as needed.
1c 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.
1d 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.
W.4
L.1
Contribute to class discussion
(initiate and participate effectively)
Effectively participate in small group
discussions
Listen, reflect, and respond to
speakers
Present ideas appropriately using
technology as needed
Work with peers to set rules for
collegial discussions
Summarize others’ viewpoints
Classify patterns in perspective
Re-evaluate original viewpoint
and connect to evidence.
Applying
Creating
Vocabulary
Devil’s advocate
Contradictory
Universality
Collaborative
Dramas
Novels
Research Topic
Teacher Facilitator
Act out a
scene for a
play
Oral book
report
Debate
2. Integrate and evaluate
information presented in
diverse media and
formats, including
visually, quantitatively,
and orally.
Essential Question
How does one integrate
reliable and creditable
sources of information?
SL 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.
W.4
L.1
Use newspapers, magazines, news
programs (Channel 1), guest
speakers, news clips, internet sources
Present ideas appropriately using
technology as needed
Classify credible/questionable
sources
Compare/contrast two sources of
information.
Evaluating
Creating
Vocabulary
Bias
Credible
Reliable
Citing
Quantitative
Qualitative
Newspapers
Magazines
News clips
Internet
http://my.hrw.com
Create Power
Point
presentations,
video clips,
editorials,
recite poetry,
present art
work and
songs
Page 16 of 21
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration- Speaking and Listening
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative Summative
Assessment
3. Evaluate a
speaker’s point of
view, reasoning,
and use of
evidence and
rhetoric.
Essential
Question
How does one
determine a
speaker’s point of
view, motivation,
bias?
SL 3. Evaluate a
speaker’s point of
view, reasoning, and
use of evidence and
rhetoric, identifying
any fallacious
reasoning or
exaggerated or
distorted evidence.
W.4
L.1
Use editorials, different news
channels, newspapers, magazine
articles, advertisements to evaluate a
speaker’s point of view, reasoning
and use of evidence.
Show examples of rhetorical
techniques in source.
Evaluating
Creating
Vocabulary
Rhetoric
Fallacious
Stance
Valid/reliable
Evaluate
multimedia formats
such as: editorials,
news channels,
newspapers,
magazine articles,
advertisements,
etc.
Student generated
advertisements
Editorials
Group Presentations
with
audience participation
and feedback
4. Present
Information,
findings, and
supporting
evidence such that
listeners can follow
the line of
reasoning and the
organization,
development, and
style are
appropriate to
task, purpose, and
audience.
Essential Question
How does delivery
impact a message?
SL 4. Present
information, findings,
and supporting
evidence clearly,
concisely, and logically
such that listeners can
follow the line of
reasoning and the
organization,
development,
substance, and style are
appropriate to purpose,
audience, and task.
W.4
L.1
Read, research, and draw evidence
from text on topics or issues
Group discussions on controversial
topics or themes
Summarize key points
Practice presentations and receive
constructive feedback from peers.
Understanding
Creating
Vocabulary
Constructive
Validity
Reliability
Concise
Counter argument
Alternate/opposing
Documentaries
Informational texts
Student generated
advertisement
Oral presentation
Debate
Page 17 of 21
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration- Speaking and Listening
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative Summative
Assessment
5. Make strategic
use of digital media
and visual displays
of data to express
information and
enhance
understanding of
presentations.
Essential Question
How can technology
be used to enhance
presentations?
SL 5. Make strategic use
of digital media (e.g.,
textual, graphical, audio,
visual, and interactive
elements) in
presentations to enhance
understanding of
findings, reasoning, and
evidence and to add
interest.
W.4
L.1
Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add
interest
Classify various types of digital media
and their purpose
Understanding
Creating
Vocabulary
Delineate
Interactive
Digital media
Power Points,
videos, and other
media formats
Presentations using Power
Points and other media
formats
Produce videos
Produce music cds
6. Adapt speech to a
variety of contexts
and communicative
tasks, demonstrating
command of formal
English when
indicated or
appropriate.
Essential Question
How does the way a
person speaks or
writes effect the way
an audience
perceives him/her?
SL 6. Adapt speech to a
variety of contexts, and
tasks, demonstrating
command of formal
English when indicated
or appropriate.
W.4
L.1
Adapt speech to a variety of contexts,
and tasks, demonstrating command of
formal English when indicated or
appropriate.
Express an idea verbally in a formal and
informal way for different audiences.
Applying
Creating
Vocabulary
Adapt
Relevance
Formal vs informal
Standard/non-standard
English
Sample speeches Mock speech (Graduation
Project)
Mock interview
Page 18 of 21
College and Career Readiness Anchor Standards for Language
Conventions of Standard English- Language
English I - HONORS
Anchor
Standards
Specific Grade
Standard
Instructional Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative
Summative
Assessment
1. Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
Essential Question
How does
knowledge of
grammar enhance
writing and
speaking?
How does variety
enhance
communication?
L 1. Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking
1a Use parallel
structure.*
1b Use various types
of phrases (noun,
verb, adjective,
adverbial,
participial,
prepositional,
absolute) and
clauses
(independent,
dependent; noun,
relative, adverbial)
to convey specific
meaning and add
variety and interest
to writing or
presentations.
W.4
S/L.1
Oral Daily Language (Bell work)
Use parallel structure
Use correct parts of speech
Define parallel structure
Demonstrate examples of parallel
and non-parallel structures
Analyze the function of parallel
structure and how it contributes to
meaning and structure
Revise examples of non-parallel
structure to parallel structure.
A. Use parallel structure.
Review phrases and clauses
Using a text, identify various
examples of phrases and clauses.
Revise a teacher-generated paragraph
of simple sentences into a text that
includes various phrases and clauses
to increase meaning.
Understanding
Applying
Vocabulary
Verb forms
Indicative
Imperative
Interrogative
Conditional
Subjunctive
Mood
Parallel Structure
Grammar text work
Editing
Grammar
transparencies
Grammar Power
Points
Student writing
Student presentations
Teacher generated
assessments
Student grammar
teaching project in
groups
Page 19 of 21
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative
Summative
Assessment
2. Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
Essential Question
Why is it necessary
to use punctuation in
writing?
L 2. Demonstrate command
of the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
2a Use semicolon (and
perhaps a conjunctive
adverb) to link two or
more closely related
independent clauses.
2b Use a colon to introduce
a list or quotation.
2c Spell correctly.
W.4
S/L.1
Oral Daily Language (Bell work)
Use correct conventions in all assigned
writing
Edit papers for spelling errors, as well
as, punctuation errors.
Understanding
Applying
Vocabulary
Conventions
Exclamations
Point
Quotation marks
Colon
Clauses
Semicolon
Grammar text work
Editing
Grammar transparencies
Grammar Power Points
Student writing
Student
presentations
Teacher
generated
assessment
3. Apply knowledge
of language to
understand how
language functions
in different
contexts, to make
effective choices for
meaning or style,
and to comprehend
more fully when
reading or
listening.
Essential Question
How are various
forms of
communication
different?
L 3. Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
3a 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.
W.5,7
Making appropriate language choices in
situations
Demonstrate knowledge of basic
grammar rules and syntax.
Show examples of writing which
follows multiple types of academic
style manuals.
Identify the elements that are
specific to a style manual (NP,
parenthetical citations, footnotes,
works cited, etc.)
Explain the purpose of the elements
and how they aid the reader in
accessing the text.
Review elements of research writing
including objective and subjective
point of view, formal and informal
language, and fact vs. opinion.
Applying
Creating
Vocabulary
MLA
APA
Syntax
Footnotes
Citations
Works cited
Grammar text work
Editing
Grammar transparencies
Grammar Power Points
Electronic Resources:
http://www.mla.org/
http://owl.english.purdue.edu/o
wl/resource/747/01/
www.easybib.com
http://www.chicagomanualofst
yle.org/home.html
http://www.apastyle.org/
Essays
Research
Papers
Editorials
Creative
writing
Page 20 of 21
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional Strategies/Activities
The Learner Will …
Bloom’s
Level
Resources Formative
Summative
Assessment
4. Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
by using context
clues, analyzing
meaningful word
parts, and
consulting general
and specialized
reference materials,
as appropriate.
Essential Question
What do you do
when you come
across a word you do
not know?
How does the
context in which a
word is used
influence the
meaning?
L 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 an
array of strategies.
4a Use context (e.g., the overall
meaning of a sentence or
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase
4b Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech (e.g., analyze,
analysis, analytics; advocate,
advocacy).
4c Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital to find the pronunciation
of a word or determine or
clarify its precise meaning, its
part of speech, of its
etymology.
4d Verify the preliminary
termination of the meaning of a
word or phrase (e.g., by
checking the inferred meaning
in context or in a dictionary).
W.6
S/L.2
Review: Words in context
Roots, prefixes and suffixes
Read the text.
Review the concept of context clues.
Cite evidence from the text which
provides clues to the meanings of
words or phrases.
Review the basics of prefixes and
suffixes.
Identify suffixes and their impact on
part of speech.
Change a series of words from one
part of speech to another using
suffixes.
List different vocabulary resources and
review the purposes of each.
Identify the specialized
language/symbols contained within
each reference source (tilde, schwa,
stressed and unstressed syllables, etc.)
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases.
Understanding
Applying
Vocabulary
Etymology
Phonetic and
pronunciation
marks
Reference tools
Context clues
Online
Dictionary
Visual Thesaurus
Teacher Assessment
Reading
Comprehension
Page 21 of 21
College and Career Readiness Anchor Standards for Language
Vocabulary Acquisition and Use
English I - HONORS
Anchor
Standards
Specific Grade Standard Instructional
Strategies/Activities
The Learner Will …
Bloom’s Level Resources Formative
Summative
Assessment
5. Demonstrate
understanding of word
relationships and nuances in
word meanings.
Essential Question
What is connotative and
denotative language?
L 5. Demonstrate
understanding of figurative
language, word relationships,
and nuances in word meanings.
5a Interpret figures of speech
(e.g., euphemism,
oxymoron) in context and
analyze their role in the
text.
5b Analyze nuances in the
meaning of words with
similar denotations.
W.4
R/L.4
Interpret figure of speech (metaphor,
simile, cliché, oxymoron,
personification, etc.)
Analyze songs for figurative language
Identify figures of speech in a text
and determine purpose and effect.
Translate a text written in figurative
language into literal language.
Analyzing
Creating
Vocabulary
Figurative
language
Metaphor
Simile
Cliché
Oxymoron
Nuances
Idions
Connotation
Denotation
Euphemism
Figures of speech
from various
literary pieces
Sample songs
Create a song
using figurative
language
Poetry Project
6. Acquire and use accurately
a range of general academic
and domain-specific words
and phrases sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence in
gathering vocabulary
knowledge when
encountering an unknown
term important to
comprehension or expression.
Essential Question
How does vocabulary use vary?
How do you learn new words?
L 6. Acquire and use accurately
general academic and domain-
specific words and phrases,
sufficient for reading, writing,
speaking, and listening at the
college and career readiness
level; demonstrate
independence in gathering
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.
W.3
R/L.7
R/I.7
Weekly vocabulary units
Text based vocabulary
Grammar activities
Understanding
Applying
Vocabulary
Metacoprition
Domain specific
Vocabulary Unit
practice exercises
Words in context
Teacher generated
assessments
Student generated
writings
Vocabulary
narratives