Pearson ELT Reading Power Level 1 ©2009 correlated to
the Common Core Standards for English Language Arts, grades 11-12
CCS Standards (11-12) / Page ReferencesEnglish Language Arts Standards » Reading: Literature » Introduction
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
English Language Arts Standards » Reading: Literature » Grade 11–12
The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. / Reading Power 1
SE: Making Inferences (literature), 161–164; also see: Fables, 6–27; Stories, 28–30, 32, 33–34, 38–41, 44–47
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. / Reading Power 1
SE:Fables (questions for discussion), 6, 8, 9, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 24, 25, 27; Stories (questions for discussion), 28,
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). / Reading Power 1
SE:For related material see: Making Inferences (literature), 161–164; also see: Fables, 6–27; Stories, 28–30, 32, 33–34, 38–41, 44–47
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) / Reading Power 1
SE:Fables (Words/Meanings), 7, 9, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 27; Stories (Words/Meanings), 30, 34, 39, 41, 47; Learning New Words from Your Books, 50; also see: Guidelines for Learning Vocabulary, 60–73; Learning New Words from Your Reading, 74–79
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. / Reading Power 1
SE:For related material see: Making Inferences (literature), 161–164; also see: Fables, 6–27; Stories, 28–30, 32, 33–34, 38–41, 44–47
6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). / Reading Power 1
SE:Fables: The Lion and the Mouse (Ancient Greece),7; Sinbad and the Genie (Middle East), 9–10; The Big Family in the Little House (Jewish), 11; The Farm Girl and the Milk (Ancient Greece),12; The Boy and the WolfAncient Greece),13–14; The Farmer, the Boy, and the Horse (Ancient Greece), 15; The Wolf and the Dog (Ancient Greece),16–17; The Old Woman and the Doctor (India), 18; Monkey Looks for Trouble (Trinidad), 19–20; The Marriage of the Mouse Princess (Japan), 21; Tiger and the Big Wind (Africa), 22–23; The Spider and the Turtle (Africa), 24–25; The Fisherman and His Wife (Germany, Brothers Grimm), 26–27
Integration of Knowledge and Ideas
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) / Reading Power 1
SE:For related material see: Fable illustrations, 7, 8, 9, 12, 14, 15, 18, 19, 23, 24, 26
8. (Not applicable to literature) / (Not applicable to literature)
9. Demonstrate knowledge of eighteenth–, nineteenth– and early–twentieth–century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. / Reading Power 1
SE:For related material see the fable adaptations: The Lion and the Mouse (Ancient Greece), 7; Sinbad and the Genie (Middle East), 9–10; The Big Family in the Little House (Jewish), 11; The Farm Girl and the Milk (Ancient Greece), 12; The Boy and the Wolf Ancient Greece), 13–14; The Farmer, the Boy, and the Horse (Ancient Greece), 15; The Wolf and the Dog (Ancient Greece), 16–17; The Old Woman and the Doctor (India), 18; Monkey Looks for Trouble (Trinidad), 19–20; The Marriage of the Mouse Princess (Japan), 21; Tiger and the Big Wind (Africa), 22–23; The Spider and the Turtle (Africa), 24–25; The Fisherman and His Wife (Germany, Brothers Grimm), 26–27
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. / Reading Power 1
SE:Choosing a Book, 48; Talking About Your Books, 50–51; Writing About Your Books, 52; Book Files, 53–54; Book List (for independent or group reading), 55–58; also see: Fables, 6–27; Stories (fiction), 29–30, 33–34, 38–41, 44–47
English Language Arts Standards » Reading: Informational Text » Introduction
The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
English Language Arts Standards » Reading: Informational Text » Grade 11–12
The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. / Reading Power 1
SE: Making Inferences (information), 153, 154; also see: Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. / Reading Power 1
SE:Choosing the Topic of a Paragraph (nonfiction), 185–195; also see: Stories (questions for discussion), 28; Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. / Reading Power 1
SE:Stories (questions for discussion), 28; Choosing the Topic of a Paragraph, 185–195; also see: Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). / Reading Power 1
SE:True stories (Words/Meanings), 29, 31, 33, 35, 36, 38, 43; Learning New Words from Your Books, 50; also see: Guidelines for Learning Vocabulary, 60–73; Learning New Words from Your Reading, 74–79
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. / Reading Power 1
SE:Stories (questions for discussion), 28; Choosing the Topic of a Paragraph (nonfiction), 185–195; also see: Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. / Reading Power 1
SE:For related material see: Stories (questions for discussion), 28; also see: Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. / Reading Power 1
SE:For related material see: Making Inferences (photograph), 154
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). / Reading Power 1
SE:For related material see: Stories (questions for discussion), 28; also see: Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
9. Analyze seventeenth–, eighteenth–, and nineteenth–century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. / Reading Power 1
SE:For related material see Book List (for independent or group reading), 55–58 (includes The House of the Seven GablesThe Adventures of Mark Twain)
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–12 CCR text complexity band independently and proficiently. / Reading Power 1
SE:Choosing a Book, 48; Talking About Your Books, 50–51; Writing About Your Books, 52; Book Files, 53–54; Book List (for independent or group reading), 55–58; also see: Fables, 6–27; Stories (nonfiction), 28–30, 31, 32, 34–37, 41–43
English Language Arts Standards » Speaking & Listening » Introduction
The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades.
English Language Arts Standards » Speaking & Listening » Grade 11–12
The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one–on–one, in groups, and teacher–led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well–reasoned exchange of ideas.
- Work with peers to promote civil, democratic discussions and decision–making, set clear goals and deadlines, and establish individual roles as needed.
- Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
- Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SE:Fable discussion, 6, 8, 9, 10, 12, 13, 14, 16, 17, 19, 20, 22, 24, 25, 27; Story discussion, 28; Talking About Your Books, 50–51
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. / Reading Power 1
SE:For related material see: Making Inferences (photograph), 154
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. / Reading Power 1
SE:For related material see: Story discussion, 28; Talking About Your Books, 50–51
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. / Reading Power 1
SE:Talking About Your Books, 50–51
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. / Reading Power 1
SE:For related material see: Making Inferences (photograph), 154
6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. / Reading Power 1
SE:Fable discussion, 6, 8, 9, 10, 12, 13, 14, 16, 17, 19, 20, 22, 24, 25, 27; Story discussion, 28; Talking About Your Books, 50–51
The CCR anchor standards and high school grade–specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
English Language Arts Standards » Language » Introduction
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade–specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
English Language Arts Standards » Language » Grade 11–12
4. Determine or clarify the meaning of unknown and multiple–meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
- Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
SE:Learning New Words from Your Books, 50; Learning New Words from Your Reading, 74–79; Guessing Meaning from Context, 87–99; also see: Fables (Words/Meanings), 7, 9, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 27; Stories (Words/Meanings), 30, 34, 39, 41, 47
- Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
SE:Word Parts: Prefixes, 100–101; Suffixes, 102; Word Families, 103–105
- 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, its etymology, or its standard usage.
SE:Using a Dictionary, 64–70, 76, 79, 95, 96, 97, 98, 99
- 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).
SE:Using a Dictionary, 64–70, 76, 79, 95, 96, 97, 98, 99; also see: Learning New Words from Your Books, 50; Learning New Words from Your Reading, 74–79; Guessing Meaning from Context, 87–99
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
SE:For related material see: Guessing Meaning from Context, 87–99; also see: Fables (Words/Meanings), 7, 9, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 27; Stories (Words/Meanings), 30, 34, 39, 41, 47
- Analyze nuances in the meaning of words with similar denotations.
SE:Different Meanings, 66
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. / Reading Power 1
SE:Learning New Words from Your Books, 50; Guidelines for Learning Vocabulary, 60–73; Learning New Words from Your Reading, 74–79; The 100 Words, 80–86; Guessing Meaning from Context, 87–99; also see: also see: Fables (Words/Meanings), 7, 9, 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 27; Stories (Words/Meanings), 30, 34, 39, 41, 47