Tenth Grade Alignment of USOE English Language Arts · PDF fileGrade Alignment of USOE English Language Arts Core to ... there are some similarities between the two cores in the writing

UtahTenthGradeCommonCoreAlignment Page1

UtahStateOfficeofEducation

TenthGradeAlignmentofUSOEEnglishLanguageArtsCoretoCommonCoreTherearetwocomparisonsinthisdocument.OnecomparestheCommonCoretotheUtahCore,andtheothercomparestheUtahCoretotheCommonCore.Thisprovidesasearchfunctionforeachwayofcomparing.

AbbreviationsUsedUC UtahCore Std Standard Obj Objective Ind Indicator

Example 1012a=10thGrade,Standard1(Reading),Objective2(ComprehensionofInformationalText),Indicatora(Analyzethepurposeof

externaltextfeaturesinavarietyofelectronictexts)CC CommonCore

RL ReadingStandardsforLiterature(CommonCore)RI ReadingStandardsforInformationalText(CommonCore)RF ReadingStandards:FoundationalSkills(CommonCore)W WritingStandards(CommonCore)SL SpeakingandListening(CommonCore)L LanguageStandards

RH ReadingStandardsforLiteracyinHistory/SocialStudies6‐12 RST ReadingStandardsforLiteracyinScienceandTechnicalSubjects6‐12 WHST WritingStandardsforLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects6‐12 Example

9‐10W1d=9‐10GradeBand,Writingstrand,Standard1(Writeargumentstosupportclaims),Indicatord(Establishandmaintainaformaltone).


IntroductiontotheTenthGrade

WrittenbytheTenthGradeCommonCoreStatewideteacherTeamUnliketheUtahCore,whichisorganizedbyspecificgradelevels,theCommonCoreisbrokenintobandsofmultiplegrades.Theninthandtenthgradesarebandedtogetherinthenewcore.Additionally,therearefourseparatestrandsonthenewCommonCore:Reading,Writing,SpeakingandListening,andLanguage.Someoftheseareaswillrequiremoreadjustmenttoourcurrentteachingpracticesthanothers.Ingeneral,theCommonCoreislessprescriptiveandmoreholisticthantheUtahCore.ReadingInthereadingarea,therearemoresimilaritiesthandifferencesbetweentheUtahCoreandtheCommonCore.Thiswillrequireteacherstochangesomeoftheircurrentlessons,butnottotallyrecreatetheircurriculum.SomeofthemainsimilaritiesbetweentheUtahCoreandtheCommonCoreareasfollows:• Bothdiscussderivingmeaningfromtext.• Bothevaluatetextsforreliability.• Bothteachconnotation/denotation.• Bothusecontextcluestodeterminemeaning.• Bothfocusontheacquisitionofvocabulary.Someofthedifferencesarethese:• TextcomplexityismoreofanemphasisintheCommonCore.• ClosereadinganddeeperanalysisisemphasizedinCommonCore.• TheCommonCorehasanincreasedemphasisoninformationaltext.• Bothaddressvocabulary,butUtahCoreismorespecific.• TheUtahCorefocusesonsetting,andCommonCorefocusesoncharacterization.Someofthegapsteachersmayneedtoaddressareclosereadingandanalysis,andincreasedtextcomplexity.Scaffoldingofskillswillberequiredbecauseofthechangestothecore.


WritingAlthoughtherearesomesimilaritiesbetweenthetwocoresinthewritingstrand,itwilldefinitelyrequiresignificantadjustmenttocurrentlessonplans.TheCommonCoreaddressesthreedifferenttypesofwriting:narrative,explanatory,andargumentative;whereastheUtahCoreaddressesonlypersuasive.SomeofthemainsimilaritiesbetweentheUtahCoreandtheCommonCoreareasfollows:• Bothdiscussdevelopingtopics.• Bothrequiretheuseofpreciselanguage.• Bothdirecttheuseoftheresearchprocess.• Bothincorporatethewritingprocess.• Bothincludeeditingandconventions.Someofthedifferencesarethese:• TheCommonCorefocusesonargumentationratherthanpersuasion.• TheCommonCorebreaksdowntheelementsofargumentation.• TheCommonCoreemphasizesstyleofwriting.• TheUtahCoreisbuiltaroundsix‐traitwritingsystem.• ThereismoreemphasisontechnologyintheprocessofwritingandpublishingintheCommonCore.• ThereisaspecificrequirementforaresearchprojectinCommonCore.• TheuseofrhetoricisafocusintheCommonCore.Someofthegapsteachersmayneedtoaddressareargumentativewriting,typesofnarration,narrativewriting,theuseoftechnologyforproductionofwriting,pointsofview,andsequencing.SpeakingandListeningTheUtahCoredoesnothaveaspecificspeakingandlisteningstrand,thoughcurrentlymanyteachersincorporatespeakingandlisteningintotheirlessons.SomeofthemainsimilaritiesbetweentheUtahCoreandtheCommonCoreareasfollows:• Bothrequirestudentstoanticipateandanswerquestions.• Bothdiscussmakingconnections.• Bothsuggestusingmulti‐mediasources.


Onemaindifferenceisthis:• TheCommonCoreemphasizesdeeper,student‐led,discussion.Themaingapteachersmayneedtoaddressisthechangefromstudentpresentationstostudent‐drivendiscussion.LanguageMostoftheobjectivesfromthelanguagestrandoftheCommonCoreareaddressedintheUtahCore,butareimbeddedwithinthereadingandwritingstandards.TheCommonCorecentralizestheseelementsintoonestrand.SomeofthemainsimilaritiesbetweentheUtahCoreandtheCommonCoreareasfollows:• Bothrequireteacherstoteachconventions.• Bothincorporateknowledgeoflanguage.• Bothdirecttheteachingoffigurativelanguage.Someofthedifferencesarethese:• TheUtahCorespecifiesgrade‐specificrootsandcommonlyconfusedwords.• TheCommonCorementionsfollowingaspecificstylemanual.• Invocabularyacquisition,theCommonCorerequiresthatstudentslookatreferencematerialsandpatternsofwordchangesthatindicatedifferentmeaningsorpartsofspeech,interpretfiguresofspeech,analyzenuances,andusedomain‐specificvocabulary.• TheCommonCorecontainsspecificreferencetodifferenttypesofclausesandphrasesthatneedtobeanalyzed.Someofthegapsteachersmayneedtoaddressarevocabularyacquisition,theuseofacademiclanguage,andthefocusonindependentacquisitionofknowledge.Overall,theCommonCorehasmoreemphasisonindependent,student‐drivenlearning;therefore,inquiryisintegratedintoallstrandsoftheCommonCore,ratherthanstandingalone.ItismorerigorousandacademicallychallengingthantheUtahCore,thuspromotinglife‐longlearning.


ThankstotheTenthGradeCommonCoreStatewideTeacherTeamSarahBinghamJennyOlsenKenaRydalchBevSimpsonElaineTuckerKristinVanBruntProcessforcommitteeselection:InOctober2010USOErequestedthateachdistrictnominateteachersandothercurriculumspecialistsorinstructionalcoachestorepresenteachdistrict,gradesK‐12.NomineeswereselectedbyUSOEbasedontheirexpertiseandabroadstaterepresentation.Thecommitteemetforthreedaysinthefallof2010ingradelevelteamstodeveloptheCommonCoreAlignmentdocument.TheyalsomaderecommendationsforthecontentoftheCommonCoreAcademyandtheongoingProfessionalDevelopmentforteachersintheirrespectivegradelevel.

OneresourceforInstructionalUnits:CommonCorecurriculummapsforeachgradehavebeendesignedbyteachersforteachersandareavailableindraftformonthefollowingwebsite:http://commoncore.org/maps/index.php


TenthGradeUtahCoretoCommonCoreEnglishLanguageArtsAlignment10thGRADETenthGradeUtahCore 9‐10CommonCore

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NotesStd1 (Reading):Studentswillusevocabularydevelopmentandanunderstandingoftextelementsandstructurestocomprehendliteraryand

informationalgradeleveltext.Obj1 (WordAnalysis,VocabularyDevelopment):

Determinewordmeaningthroughwordparts,definitions,andcontextclues.

9‐10L49‐10L4a9‐10L4c

X CCismorespecificandimplementstheuseofreferencematerials.

a.Analyzethemeaningofwordsusingknowledgeofroots

9‐10L49‐10L4c

X CCsuggests“choosingflexiblyformarangeofstrategies”and“clarifyitsetymology.”

b.Evaluatetheeffectsofconnotationintext(e.g.,bias,point‐of‐view,emotion).

9‐10L5b X CCrequires“analyz[ing]nuancesinthemeaningofwordswithsimilardenotations.”

c.Determinewordmeaningthroughcontextclues:analogyandcontrast/antonym.

9‐10L4a X

d.Distinguishbetweencommonlyconfusedwords(i.e.,affect/effect;between/among;either/neither;fewer/less;good/well;irregardless/regardless;waste,waist).

9‐10L4b9‐10L5

X CCdiscusses“patternsofwordchanges”and“wordrelationships”butitisaweakconnection.

Obj2 (ComprehensionofInformationalText):Comprehendandevaluateinformationaltext(i.e.,webpages,essays,nonfictionarticles,workplaceandconsumerdocuments,electronictext).

X CCspellsoutindetailhowtocomprehendandevaluate,butneverusesthosewords.

a.Analyzethepurposeofexternaltextfeaturesinavarietyofelectronictexts(e.g.,webpages,essays,nonfictionarticles,workplaceandconsumerdocuments).

X

b.Analyzethefunctionofmultipleinternaltext 9‐10LRI2 X CCbreaksthisvaguetopicdowninto




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Notesstructuresinasingletext. 9‐10LRI3

9‐10LRI5analyzingthedevelopmentofacentralidea,unfoldingananalysisandhowanauthor’sideasorclaimsaredevelopedanddefined.

c.Useexplicitandimplicitinformationtoarriveatconclusions.

9‐10RI1 X

d.Evaluatetextforreliabilityandaccuracy. 9‐10RI8 X Obj3 (ComprehensionofInformationalText):Comprehend

literaturebyrecognizingtheuseofliteraryelementsacrossgenresandcultures.

X CCismoredetailedwiththemeanalysis,butlessdetailedwithspecificfigurativelanguagetechniques.

a.Examinethesimilaritiesanddifferencesbetweenoralandwrittennarratives.

X

b.Understandtheusesofcharacterdevelopmentinconveyingthemeinliteraryworks.

9‐10RL3 X

c.Analyzethemesinliteratureandtheirconnectiontopolitics,history,culture,andeconomics.

9‐10RL2 X CCdiscussesthedevelopmentofathemebutdoesnotencourageahistorical,political,etc.connection.

d.Evaluatesettingasitcontributestocharacterization,plot,ortheme.

X Notspecifictosetting.

e.Analyzetheuseofsimile,metaphor,pun,irony,symbolism,allusionandpersonification.

9‐10L49‐10L5

X

f.Comparepoetryondifferenttopicsfromvariousculturesandtimes.

9‐10RL10 X CCdoesnotreferencevariouscultures.

Std2 Standard2(Writing):Studentswillwriteinformationalandliterarytexttoreflectonandrecreateexperiences,toreportobservations,andtopersuadeothers.

Obj1 (WritingtoLearn):Interpretandanalyzeideasandperspectivestoclarifythinkingthroughwriting.

9‐10W7 X CCsuggestsansweringaself‐generatedquestionthroughresearch.Thisimpliesawriting‐to‐learnapproach,thoughitis




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a.Analyzevariedideasandopposingopinions. 9‐10W1a9‐10W8

X CCdiscussesopposingclaimsandestablishingrelationshipsamongclaims.CCsuggestsgatheringinformationfrommultiplesources.

b.Analyzefacts,events,orideastocreatemeaning. 9‐10W99‐10W19‐10W1e

X CCsuggestsdrawingevidencetosupportanalysis,reflectionandresearch.Doesn’tspecificallymentioncreatingmeaning,butitisimplied.

c.Identifyandanalyzeconnections:text‐to‐self,text‐to‐text,text‐to‐world.

9‐10W1 X CCdiscussesprovidingarelationshipbetweentexts,butdoesnotaddresstext‐to‐selfortext‐to‐worldconnection.

Obj2 Writetopersuadeothers.Emphasizepersuasivecompositions.(Studentsshouldusetheentirewritingprocesstoproduceatleastoneextendedpieceperterm,notnecessarilylimitedtothetypeofwritingemphasizedatindividualgradelevel).

9‐10W1 X CCfocusesonargumentativewritingratherthanpersuasive.

a.Experimentwithvariedformsofwriting(e.g.,memos,letters,reports,essays,brochures).

X CChasargumentative,narrative,andexplanatorywriting,butsaysnothingaboutmemos,letters,etc.

b.Supportargumentswithpersonalexperience,detailedevidence,examplesandreasoning.

9‐10W19‐10W1b

X CCdoesnotmentionpersonalexperience,butrather,focusesonreasoningandrelevantandsufficientevidence.

c.Usepersuasivestrategiesincludingappealstologic,emotionandethics.

9‐10W1 X CCdoesnotbringinthethreetypesofappeals.Itfocusesonreasonsand




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Notesevidence.

Obj3 (RevisionandEditing):Reviseandedittostrengthenideas,organization,voice,wordchoice,sentencefluency,andconventions.

9‐10L19‐10L29‐10W49‐10W5

X CCasksstudentstorevisewriting,butdoesn’tfocusonthesixtraits.

a.Evaluateandrevisefor: 9‐10W19‐10W1b

X CCdoesnotmentionpersonalexperience,butrather,focusesonreasoningandrelevantandsufficientevidence.

• Ideas:Adequatesupportofideas(e.g.,quotations,facts,examples,anecdotes,andexcerpts).

9‐10W1 X CChasstudentsdevelopideas,butdoesn’tspecificallyhavethemreviseforthoseideas.

• Organization:Controloforganizationalelementsinmultipleparagraphtexts(e.g.,thesis,details,leads,conclusions,andtransitions).

9‐10W2c X CCmentionstransitions,conclusions,etc.,butdoesn’tspecificallymentionrevisingforthoseideas.

• Voice:Correctuseofactiveandpassivevoice.Appropriatevoiceforspecificaudiences.

9‐10W4 X CCdoesnotspecificallymentionpassiveandactivevoice.Addressingaspecificaudienceismentioned.

• WordChoice:Specificwordchoicefordifferentaudiencesandpurposes.

9‐10W3d X CCmentionsusingprecisewordsandphrases.

• Fluency:Rhythmcreatedthroughsentenceconstruction(i.e.,parallelsentencestructure).

9‐10L1a X Parallelstructure

b. Editforconventions: • Correctgradelevelspelling. 9‐10L2c X • Correctuseofcommastosetoffappositives. 6L2a X CCdoesn’tspecificallymention




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Notesappositives.

• Correctsubject/verbagreement. 3L1f X • Correctsentenceconstruction(i.e.,

fragments,run‐ons).9‐10L1 X CCdiscussesdemonstratingcommandof

conventions. • Correctplacementofmodifiers. 9‐10L1b X CCmentionsvarioustypesofclausesand

phrases,whichwouldincludemodifiers. • Correctcapitalizationforabbreviations(e.g.,

Ph.D.)orlettersthatstandalone(e.g.,U‐turn,I‐beams).

9‐10L2 X

• Correctformationofpossessives. X CCdoesn’tspecificallymentionpossessives.

• Correctuseofsemi‐colon. 9‐10L2a X Std3 (Inquiry):Studentswillunderstandtheprocessofseekingandgivinginformationinconversations,groupdiscussions,writtenreports,andoral

presentations.Obj1 (ProcessofInquiry):Usetheprocessofinquiryto

problem‐solveanddeepenunderstanding.9‐10W7 X CCincludesresearchprocessand

synthesis. a.Formulatequestionsthatexposeproblemsandexploreissues.

9‐10W7 X CCanswersquestionsandsolvesproblems.

b.Analyzeinformationtodeterminerelevancetoquestions.

9‐10W89‐10W9

X CCacross“usefulness”ofeachsource;drawsevidencetosupportanalysis

C.Evaluatetheaccuracyandrelevanceofinformationthatreflectsmultiplepointsofview.

9‐10W89‐10W9

X

d.Evaluate,use,andciteelectronicandnon‐electronicsources(e.g.,internet,interviews,mediasources).

9‐10W89‐10W9

X

Obj2 (WrittenCommunicationofInquiry)Writetosynthesizeinformationtosolveaproblemortodeepenunderstanding.

9‐10W79‐10W8

X




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Notes a.Selectaformattosynthesizeinformation. 9‐10W7 X b.Gatherandsynthesizeinformationtosolveaproblemordeepenunderstanding.

9‐10W79‐10W8

X

c.Supportsynthesisofinformationusingparaphrase,summaryorquotations.

9‐10W7 X CCismoregeneral

d.Useinformalandformalcitationstosupportinquiry.

9‐10W8 X

Obj3 (OralCommunicationofInquiry):Planandpresentorallyusingtechniquesappropriatetoaudienceandpurpose.

X CCdoesnotincludereferencetoaudiencequestionsorpreparationforanswers.

a.Determineaudienceandpurposefororalpresentations(e.g.,toinform,topersuade,toentertain).

9‐10SL49‐10SL6

X

b.Anticipateaudiencequestionsandpreparetorespond.

X

c.Respondeffectivelytoaudiencequestionsandfeedback.

X

d.Presentorallyusingvisualaids/technologyforsupport.

9‐10SL5 X


CommonCoreStateStandards

ExcerptedfromtheIntroductiontotheCommonCoreStateStandards:EnglishLanguageArtsandLiteracyinHistory/SocialStudies,ScienceandTechnicalSubjectspp.3‐7,http://www.corestandards.org/

LedbytheCouncilofChiefStateSchoolOfficers(CCSSO)andtheNationalGovernorsAssociation(NGA),thepresentworkbuildsonthefoundationlaidbystatesintheirdecade‐longworkoncraftinghigh‐qualityeducationstandards.TheStandardsare(1)researchandevidencebased,(2)alignedwithcollegeandworkexpectations,(3)rigorous,and(4)internationallybenchmarked.Aparticularstandardwasincludedinthedocumentonlywhenthebestavailableevidenceindicatedthatitsmasterywasessentialforcollegeandcareerreadinessinatwenty‐firstcentury,globallycompetitivesociety.

Byemphasizingrequiredachievements,theStandardsleaveroomforteachers,curriculumdevelopers,andstatestodeterminehowthosegoalsshouldbereached.Thus,theStandardsdonotmandatesuchthingsasaparticularwritingprocessorthefullrangeofmetacognitivestrategiesthatstudentsmayneedtomonitoranddirecttheirthinkingandlearning.TeachersarethusfreetoprovidestudentswithwhatevertoolsandknowledgetheirprofessionaljudgmentandexperienceidentifyasmosthelpfulformeetingthegoalssetoutintheStandards.

TheStandardsinsistthatinstructioninreading,writing,speaking,listeningandlanguagebeasharedresponsibilitywithintheschool.Thegrades6‐12standardsaredividedintotwosections,oneforELAandtheotherforhistory/socialstudies,scienceandtechnicalsubjects.Thedivisionreflectstheunique,time‐honoredplaceofELAteachersindevelopingstudents’literacyskillswhileatthesametimerecognizingthatteachersinotherareasmusthavearoleinthisdevelopmentaswell.

PartofthemotivationbehindtheinterdisciplinaryapproachtoliteracypromulgatedbytheStandardsisextensiveresearchestablishingtheneedforcollegeandcareerreadystudentstobeproficientinreadingcomplexinformationaltextindependentlyinavarietyofcontentareas.Mostoftherequiredreadingincollegeandworkforcetrainingprogramsisinformationalinstructureandchallengingincontent.Studentswhoarecollegeandcareerreadydemonstrateindependence,buildstrongcontentknowledge,comprehendaswellascritique,valueevidence,usetechnologyanddigitalmediastrategically,understandotherperspectivesandcultures,andrespondtothevaryingdemandsofaudience,task,purpose,andacademicdisciplines(p.7)

Note:ThethreeappendicesontheCommonCorewebsitearecriticaltounderstandingtheimplicationsoftheCommonCoreStandardsforteachingandlearning:A(SupportingResearch);B(TextExemplarsandSamplePerformanceTasks)andC(SamplesofStudentWriting).


TenthGradeAnalysisof9‐10CommonCoreto10thGradeUtahEnglishLanguageArtsCoreGrade9‐10CommonCore TenthGradeUtahCore

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READINGSTANDARDSFORLITERATURE(GRADE9‐10)RL KEYIDEASANDDETAILS(GRADE9‐10)9‐10RL1 Citestrongandthoroughtextualevidenceto

supportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

1011c

1211c

X 10thUCdiscussesdeterminingmeaningthroughcontextclues;noothermentionofanalysisortextualevidence.12thUChasastrongmatch.

9‐10RL2 Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

1013b,c,d

X NorealcoverageofdevelopmentofthemeorsummariesinUC.

9‐10RL3 Analyzehowcomplexcharacters(e.g.,thosewithmultipleorconflictingmotivations)developoverthecourseofatext,interactwithothercharacters,andadvancetheplotordevelopthetheme.

1013b,d

X CharacterdevelopmentandthemearecoveredontheUC,aswellastheconnectionamongsetting,characterization,themeandplot.

RL CRAFTANDSTRUCTURE(GRADE9‐10)9‐10RL4 Determinethemeaningofwordsandphrasesas

theyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformal

1011a,b,c,e

X UCcoversfigurativelanguage,usingrootstodeterminemeaning,andconnotation.AllofthesefitinwiththeCCcontent.




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Notestone).

9‐10RL5 Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),andmanipulatetime(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

1012c X VeryweakinUC.Multipletextstructuresarecovered,butspecificstructuresarenot.

9‐10RL6 AnalyzeaparticularpointofvieworculturalexperiencereflectedinaworkofliteraturefromoutsidetheUnitedStates,drawingonawidereadingofworldliterature.

1013c

1113b,d

1213b,c,d

X Weakon10thUC–ThemesarerelatedtocultureinUC,butnoanalysis.11thUCanalyzescultureasanelementofsetting,aswellasincludingcharactertraitsrelatedtoculture.12thUCimpliesanalysisofculture,butisnotspecific.

RL INTEGRATIONOFKNOWLEDGEANDIDEAS(GRADE9‐10)9‐10RL7 Analyzetherepresentationofasubjectorakey

sceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment(e.g.Auden’s“MuséedesBeauxArts”andBreughel’sLandscapewiththeFallofIcarus).

1013f X VeryweakinUC.Comparisonaspectisthere,regardingtextsonly,butnotdifferentmediums.Someprofessionaldevelopmentforteacherswouldbehelpful.

9‐10RL8 Notapplicabletoliterature 9‐10RL9 Analyzehowanauthordrawsonandtransforms

sourcematerialinaspecificwork(e.g.,howShakespearetreatsathemeortopicfromOvidortheBibleorhowalaterauthordrawsonaplaybyShakespeare).

1013e X NorealanalysisonUC.Notransformation.Allusioniscovered,however.Professionaldevelopmentinthisarea




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Noteswouldbehelpful.

RL RANGEOFREADINGANDLEVELOFTEXTCOMPLEXITY(GRADE9‐10)9‐

10RL10Bytheendofgrade9,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades9–10textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade10,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades9–10textcomplexitybandindependentlyandproficiently.

1013 X UCdoesnotspecificallymentiontextcomplexity,butdoesdealwithmultiplegenres.

READINGSTANDARDSFORINFORMATIONALTEXT(GRADE9‐10)RI KEYIDEASANDDETAILS(GRADE9‐10)9‐10RI1 Citestrongandthoroughtextualevidenceto

supportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

1212c X Strongon12thUC.

9‐10RI2 Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

1012c X UCtalksaboutarrivingatconclusionsaboutthetext,whichcouldincludecentralidea.Nodetails,summary,orcentralideaisspecificallymentioned.

9‐10RI3 Analyzehowtheauthorunfoldsananalysisorseriesofideasorevents,includingtheorderinwhichthepointsaremade,howtheyareintroducedanddeveloped,andtheconnectionsthataredrawnbetweenthem.

1012b X Textstructuresarementioned,butnoevaluationisintheUC.Professionaldevelopmentwouldbehelpful.




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RI CRAFTANDSTRUCTURE(GRADES9‐10)9‐10RI4 Determinethemeaningofwordsandphrasesas

theyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageofacourtopiniondiffersfromthatofanewspaper).

1011a,b,c,e

X Connotation,findingmeaningthroughrootsandcontext,andfigurativelanguagearementionedinUC.

9‐10RI5 Analyzeindetailhowanauthor’sideasorclaimsaredevelopedandrefinedbyparticularsentences,paragraphs,orlargerportionsofatext(e.g.,asectionorchapter).

X NotpresentinUCProfessionaldevelopmentinclosereadingwouldbehelpful.

9‐10RI6 Determineanauthor’spointofvieworpurposeinatextandanalyzehowanauthorusesrhetorictoadvancethatpointofvieworpurpose.

1013e

1012d

X NotreallypresentinUC.Pointofviewcouldbecovered(inpart)byanalysisofreliability.RhetoricaldevicesinUCarenottiedtopurpose.Professionaldevelopment.

RI INTEGRATIONOFKNOWLEDGEANDIDEAS(GRADES9‐10)9‐10RI7 Analyzevariousaccountsofasubjecttoldin

differentmediums(e.g.,aperson’slifestoryinbothprintandmultimedia),determiningwhichdetailsareemphasizedineachaccount.

102 X InUC,neitherdifferentmediumsnordetailsarementioned.Comparisonoftextsispresent,however.

9‐10RI8 Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningisvalidandtheevidenceisrelevantandsufficient;

1012d X Strongmatch–CCiswritteninmoredetail,butcoverssamematerial.




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Notesidentifyfalsestatementsandfallaciousreasoning.

9‐10RI9 AnalyzeseminalU.S.documentsofhistoricalandliterarysignificance(e.g.,Washington’sFarewellAddress,theGettysburgAddress,Roosevelt’sFourFreedomsspeech,King’s“LetterfromBirminghamJail”),includinghowtheyaddressrelatedthemesandconcepts.

X NotpresentinUC.

RI RANGEOFREADINGANDLEVELOFTEXTCOMPLEXITY(GRADES9‐10)9‐10RI10

Bytheendofgrade9,readandcomprehendliterarynonfictioninthegrades9–10textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade10,readandcomprehendliterarynonfictionatthehighendofthegrades9–10textcomplexitybandindependentlyandproficiently.

1012 X UCfor10thgradefocusesonelectronictexts,ratherthanliterarynonfiction.

WRITINGSTANDARDSGRADE8:THREETYPES–1)argument;2)informative/explanatory;3)NarrativeW

TEXTTYPESANDPURPOSES(GRADE9‐10)

9‐10W1 Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

1022

X UCfocusesonpieces;CCfocusesmoreonthefinaloutcome.UCfocuseson

persuasion,notargumentation.

9‐10W1a Introducepreciseclaim(s),distinguishtheclaim(s)fromalternateoropposingclaims,and

1022b X UCsupportmentioned,butnotopposing




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Notescreateanorganizationthatestablishesclearrelationshipsamongclaim(s),counterclaims,reasons,andevidence.

claims,counterclaims,etc.

9‐10W1b Developclaim(s)andcounterclaimsfairly,supplyingevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothinamannerthatanticipatestheaudience’sknowledgelevelandconcerns.

1022

X InUCnomentionofcounterclaims,

strengths,andlimitations.

9‐10W1c Usewords,phrases,andclausestolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.

1023a

(Organization)

X UCmentionstransitionsunder

organization,yettherearenofurtherdetails.

9‐10W1d Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.

1023a,b

X

UCbreaksdownvoice,6‐traits,and

includesaseparatesectiondetailingconventions.

9‐10W1e Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.

1023a

X

UCmentionsconclusionsunder

organization.




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Notes9‐10W2 Writeinformative/explanatorytextsto

examineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

1021 X

UCemphasizesreflection,recreation,andreporting.

EmphasisonexpositorywritinginUCgrade11.

9‐10W2a Introduceatopic;organizecomplexideas,concepts,andinformationtomakeimportantconnectionsanddistinctions;includeformatting(e.g.,headings),graphics(e.g.,figures,tables),andmultimediawhenusefultoaidingcomprehension.

1021

1122a

X

UC11thgradediscusses“organizational

pattern.”

UC11thdoesmention“analyzeideas,”nothingonformatting,graphs,multi‐media.

9‐10W2b Developthetopicwithwell‐chosen,relevant,andsufficientfacts,extendeddefinitions,concretedetails,quotations,orotherinformationandexamplesappropriatetotheaudience’sknowledgeofthetopic.

1022b

1122b

X UCemphasizesexperience(persuasion).

UC11thgradediscusses“provid[ing]detailed

evidenceandexamplestosubstantiatearguments.”

9‐10W2c Useappropriateandvariedtransitionstolinkthemajorsectionsofthetext,create

1023a X UCmentionsaspartoftheorganization—




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Notescohesion,andclarifytherelationshipsamongcomplexideasandconcepts.

simplylists.

9‐10W2d

Usepreciselanguageanddomain‐specificvocabularytomanagethecomplexityofthetopic.

1011

1023a

1223a

X UCmentionsinreading—6traits—wordchoice

UC12thgraderequires“wordsparticulartothetopicsupportedwithinthetextforease

ofunderstanding.”

9‐10W2e Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.

1023a,b X UCbreaksdownvoice,6‐traits,withseparatesectiondetailingconventions.

9‐10W2f Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented(e.g.,articulatingimplicationsorthesignificanceofthetopic).

1023a,b

1121a

X UCmentions“conclusions”underorganization.

UC11thgradementionsusingconclusionstorecommendaction.

9‐10 W3

Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.

102

1022b

X UCstates:“Literarytexttoreflectand

recreateexperiences.”




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Notes9‐10W3a Engageandorientthereaderbysettingout

aproblem,situation,orobservation,establishingoneormultiplepoint(s)ofview,andintroducinganarratorand/orcharacters;createasmoothprogressionofexperiencesorevents.

X UCnoreferencetointroduction,pointsofview,narrator,orsmoothprogression.

9‐10W3b Usenarrativetechniques,suchasdialogue,pacing,description,reflection,andmultipleplotlines,todevelopexperiences,events,and/orcharacters.

X

9‐10W3c Useavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreateacoherentwhole.

X

9‐10W3d Useprecisewordsandphrases,tellingdetails,andsensorylanguagetoconveyavividpictureoftheexperiences,events,setting,and/orcharacters.

1023 X UCmakesabriefmentionofwordchoiceand

sentencefluency.

9‐10W3e Provideaconclusionthatfollowsfromandreflectsonwhatisexperienced,observed,orresolvedoverthecourseofthenarrative.

1023 X UCmakesabriefmentionofconclusions

(underorganization).

W:PRODUCTIONANDDISTRIBUTIONOFWRITING(GRADES9‐10)9‐10W4 Produceclearandcoherentwritinginwhich

thedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.(Grade‐specificexpectationsforwritingtypesaredefinedinstandards1–3above.)

1023a X UCmakesabriefmentionoforganizationandstyleandaudience(undervoice).

9‐10W5 Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,or

1022 X UC2.2‐writingprocessatleastoneterm




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Notestryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1–3uptoandincludinggrades9–10onpage54.)

102 (doesnotspellouttheprocess)

UC2.3‐Detailedrevisionsandeditingsection

9‐10W6 Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology’scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

1033d X

UCmakesreferenceto“usetechnologyfor

support.”

W:RESEARCHTOBUILDANDPRESENTKNOWLEDGE(GRADES9‐10) W(CCRS):RESEARCHTOBUILDANDPRESENTKNOWLEDGE(GRADES9‐10)

9‐10W7 Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.

1031a

1032b,c

X UCstates:“Formulatequestions.”

“UCstates:“Gatherandsynthesize

information.”

9‐10W8 Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearcheseffectively;assesstheusefulnessofeachsourceinansweringtheresearchquestion;integrateinformationintothetextselectivelytomaintaintheflow

1031b

1031c

X UCmakesheavyreferencestorelevanceofcitations,yetnoexplanationofplagiarism.




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Notesofideas,avoidingplagiarismandfollowingastandardformatforcitation.

9‐10W9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

1031b

1032b

X UCdoesnotspecifyliteracyorinformational.

9‐10W9a Applygrades9–10Readingstandardstoliterature(e.g.,“Analyzehowanauthordrawsonandtransformssourcematerialinaspecificwork[e.g.,howShakespearetreatsathemeortopicfromOvidortheBibleorhowalaterauthordrawsonaplaybyShakespeare]”).

X UCmentionsallusion,butnomentionoftransforming.

9‐10W9b Applygrades9–10Readingstandardstoliterarynonfiction(e.g.,“Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningisvalidandtheevidenceisrelevantandsufficient;identifyfalsestatementsandfallaciousreasoning”).

1031c X UCstates:“Evaluatetheaccuracyand

relevanceofinformation”

W:RANGEOFWRITING(GRADES9‐10)9‐10W10 Writeroutinelyoverextendedtimeframes

(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

1022 X UCstates:“Oneextendedpieceperterm.”




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NotesSPEAKINGANDLISTENINGSTANDARDS:GRADES9‐10SL COMPREHENSIONANDCOLLABORATION(GRADES9‐10)

9‐10SL1 Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐led)withdiversepartnersongrades9–10topics,texts,andissues.

X • Thishasbeenateachingmethodformanyteachers,buthasnotbeenrequiredofstudents.Howwouldthisbeassessed?

• Thecurrentstandardaddressestheideaofdiscussionsindifferentcontexts,buttheobjectivesfocusmainlyonpresentations.

9‐10SL1a Cometodiscussionspreparedhavingreadandresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidencefromtextsandotherresearchonthetopicorissuetostimulateathoughtful,well‐reasonedexchangeofideas.

1012

1021

1022b

10313

X

XXX

• UtahCoreStandard1and2(UC1,2)doesimplythatstudentsreadanddrawconclusions.

• UC3comesclosertotheCCRSasstudentsareaskedtoparticipateinoralcommunication.

9‐10SL1b Workwithpeerstosetrulesforcollegialdiscussionsanddecision‐making(e.g.,informalconsensus,takingvotesonkeyissues,presentationofalternateviews),cleargoalsanddeadlines,andindividualrolesasneeded.

103 X • Althoughthereisreferencetounderstandingtheprocessofseekingandgivinginformationinconversationandgroupdiscussions,theUCdoesnotaddresstheindividualresponsibilityfordecisiongoalsanddeadlines

9‐10SL1c Propelconversationsbyposingandrespondingtoquestionsthatrelatethecurrentdiscussiontobroaderthemesorlargerideas;activelyincorporateothersintothediscussion;andclarify,verify,

1012

10212

10313

X

XX

• UC1‐2requiresstudentstocomprehendandevaluate,butnotcommunicateconclusions.

• UC2‐1,2requiresthesameskillsasmentionedinUC1‐2asitrelatesto




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Notesorchallengeideasandconclusions. writing.

• UC3‐1,3isastrongmatch,exceptitdoesnotrequirestudentstodrawothersintoadiscussionasspecifiedinCCRS.

9‐10SL1d Respondthoughtfullytodiverse

perspectives,summarizepointsofagreementanddisagreement,and,whenwarranted,qualifyorjustifytheirownviewsandunderstandingandmakenewconnectionsinlightoftheevidenceandreasoningpresented.

1031,2,3 X • UC3doesnotexplicitlystatetheintendedoutcomeofquestioning,responding,andadjustingofpositionwhennewinformationisshared,asdoesCCRS.

9‐10SL2 Integratemultiplesourcesofinformationpresentedindiversemediaorformats(e.g.,visually,quantitatively,orally)evaluatingthecredibilityandaccuracyofeachsource.

1012

1021,2

1031,3

X

X

X

• UC1‐2requiresstudentstoevaluatetexts,butdoesnotfocusonthecredibilityandaccuracy,asdoesCCRS.

• UC2‐1,2asksstudentstoanalyzeandsupporttheirideas.

• UC3‐1,3combined,achievesnearlyaperfectmatchtoCCRS.

9‐10SL3 Evaluateaspeaker’spointofview,

reasoning,anduseofevidenceandrhetoric,identifyinganyfallaciousreasoningorexaggeratedordistortedevidence.

1022

1031

X

X • UC2‐2requiresthatstudentslearnhowtouserhetoricaldevicessuchaslogic,motion,andethics;however,theCCRSasksstudentstoevaluaterhetoricaldevicesusedbyothers.

• UC3‐1asksstudentstoevaluatetheaccuracyandrelevanceofinformationingroupdiscussions.




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Notes

SL PRESENTATIONOFKNOWLEDGEANDIDEAS(GRADES9‐10)9‐10SL4 Presentinformation,findings,and

supportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.

1023

1033

X

X • UC2‐3teachesstudentsorganizationalskillsanddevelopmentofideasaspartofthewritingprocess.

• UC3‐3infersthatstudentsmustorganizeanddeveloptheirideasbeforebeingabletopresenteffectively.

9‐10SL5 Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.

1033 X • ThedifferencesinUC3‐3andCCRSincludespecifyingdigitalmediaforthepurposeofenhancingunderstandingandinterest.

9‐10SL6 Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.(Seegrades9–10Languagestandards1and3onpages54forspecificexpectations.)

1023

1033

X

X • UC2‐3impliesthatstudentsreviseandeditinordertostrengthenappropriatevoiceandwordchoice,foraspecificaudience.

• UC3‐3requiresstudentstousetechniquesappropriatetoaudienceandpurpose,butdoesnotspecificallymentionformalEnglish.

LANGUAGESTANDARDSGRADE9‐10L CONVENTIONSOFSTANDARDENGLISH(GRADES9‐10)9‐10L1 Demonstratecommandoftheconventions

ofstandardEnglishgrammarandusagewhenwritingorspeaking.

1023b X




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Notes9‐10L1a Useparallelstructure. 1023a;1123a X • Alsointhe11thGrade9‐10L1b Usevarioustypesofphrases(noun,verb,

adjectival,adverbial,participial,prepositional,absolute)andclauses(independent,dependent;noun,relative,adverbial)toconveyspecificmeaningsandaddvarietyandinteresttowritingorpresentations.

1023b X • Noreferencetospecificphrasetypes,butthereisreferencetomisplacedmodifiers.

• UC2‐3doesnotencouragetheuseofdifferenttypesofsentenceconstruction.

9‐10L2 DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

1023b X

9‐10L2a Useasemicolon(andperhapsaconjunctiveadverb)tolinktwoormorecloselyrelatedindependentclauses.

1023b X

9‐10L2b

Useacolontointroducealistorquotation. 923b X

9‐10L2c Spellcorrectly. 1023b X • UCprovidesforthisinallgradesL KNOWLEDGEOFLANGUAGE(GRADES9‐10)9‐10L3 Applyknowledgeoflanguagetounderstand

howlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

1011023a

XX

• UC1asksstudentstolookatlanguageinliterature.

• UC2doespartiallycoverthisin6‐traitwriting.

9‐10L3a Writeandeditworksothatitconformstotheguidelinesinastylemanual(e.g.,MLAHandbook,Turabian’sManualforWriters)appropriateforthedisciplineand

1023d X • Nodirectreferencetoguidelinesofstyle.




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L VOCABULARYACQUISITIONANDUSE(GRADES9‐10)9‐10L4 Determineorclarifythemeaningof

unknownandmultiple‐meaningwordsandphrasesbasedongrades9–10readingandcontent,choosingflexiblyfromarangeofstrategies.

1011 X • UCmatchesveryclosely,yetdoesnotallowfortheflexibilityasintheCCRS.

9‐10L4a Usecontext(e.g.,theoverallmeaningofasentence,paragraph,ortext;aword’spositionorfunctioninasentence)asacluetothemeaningofawordorphrase.

1011c X • TheUCbreaksthisobjectivedownintospecificskillsetsassociatedwithgradelevels;whereas,theCCRSaddressesthewholeapplicationofcontentclues.

9‐10L4b b.Identifyandcorrectlyusepatternsofwordchangesthatindicatedifferentmeaningsorpartsofspeech(e.g.,analyze,analysis,analytical;advocate,advocacy).

X

9‐10L4c Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecisemeaning,itspartofspeech,oritsetymology.

X • TheUCrequiresstudentstomemorizeasetofrootwords,prefixes,orsuffixes,butdoesnotemphasizeteachingstudentshowtofindthisinformation.

9‐10L4d Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextorinadictionary).

1011c1111c

XX

• TheUCcoverstheskillofcontextcluesbutdoesnotemphasizetheuseofoutsidesources,suchasadictionary.

9‐10L5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

1011013e

X • ThisstandardiscoveredamongtheUC9‐12gradestandards.




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Notes9‐10L5a Interpretfiguresofspeech(e.g.,

euphemism,oxymoron)incontextandanalyzetheirroleinthetext.

X

9‐10L5b b.Analyzenuancesinthemeaningofwordswithsimilardenotations.

X

9‐10L6 Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

X

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Tenth Grade Alignment of USOE English Language Arts · PDF fileGrade Alignment of USOE English Language Arts Core to ... there are some similarities between the two cores in the writing