Future 4 correlated to College and Career Readiness Standards (CCRS)

and GED RLAs, Grades 9-10

College and Career Readiness Anchor Standards / Common Core Standards for
English Language Arts, Grade 9-10 / GED Testing Service’s Reasoning Through Language Arts Assessment Targets (RLAs) / Future, Level 4
Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 / CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts. / Future: For related material see: Reading Skill: Making inferences, 57, 199; also see: Check Your Understanding, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231
Workbook: Making inferences, 33
CCSS.ELA-Literacy.CCRA.R.2 / CCSS.ELA-Literacy.RL.9-10.2 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. / R.2.6 Identify a theme, or identify which element(s) in a text support a theme.
R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
R.3.5 Analyze the roles that details play in complex literary or informational texts. / Future: For related material see: Summarizing, 231; Identifying main idea, 10, 117; Making inferences, 57, 199
CCSS.ELA-Literacy.CCRA.R.3 / CCSS.ELA-Literacy.RL.9-10.3 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. / R.3.2Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning. / Future: For related material see: Performance reviews and promotions, 78–79, 198–199, 204
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 / CCSS.ELA-Literacy.RL.9-10.4 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). / R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.
R.4.3/L4.3Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument. / Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231
Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213
Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145
CCSS.ELA-Literacy.CCRA.R.5 / CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. / R.3.1 Order sequences of events in texts.
R.3.2 Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts.
R.3.3 Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning. / Future: For related material see: Sequencing, 22, 103, 191; Identifying causes and solutions, 202–203
CCSS.ELA-Literacy.CCRA.R.6 / CCSS.ELA-Literacy.RL.9-10.6 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. / Future: For related material see: Holidays and celebrations, 46–47, 62
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 / CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). / Future: For related material see: Academic Skills: Interpreting charts, graphs, and visuals, 137, 156–157, 232
(RL.9-10.8 not applicable to literature)
CCSS.ELA-Literacy.CCRA.R.9 / CCSS.ELA-Literacy.RL.9-10.9 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). / Future: For related material see: Reading Topics, 10–11, 36–37, 56–57, 76–77, 90, 90–91, 116–117, 136–137, 154, 156–157, 161, 176–177, 188–189, 190–191, 216–217, 230–231
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 / CCSS.ELA-Literacy.RL.9-10.10 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.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. / Future: For related material see: Reading Topics, 10–11, 36–37, 56–57, 76–77, 90, 90–91, 116–117, 136–137, 154, 156–157, 161, 176–177, 188–189, 190–191, 216–217, 230–231
Workbook: Reading Skills, 4, 20–21, 52–53, 68–69, 80–81, 92–93, 104–105, 112–113, 128–129, 136–137
Reading: Informational Text
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 / CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / R.2.3 Make sentence level inferences about details that support main ideas.
R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.
R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).
W.1 Determine the details of what is explicitly stated and make logical inferences or valid claim that square with textual evidence. / Future: Reading Skill: Making inferences, 57, 199; also see: Check Your Understanding, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231
Workbook: Making inferences, 33
CCSS.ELA-Literacy.CCRA.R.2 / CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. / R2.1 Comprehend explicit details and main ideas in text.
R.2.2 Summarize details and ideas in text.
R.2.4 Infer implied main ideas in paragraphs or whole texts.
R.2.5 Determine which detail(s) support(s) a main idea.
R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.
R.3.5 Analyze the roles that details play in complex literary or informational texts. / Future: Identifying main idea, 10, 117; Using details to understand important ideas, 37; Making inferences, 57, 199; Scanning a list for details, 157; Summarizing, 231; also see: Sequencing, 22, 103, 191; Looking for words that signal time order, 191
Workbook: Reading Skill: Important Ideas, 21, 69; Summarizing, 137
CCSS.ELA-Literacy.CCRA.R.3 / CCSS.ELA-Literacy.RI.9-10.3 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. / R.5.2 Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another). / Future: Sequencing, 22, 103, 191; Establishing logical order, 102; Identifying causes and solutions, 202–203; also see: Organizing information, 22–23, 43, 63, 83, 103, 123, 143, 182–183, 203
Workbook: Reading Skill: Words that signal time order, 113
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 / CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). / R.4.1/L4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.
R.4.2/L4.2 Analyze how meaning or tone is affected when one word is replaced with another.
R.4.3/L4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument. / Future: Word Work, 11, 37, 57, 77, 91, 117, 137, 151, 157, 177, 191, 217, 231
Please note that vocabulary acquisition also occurs in the context of real-world readings and their related assignments. Representative topics include: Dangerous weather, 92–93; Reading an evacuation map, 96–97; Medical symptoms, 146–147, 149, 152–153; Communicating with medical personnel, 146–149, 152–153, 159; Healthy lifestyles, 156–157, 161; Courtroom procedures, 210–211, 213, 215; Courtroom procedures, 212–213
Workbook: Dictionary Skill & Word Study, 29, 65, 89, 125; Writing Definitions; Vocabulary, 13, 25, 37, 61, 85, 133, 145
CCSS.ELA-Literacy.CCRA.R.5 / CCSS.ELA-Literacy.RI.9-10.5 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). / R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose. / Future: Sequencing, 22, 103, 191; Distinguishing between main idea and details, 37, 117; Looking for words that signal time order, 191; Recognizing restatements, 77; Scanning a list for details, 157; Skimming for main idea, 10; Using details to understand important ideas, 37
Workbook: Workbook: Reading Skill: Time clauses, 54; Words that signal time order, 113
CCSS.ELA-Literacy.CCRA.R.6 / CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. / R.6.1 Determine an author's point of view or purpose of a text.
R.6.2 Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints
R.6.3 Infer an author's implicit as well as explicit purposes based on details in text.
R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose. / Future: Identifying author's purpose, 91; also see: Skimming for main idea, 10; Distinguishing between fact and opinion, 177
Workbook: Reading Skill: Distinguishing fact from opinion, 105
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 / CCSS.ELA-Literacy.RI.9-10.7 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. / R.9.1/R.7.1 Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.
R.7.3 Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing.
R.7.4 Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations.
R.9.2 Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact. / Future: Making comparisons, 46, 222–223, 228; Comparing and contrasting, 222–223; also see: Using charts, 23, 27, 31, 53; Reading a street map, 51; Job training and instructions, 67, 69, 73, 75, 81 ; Natural disasters, 90–91, 102–103; Dangerous weather, 92–97, 103; Reading an evacuation map, 96–97; Car maintenance web site, 132; Interpreting charts, graphs, and visuals, 137, 156–157, 232; Medical history form, 146–147; Safety signs and warnings, 190, 206; Bank web site, 226
CCSS.ELA-Literacy.CCRA.R.8 / CCSS.ELA-Literacy.RI.9-10.8 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. / R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument's claims build on one another.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.
R.8.6 Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided. / Future: Distinguishing fact from opinion, 177; also see: Getting advice about job searches, 27–29, 32–33, 34; Consumer protection laws, 136–137; Offering a solution to a problem, 202–203; Dealing with problems, 122–124
Workbook: Reading Skill: Distinguishing fact from opinion, 105
CCSS.ELA-Literacy.CCRA.R.9 / CCSS.ELA-Literacy.RI.9-10.9 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. / Future: For related material see: City government, 58–59; Consumer protection laws, 136–137; Defendants' rights, 214, 222–223; Jury duty, 215
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 / CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literacy 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. / Future: Reading Topics: Goals and achievements, 10–11; Job interviews, 36–37; Community gardens, 56–57; Workplace safety, 76–77, 190–191; Earthquakes, 90; Emergencies, 90–91, 154; Relocating, 116–117; Vehicle lemon laws, Consumer protection laws, 136–137; Healthy lifestyles, 156–157, 161; After–school programs, 176–177; Employee accident reports, 188–189; DNA evidence, 216–217; Starting a business, 230–231
Workbook: Reading Skills, 4, 20–21, 52–53, 68–69, 80–81, 92–93, 104–105, 112–113, 128–129, 136–137
Writing
Text Types and Purposes
CCSS.ELA-Literacy.CCRA.W.1 / CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1b 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.
CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, 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.
CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented. / W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus. / Future: Writing Genres and Skills: Writing letters of complaint, 122–123; Letter to the Editor (school–related issues), 182–183; Explaining problems and solutions (improving the workplace), 202–203
Workbook: Complaint letter, 72; Letter to the Editor, 104
CCSS.ELA-Literacy.CCRA.W.2 / CCSS.ELA-Literacy.W.9-10.2 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.
CCSS.ELA-Literacy.W.9-10.2a 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.
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.9-10.2f 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). / W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus. / Future: Writing Genres and Skills: Writing work–related memos, 82–83; Putting steps of a process in logical order, 102–103; Using time words to signal steps in a process, 142–143; Health care, 162–163; Offering a solution to a problem, 202–203; Legal rights, 222–223; Write an Advice Column, 272