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Correlation of Pathways: Listening, Speaking, and Critical Thinking, Level 3, 2/E, by Becky Tarver Chase/ Christien Lee, © 2018, ISBN 13: 9781337407731
Correlation of
Pathways: Listening, Speaking, and Critical Thinking,
Level 3, 2/E,by Becky Tarver Chase/ Christien Lee,
© 2018,ISBN 13: 9781337407731
to
College and Career Readiness Standards Level D
College and Career Readiness Standards for Adult Education,
Level DPathways 3, Student Edition
Page References
SPEAKING AND LISTENING STANDARDS
CCR Anchor 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.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared,
having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1)
a. 56, 170, 176
b. 54, 109, 170
c. 39, 174, 180
d. 109, 170, 178
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College and Career Readiness Standards for Adult Education,
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CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (SL.8.2)
127, 193
CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (SL.8.3)
151-152, 203
CCR Anchor 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.Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4)
19-20, 39-40, 79-80
CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5)
59-60, 139-140
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College and Career Readiness Standards for Adult Education,
Level DPathways 3, Student Edition
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CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language standards 1 and 3 for specific expectations.) (SL.8.6)
30-31, 98, 109
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College and Career Readiness Standards for Adult Education,
Level DPathways 3, Student Edition
Page References
LANGUAGE STANDARDSCCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the
proper case (subjective, objective, possessive).
b. Use intensive pronouns. c. Recognize and correct
inappropriate shifts in pronoun number and person.
d. Recognize and correct vague or unclear pronouns.
e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
f. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
g. Form and use verbs in the active and passive voice.
h. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
i. Recognize and correct inappropriate shifts in verb voice and mood.
j. Explain the function of phrases and clauses in general and their function in specific sentences.
k. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
l. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (L.6.1 through 8.1 merge)
a. 167-168
c. 167
d. 167
f. 15, 56, 68
g. 68-69
h. 8-9
i. 68
j. 56, 118, 150
k. 150, 160, 179
l. 8, 30, 196
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College and Career Readiness Standards for Adult Education,
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CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas,
parentheses, ellipsis, dashes) to set off nonrestrictive/parenthetical elements. b. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Use an ellipsis to indicate an omission.
c. Spell correctly. (L.6.2 through 8.2 merge)
a. 199
b. 199
CCR Anchor 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 listeningUse knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for
meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
c. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.6.3 and 7.3 merge)
a. 150
b. 160
c. 109, 150, 168
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CCR Anchor 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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. a. Use context (e.g., the overall
meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
c. Consult 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 or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L.6.4)
a. 14, 34, 64
b. 145
c. 25, 35, 44
d. 52, 65, 74
CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Not covered at this level
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College and Career Readiness Standards for Adult Education,
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CCR Anchor 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 a word or phrase important to comprehension or expression.Acquire and use accurately level-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.8.6)
74, 84, 94
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