English I-Iiunpacked Standards

English/Language Arts ●Unpacked Content
For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year
This document is designed to help North Carolina educators teach the ELA Common Core State Standards.
NCDPI staff are continually updating and improving these tools to better serve teachers.
What is the purpose of this document?

To increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand and be
able to do.
What is in the document?

Descriptions of what each standard means a student will know, understand, and be able to do. The ―unpacking‖ of the standards done in this document is
an effort to answer a simple question ―What does this standard mean that a student must know and be able to do?‖ and to ensure the description is
helpful, specific and comprehensive for educators.
How do I send Feedback?

We intend the explanations and examples in this document to be helpful and specific. That said, we believe that as this document is used, teachers and
educators will find ways in which the unpacking can be improved and made ever more useful. Please send feedback to us at feedback@dpi.state.nc.us
and we will use your input to refine our unpacking of the standards. Thank You!
Just want the standards alone?

You can find the standards alone at http://www.corestandards.org
English/Language Arts ● Unpacked Content

ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS
ENGLISH I-II
CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

College and Career Readiness Reading Literature
Anchor Standards for
Reading
Key Ideas and Details
1. Read closely to determine 1. Cite strong and thorough Students are required to use textual evidence that is convincing
what the text says explicitly textual evidence to support and complete to support their ideas. Citing from the text may
and to make logical inferences analysis of what the text says include a formal citation or a verbal reference. Analysis should
from it; cite specific textual explicitly as well as inferences include inferred and literal meanings. Students in grade 9
evidence when writing or drawn from the text. should be introduced to the skill of determining the difference
speaking to support conclusions between ―strong evidence‖ and insufficient or unreliable details.
drawn from the text. They should understand how much evidence is needed to support
2. Determine central ideas or 2. Determine a theme or central a claim. In grade 10, these skills should build as students continue
themes of a text and analyze idea of a text and analyze in to cite evidence both formally and informally. They should be
their development; summarize detail its development over the able to distinguish between text that provides strong support and
the key supporting details and course of the text, including text that is not related, uncertain, or is insufficient as evidence.
ideas. how it emerges and is shaped Their analysis should offer insights that show they can derive
and refined by specific details; understanding from details that are directly stated as well as from
provide an objective summary those that are implied.
of the text.
3. Analyze how and why 3. Analyze how complex As students continue to determine theme in a text, they need to
individuals, events, and ideas characters (e.g., those with examine not only how a theme is developed but also how details
develop and interact over the multiple or conflicting in the story influence and mold a theme or central idea into being.
course of a text. motivations) develop over the Students will need to use the key details of a text to provide a
course of a text, interact with summary that is free of personal opinions or feelings.
other characters, and advance
the plot or develop the theme. Students are required to recognize complex characters and
understand their roles in a text. They need to identify the
development of complex characters, explain their interactions
with other characters, and tell how these characters contribute to
plot or theme development.
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Along with recognizing complex characters, students in grade 9
should be able to identify the details that developed characters as
complex rather than as static or flat. They should see how the
author developed a complex character over the course of the text,
consider how the character interacts with others, and begin to
recognize how complex characters propel the action in the story
or add to the development of a theme. Students in grade 10
should work with more complex texts. Building on what they
mastered in grade 9, these students need to be challenged
to complete their analysis with strong textual support and deeper
understanding of characterization.
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Reading
Craft and Structure
4. Interpret words and phrases 4. Determine the meaning of After determining the figurative and connotative meanings of
as they are used in a text, words and phrases as they are words, students need to consider the significant influence of the
including determining used in the text, including author’s word choice as a whole on the text’s tone or overall
technical, connotative, and figurative and connotative understanding. Students are asked to consider how an author
figurative meanings, and meanings; analyze the crafts the structure of a text to produce a particular effect.
analyze how specific word cumulative impact of specific Standard RL6 specifies world literature and requires students to
choices shape meaning or tone. word choices on meaning and examine a particular point of view or cultural experience found in
tone (e.g., how the language that body of literature. It is important that this is introduced in
evokes a sense of time and grade 9 and studied more in-depth at grade 10 – using more
place; how it sets a formal or complex literature and developing a deeper understanding of
informal tone). global perspectives.
5. Analyze the structure of 5. Analyze how an author’s
texts, including how specific choices concerning how to
sentences, paragraphs, and structure a text, order events
larger portions of the text (e.g., within it (e.g., parallel plots),
a section, chapter, scene, or and manipulate time (e.g.,
stanza) relate to each other and pacing, flashbacks) create such
the whole. effects as mystery, tension, or
surprise.
6. Assess how point of view or 6. Analyze a particular point of
purpose shapes the content and view or cultural experience
style of a text. reflected in a work of literature
from outside the United States,
drawing on a wide reading of
world literature.
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Reading
Integration of Knowledge and Ideas
7. Integrate and evaluate 7. Analyze the representation of Students are asked to compare two works that use different
content presented in diverse a subject or a key scene in two artistic mediums (painting, poetry, sculpture) but share a common
formats and media, including different artistic mediums, subject. Beginning in grade 9 students need to be able to
visually and quantitatively, as including what is emphasized evaluate various artistic mediums and integrate the
well as in words. or absent in each treatment understandings taken from each. Students may not have
(e.g., Auden’s ―Musée des had opportunities to view art critically and have not practiced
Beaux Arts‖ and Breughel’s finding meaning in forms outside of written text..
Landscape with the Fall of
Icarus). Students need to understand how an author uses source material
8. Delineate and evaluate the 8. (Not applicable to literature) in crafting a text, such as in allusions. They need to discover the
argument and specific claims in source the author has alluded to and how original material was
a text, including the validity of changed and/or used by the author.
the reasoning as well as the
relevance and sufficiency of the
evidence.
9. Analyze how two or more 9. Analyze how an author
texts address similar themes or draws on and transforms source
topics in order to build material in a specific work
knowledge or to compare the (e.g., how Shakespeare treats a
approaches the authors take. theme or topic from Ovid or the
Bible or how a later author
draws on a play by
Shakespeare).
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ENGLISH I-II

Reading
Range of Reading and Level of Text Complexity
10. Read and comprehend 10. By the end of grade 9, read Students should encounter appropriately complex texts at each
complex literary and and comprehend literature, grade level in order to develop the mature language skills and the
informational texts including stories, dramas, and conceptual knowledge needed for success in school and life.
independently and proficiently. poems, in the grades 9–10 text
complexity band proficiently, Students will be able to determine when they are not
with scaffolding as needed at comprehending and making meaning, and they will be able apply
the high end of the range. appropriate strategies in order to increase comprehension when
faced with difficult text.
Effective scaffolding should allow the reader to encounter the text

with minimal clarifications. It should not replace the text by
translating its contents for students.
“Standard 10 defines a grade-by-grade ‘staircase’ of increasing

text complexity that rises from beginning reading to the college
and career readiness level. Whatever they are reading, students
must also show a steadily growing ability to discern more from
and make fuller use of text, including making an increasing
number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming
more sensitive to inconsistencies, ambiguities, and poor
reasoning in texts.”
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“Students also acquire the habits of reading independently

and closely, which are essential to their future success.”
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College and Career Readiness Reading Informational
Reading
Key Ideas and Details
1. Read closely to determine 1. Cite strong and thorough Students are required to use textual evidence that is convincing
what the text says explicitly textual evidence to support and complete to support their ideas. Citing from the text may
and to make logical inferences analysis of what the text says include a formal citation or a verbal reference. Analysis should
from it; cite specific textual explicitly as well as inferences include inferred and literal meanings. Students in grade 9
evidence when writing or drawn from the text. should be introduced to the skill of determining the difference
speaking to support conclusions between ―strong evidence‖ and insufficient or unreliable details.
drawn from the text. They should understand how much evidence is needed to support
2. Determine central ideas or 2. Determine a central idea of a a claim. In grade 10, these skills should build as students continue
themes of a text and analyze text and analyze its to cite evidence both formally and informally. They should be
their development; summarize development over the course of able to distinguish between text that provides strong support and
the key supporting details and the text, including how it text that is not related, uncertain, or insufficient as evidence.
ideas. emerges and is shaped and Their analysis should offer insights that show they can derive
refined by specific details; understanding from details that are directly stated as well as from
provide an objective summary those that are implied.
of the text.
3. Analyze how and why 3. Analyze how the author As students continue to determine a central ideal of a text in high
individuals, events, and ideas unfolds an analysis or series of school, they need to examine not only how a central idea is
develop and interact over the ideas or events, including the developed but also how details in the text influence and add to a
course of a text. order in which the points are central idea. Students will need to use the key details of a text to
made, how they are introduced provide a summary that is free of personal opinions or feelings.
and developed, and the Students need to examine how an author builds an opinion or a
connections that are drawn study with key details, paying close attention to how the ideas are
between them. introduced, sequenced, and developed. Finding connections
between ideas should be reviewed.
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ENGLISH I-II

Reading
Craft and Structure
4. Interpret words and phrases 4. Determine the meaning of After determining the figurative, connotative, and technical
as they are used in a text, words and phrases as they are meanings of words and phrases as they are used in a text, students
including determining used in a text, including need to consider the significant influence of the author’s word
technical, connotative, and figurative, connotative, and choice as a whole on the text’s tone or overall understanding.
figurative meanings, and technical meanings; analyze the Students in grade 9 should begin to understand that an author’s
analyze how specific word cumulative impact of specific word choice is selective and deliberate. They should be aware that
choices shape meaning or tone. word choices on meaning and the collective effect of words influences the tone and meaning of
tone (e.g., how the language of text. By grade 10, students should notice the connection
a court opinion differs from between the words that the author chose and the point that the
that of a newspaper). author was making.
5. Analyze the structure of 5. Analyze in detail how an
texts, including how specific author’s ideas or claims are When examining the development of an author’s ideas, students
sentences, paragraphs, and developed and refined by should pay attention to how specific parts of the text enhance a
larger portions of the text (e.g., particular sentences, thought or expand an idea. After establishing what an author’s
a section, chapter, scene, or paragraphs, or larger portions purpose or point of view is in a text, they should examine how the
stanza) relate to each other and of a text (e.g., a section or language is used effectively especially considering any persuasive
the whole. chapter). techniques the author might use to influence readers.
6. Assess how point of view or 6. Determine an author’s point
purpose shapes the content and of view or purpose in a text and
style of a text. analyze how an author uses
rhetoric to advance that point of
view or purpose.
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Reading
Integration of Knowledge and Ideas
7. Integrate and evaluate 7. Analyze various accounts of When examining several texts that share the same subject but use
content presented in diverse a subject told in different different vehicles or modes to communicate, students should be
formats and media, including mediums (e.g., a person’s life able to judge what details are emphasized in each account.
visually and quantitatively, as story in both print and Students in grade 9 should be able to recognize various accounts
well as in words. multimedia), determining of a subject told in multiple forms and acknowledge
which details are emphasized in characteristics of each. By grade 10 students should expand
each account. their reasoning to include what each version stressed or called
8. Delineate and evaluate the 8. Delineate and evaluate the attention to and how that influenced the account.
argument and specific claims in argument and specific claims in Students are asked to evaluate whether the reasoning an author
a text, including the validity of a text, assessing whether the uses is logical/ legitimate and if the evidence that is used is
the reasoning as well as the reasoning is valid and the relevant to the argument or provides enough proof. They need to
relevance and sufficiency of the evidence is relevant and pinpoint any statements that are false and judge if any of the
evidence. sufficient; identify false author’s reasoning is misleading. Students in grade 9 need to be
statements and fallacious able to evaluate sources. They need to understand what a reliable
reasoning. source is and what makes one questionable. In looking at an
9. Analyze how two or more 9. Analyze seminal U.S. author’s argument, they need to question the facts presented and
texts address similar themes or documents of historical and be able to objectively determine if the facts are indeed credible.
topics in order to build literary significance (e.g., Many students in the ninth grade still believe that if it is in print, it
knowledge or to compare the Washington’s Farewell is true. Having the tools to legitimately evaluate sources is very
approaches the authors take. Address, the Gettysburg important at this level.
Address, Roosevelt’s Four Students in grades 9 and 10 will study and evaluate influential
Freedoms speech, King’s U.S. documents especially how they deal with similar themes and
―Letter from Birmingham concepts. In grade 9 these documents could be studied as part of
Jail‖), including how they the literary nonfiction genre. In grade 10 they could be
address related themes and incorporated into the global perspective as a comparison to other
concepts. similar documents from outside the U.S.
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Reading
Range of Reading and Level of Text Complexity
10. Read and comprehend 10. By the end of grade 9, read Literary nonfiction includes the subgenres of exposition,
complex literary and and comprehend literary argument, and functional text in the form of personal essays,
informational texts nonfiction in the grades 9–10 speeches, opinion pieces, essays about art or literature,
independently and proficiently. text complexity band journalism, and historical, scientific, technical or economic
proficiently, with scaffolding as accounts (including digital sources) written for a broad audience.
needed at the high end of the
range. The Standards emphasize arguments and other literary nonfiction
that contain informational text structures rather than narrative
literary non-fiction that tells a story, such as memoirs and
biographies.
Students should encounter appropriately complex texts at each

grade level in order to develop the mature language skills and the
conceptual knowledge needed for success in school and life.
Effective scaffolding should allow the reader to encounter the text

with minimal clarifications. The scaffolding should not replace
the text by translating its contents for students.
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ENGLISH I-II
“Standard 10 defines a grade- by-grade ‘staircase’ of increasing
text complexity that rises from beginning reading to the college
and career readiness level. Whatever they are reading, students
must also show a steadily growing ability to discern more from
and make fuller use of text, including making an increasing
number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming
more sensitive to inconsistencies, ambiguities, and poor reasoning
in texts.”
“Students also acquire the habist of reading independently and

closely, which are essential to their future success.”
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College and Career Readiness Writing
Writing
Text Types and Purposes
1. Write arguments to support 1. Write arguments to support The CCSS emphasize students’ ability to produce strong
claims in an analysis of claims in an analysis of arguments on important topics or texts. Students in grades 9 and
substantive topics or texts, substantive topics or texts, 10 should write argumentative papers that support their
using valid reasoning and using valid reasoning and analysis of a text or topic using enough relevant evidence to
relevant and sufficient relevant and sufficient legitimately support their claim(s). Students need to understand
evidence. evidence. how much evidence is needed to satisfactorily support a point.
a. Introduce precise claim(s), Students in grade 9 need to learn how to introduce their
distinguish the claim(s) argument(s) clearly and accurately with regard to counterclaims.
from alternate or opposing Students should build on this skill in grade 10 with students
claims, and create an using concise and effective language that supports the
organization that organization of their argument. Students should structure their
establishes clear arguments so that there is an association and correlation between
relationships among the claim(s), counterclaim(s), reasons, and evidence. As students
claim(s), counterclaims, develop their arguments, they should treat their claims and
reasons, and evidence. counterclaims equitably taking into account what their audience
b. Develop claim(s) and knows as well as what concerns they might have. Students at this
counterclaims fairly, level should develop unity and consistency in their text with their
supplying evidence for each words and structure, paying attention to the relationships they
while pointing out the create between the claims, counterclaims, evidence, and reason.
strengths and limitations of They also should maintain an appropriate style and tone for the
both in a manner that task – omitting personal bias. Students should conclude with a
anticipates the audience’s statement that supports the argument.
knowledge level and
concerns.
c. Use words, phrases, and
clauses to link the major
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sections of the text, create
cohesion, and clarify the
relationships between
claim(s) and reasons, Students are expected to write informative texts that examine and
between reasons and communicate complex ideas, concepts, or information clearly and
evidence, and between accurately. They should effectively select, organize, and analyze
claim(s) and counterclaims. their content.
d. Establish and maintain a Selecting includes:
formal style and objective Using relevant and sufficient facts, definitions, details,
tone while attending to the and quotes
norms and conventions of Using sources that are appropriate to task, audience,
the discipline in which they and purpose
are writing. Choosing precise words and domain-specific vocabulary
e. Provide a concluding Organizing includes:
statement or section that introducing a topic
follows from and supports arranging ideas, concepts, and information to show
the argument presented. interrelationships
2. Write informative 2. Write informative/ formatting effectively
/explanatory texts to examine explanatory texts to examine developing a topic
and convey complex ideas and and convey complex ideas,
organizing graphics
information clearly and concepts, and information
providing multimedia when useful
accurately through the effective clearly and accurately through
selection, organization, and the effective selection, using transitions to link together the major sections of
analysis of content. organization, and analysis of the text
Deliverately. content. Writing a concluding statement that supports the
a. Introduce a topic; organize information presented
complex ideas, concepts, Choosing a formal style and objective tone
and information to make Analyzing includes:
important connections and Deciding what organization is most effective for purpose,
distinctions; include audience, and task.
formatting (e.g., headings), Determining how many facts, definitions, details,
graphics (e.g., figures, quotations and other information are needed.
tables), and multimedia
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when useful to aiding To be college- and career-ready writers, students must take task,
comprehension. purpose, and audience into careful consideration, choosing words,
b. Develop the topic with information, structures, and formats deliberately. These skills
well-chosen, relevant, and work in tandem with reading expectations--as expressed in the
sufficient facts, extended reading standards for informational texts--so that students are
definitions, concrete details, examining authors’ craft and style and applying what they have
quotations, or other observed to their own writing. In grade 9, as students explore
information and examples writing informational texts, they need to learn how to make
appropriate to the deliberate choices as writers. They need to understand that
audience’s knowledge of establishing task, audience, and purpose prior to writing will then
the topic. influence their word choice, the supporting details they choose,
c. Use appropriate and varied the tone they use, and the organizational features they will need to
transitions to link the major effectively communicate. Students in grade 9 should learn how to
sections of the text, create organize their writing. Often students do not see the correlation
cohesion, and clarify the between developing a topic and organizing a paper. As students
relationships among become more skilled with writing informational texts, they should
complex ideas and pay more attention to the words they use to communicate ideas.
concepts. They should develop a strong formal style appropriate for their
d. Use precise language and task. They should be able to maintain a tone that is free of bias.
domain-specific vocabulary They should learn how to integrate multimedia when appropriate
to manage the complexity and effective.
of the topic.
e. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented (e.g.,
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articulating implications or
the significance of the Students are expected to write narratives – conveying an
topic). experience that is real or imagined – and using time as its deep
3. Write narratives to develop 3. Write narratives to develop structure. The writing should have form or structure based on a
real or imagined experiences or real or imagined experiences or progression of events that build upon each other. As with all good
events using effective events using effective writing, students should select effective details using precise
technique, well-chosen details, technique, well-chosen details, language. They should establish point(s) of view, introduce a
and well-structured event and well-structured event narrator, provide characters, and present a situation. Students
sequences. sequences. should be aware of and apply narrative techniques including
a. Engage and orient the dialogue, description, and plot in order to develop experiences,
reader by setting out a events, and/or characters choosing words that create vivid
problem, situation, or pictures. Students should provide a conclusion to the events they
observation, establishing set out at the beginning of their narrative.
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth progression
of experiences or events.
b. Use narrative techniques,
such as dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences,
events, and/or characters.
c. Use a variety of techniques
to sequence events so that
they build on one another to
create a coherent whole.
d. Use precise words and
phrases, telling details, and
sensory language to convey
a vivid picture of the
experiences, events, setting,
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and/or characters.
e. Provide a conclusion that
follows from and reflects
on what is experienced,
observed, or resolved over
the course of the narrative.
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Writing
Production and Distribution of Writing
4. Produce clear and coherent 4. Produce clear and coherent High school students are expected to produce writing that is clear
writing in which the writing in which the and understandable to the reader. Task (type of writing
development, organization, and development, organization, and assignment), audience (the intended reader), and purpose (the
style are appropriate to task, style are appropriate to task, writer’s designated reason for writing) should be reflected in the
purpose, and audience. purpose, and audience. (Grade- student’s style, organization, and development of a topic.
specific expectations for
writing types are defined in Students should plan their writing, develop strong revising and
standards 1–3 above.) editing skills, rewrite or try a different approach always mindful
5. Develop and strengthen 5. Develop and strengthen of the audience and the purpose for the writing. They need to
writing as needed by planning, writing as needed by planning, determine what details or information is most important for a
revising, editing, rewriting, or revising, editing, rewriting, or particular audience and specific purpose. They need to understand
trying a new approach. trying a new approach, writing as a process rather than solely as a product. Writing as a
focusing on addressing what is process requires thinking and being able to articulate those
most significant for a specific thoughts.
purpose and audience.
6. Use technology, including 6. Use technology, including CCSS recognizes that students need to be able to use technology
the Internet, to produce and the Internet, to produce, strategically when creating, refining, and collaborating on writing.
publish writing and to interact publish, and update individual Students should not only use technology for producing and
and collaborate with others. or shared writing products, publishing writing but also to collaborate with others.
taking advantage of
technology’s capacity to link to
other information and to
display information flexibly
and dynamically.
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Writing
Research to Build and Present Knowledge
7. Conduct short as well as 7. Conduct short as well as In the CCSS research—both short, focused projects (such as those
more sustained research more sustained research commonly required in the workplace) and longer term in-depth
projects based on focused projects to answer a question research —is emphasized throughout the standards but most
questions, demonstrating (including a self-generated prominently in the writing strand since a written analysis and
understanding of the subject question) or solve a problem; presentation of findings are so often critical.
under investigation. narrow or broaden the inquiry
when appropriate; synthesize High school students need to learn how to synthesize information
multiple sources on the subject, by combining parts from a variety of sources into a one unified
demonstrating understanding of understanding, achieving a new insight. To accomplish this,
the subject under investigation. students need to be able to recognize what is important in a
8. Gather relevant information 8. Gather relevant information source, how it supports the topic, and how it relates to other
from multiple print and digital from multiple authoritative source information. They need to find information that is relevant
sources, assess the credibility print and digital sources, using from reliable and authoritative sources. Students should be adept
and accuracy of each source, advanced searches effectively; at using advance searches finding print and digital sources that
and integrate the information assess the usefulness of each answer their research question. They should know how to
while avoiding plagiarism. source in answering the integrate the information effectively, avoiding plagiarism and
research question; integrate using a standard format for citation.
information into the text
selectively to maintain the flow
of ideas, avoiding plagiarism
and following a standard
format for citation.
9. Draw evidence from literary 9. Draw evidence from literary
or informational texts to or informational texts to
support analysis, reflection, and support analysis, reflection, and
research. research.
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a. Apply grades 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]‖).
b. Apply 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‖).
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Writing
Range of Writing
10. Write routinely over 10. Write routinely over CCSS expect students to have the flexibility, concentration, and
extended time frames (time for extended time frames (time for fluency to produce high-quality first draft text under a tight
research, reflection, and research, reflection, and deadline, as well as the capacity to revisit and make improvements
revision) and shorter time revision) and shorter time to a piece of writing over multiple drafts when circumstances
frames (a single sitting or a day frames (a single sitting or a day encourage or require it.
or two) for a range of tasks, or two) for a range of tasks,
purposes, and audiences. purposes, and audiences.
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College and Career Readiness Speaking and Listening
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate 1. Initiate and participate By grade 9, students will be accustomed to engaging in a
effectively in a range of effectively in a range of range of collaborative discussions. Students should begin to
conversations and collaborative discussions (one- become comfortable in engaging others in these discussions.
collaborations with diverse on-one, in groups, and teacher- Initiation of conversations may start by asking more questions,
partners, building on others’ led) with diverse partners on reflecting on something that happened to the student personally,
ideas and expressing their own grades 9–10 topics, texts, and or connecting to observations and other reading experiences.
clearly and persuasively. issues, building on others’ ideas
and expressing their own
clearly and persuasively. Students should produce the desired result of persuading others to
a. Come to discussions accept an individual viewpoint.
prepared having read and
researched material under To engage in effective and clear communication, students should:
study; explicitly draw on • Be prepared—read and identify relevant evidence from pertinent
that preparation by referring texts and other outside readings/experiences to support a point
to evidence from texts and and actively engage in meaningful and well-reasoned
other research on the topic conversation.
or issue to stimulate a
thoughtful, well-reasoned • Work collaboratively with classmates—establish fair rules for
exchange of ideas. discussion and the ability to present differing opinions with
b. Work with peers to set rules civility. Students need to have an idea of what a GOOD
for collegial discussions discussion is to make those rules--provide strong examples of
and decision-making (e.g., collegial discussions so they may model their rules after these
informal consensus, taking examples.
votes on key issues,
presentation of alternate • Keep conversation going—take smaller ideas and apply those to
views), clear goals and identify universal themes, engage less-vocal classmates in
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deadlines, and individual discussions through probing questions, and hold participants
roles as needed. accountable for justifying their ideas.
c. 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.
d. Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and
disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make CCSS integrates research throughout every domain. Technology
new connections in light of itself is changing quickly, creating a new urgency for students to
the evidence and reasoning be adaptable in response to change. Therefore, students in grades
presented. 9 and 10 should integrate multiple and diverse sources of
2. Integrate and evaluate 2. Integrate multiple sources of information. They also need to understand what a reliable source
information presented in information presented in is and what makes one questionable.
diverse media and formats, diverse media or formats (e.g.,
including visually, visually, quantitatively, orally) Students are asked to evaluate whether the reasoning a speaker
quantitatively, and orally. evaluating the credibility and uses is logical/legitimate and if the evidence that is used is
accuracy of each source. relevant to the argument or provides enough proof. They need to
3. Evaluate a speaker’s point of 3. Evaluate a speaker’s point of pinpoint any statements that are false and judge if any of the
view, reasoning, and use of view, reasoning, and use of speaker’s reasoning is misleading. Students at this grade are
evidence and rhetoric. evidence and rhetoric, moving from passive listeners to active participants.
identifying any fallacious
23
ENGLISH I-II
reasoning or exaggerated or
distorted evidence.
24
ENGLISH I-II

College and Career Readiness Speaking and Listening
Anchor Standards Speaking
and Listening
Presentation of Knowledge and Ideas
4. Present information, 4. Present information, Students in grades 9 and 10 should be comfortable making their
findings, and supporting findings, and supporting writing appropriate for purpose, audience, and task. It should be a
evidence such that listeners can evidence clearly, concisely, and seamless transition to communicate information and evidence as a
follow the line of reasoning and logically such that listeners can speaker with this same focus on purpose, audience and task.
the organization, development, follow the line of reasoning and
and style are appropriate to the organization, development,
task, purpose, and audience. substance, and style are
appropriate to purpose,
audience, and task. Students in grades 9 and 10 should concentrate on using
5. Make strategic use of digital 5. Make strategic use of digital digital media in order to create an effect. Instead of just
media and visual displays of media (e.g., textual, graphical, incorporating digital media to make something that is visually
data to express information and audio, visual, and interactive appealing, choices should be made with purpose – to enhance the
enhance understanding of elements) in presentations to findings and reasoning of the finished product.
presentations. enhance understanding of
findings, reasoning, and
evidence and to add interest. Students will continue to learn to speak to a variety of audiences
6. Adapt speech to a variety of 6. Adapt speech to a variety of and adapt speech as necessary. The discussion of formal English
contexts and communicative contexts and tasks, should take place so students understand that IM (Instant
tasks, demonstrating command demonstrating command of Messaging), text abbreviations, and slang are inappropriate in
of formal English when formal English when indicated most cases when presenting knowledge and ideas.
indicated or appropriate. or appropriate.
25
ENGLISH I-II

College and Career Readiness Language
Language
Conventions of Standard English
1. Demonstrate command of 1. Demonstrate command of To succeed academically and professionally, students must have a
the conventions of standard the conventions of standard strong command of the grammar and usage of spoken and written
English grammar and usage English grammar and usage standard English. Many of the conventions-related standards are
when writing or speaking. when writing or speaking. as appropriate to formal spoken English as they are to formal
a. Use parallel structure.* written English. Language choice is a matter of craft for both
b. Use various types of writers and speakers.
phrases (noun, verb,
adjectival, adverbial, The inclusion of Language standards in their own strand should
participial, prepositional, not be taken as an indication that skills related to conventions,
absolute) and clauses knowledge of language, and vocabulary are unimportant to
(independent, dependent; reading, writing, speaking, listening, and viewing; indeed, they
noun, relative, adverbial) to are inseparable from such contexts.
convey specific meanings
and add variety and interest * Parallel structure requires continual attention in higher grades as
to writing or presentations. it is applied to increasingly sophisticated writing and speaking.
2. Demonstrate command of 2. Demonstrate command of
the conventions of standard the conventions of standard Also at this grade level, specific attention is given to phrases and
English capitalization, English capitalization, clauses.
punctuation, and spelling when punctuation, and spelling when
writing. writing. Students in grades 9 and 10 should become more adept at using
a. Use a semicolon (and semicolons and colons.
perhaps a conjunctive
adverb) to link two or more
closely related independent
clauses.
b. Use a colon to introduce a
26
ENGLISH I-II
list or quotation.
c. Spell correctly.
27
ENGLISH I-II

Language
Knowledge of Language
3. Apply knowledge of 3. Apply knowledge of Students in grades 9 and 10 will apply what they know
language to understand how language to understand how about language to understand HOW language will function in
language functions in different language functions in different various forms—how a student comprehends when reading and
contexts, to make effective contexts, to make effective listening and how a student uses style when speaking.
choices for meaning or style, choices for meaning or style,
and to comprehend more fully and to comprehend more fully As well, students at this level should be able to use style manuals
when reading or listening. when reading or listening. appropriate for the writing context.
a. 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.
28
ENGLISH I-II

Language
Vocabulary Acquisition and Use
4. Determine or clarify the 4. Determine or clarify the CCSS expect that students will grow their vocabularies through a
meaning of unknown and meaning of unknown and mix of conversations, direct instruction, and reading. Students
multiple-meaning words and multiple-meaning words and will determine word meanings, appreciate the nuances of words,
phrases by using context clues, phrases based on grades 9–10 and steadily expand their repertoire of words and phrases.
analyzing meaningful word reading and content, choosing This will be accomplished through use of the following:
parts, and consulting general flexibly from a range of • context clues
and specialized reference strategies. • patterns of word changes
materials, as appropriate. a. Use context (e.g., the • dictionaries and thesauruses
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.
b. Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of speech
(e.g., analyze, analysis,
analytical; advocate,
advocacy).
c. Consult general and
specialized reference
materials (e.g., dictionaries,
glossaries, thesauruses),
both print and digital, to
29
ENGLISH I-II
find the pronunciation of a
word or determine or
clarify its precise meaning,
its part of speech, or its
etymology.
d. Verify the preliminary Students at this level should also be able to explain their
determination of the understanding of figurative language, word relationships and
meaning of a word or subtle differences in word meanings. As well, students should be
phrase (e.g., by checking able to explore words that have similar literal meanings.
the inferred meaning in
context or in a dictionary).
5. Demonstrate understanding 5. Demonstrate understanding Students at this level should be comfortable incorporating
of word relationships and of figurative language, word appropriate vocabulary into their modes of communication. They
nuances in word meanings. relationships, and nuances in should take the initiative to accumulate vocabulary that is
word meanings. necessary to understand while reading, writing, speaking, and
a. Interpret figures of speech listening.
(e.g., euphemism,
oxymoron) in context and General academic words are more likely to appear in written text
analyze their role in the than in speech; they often represent subtle or precise ways
text. to say relatively simple things (saunter instead of walk). They are
b. Analyze nuances in the highly transferable.
meaning of words with
similar denotations. Domain-specific words are specific to a domain or field of study.
6. Acquire and use accurately a 6. Acquire and use accurately Because of their specificity and close ties to content knowledge,
range of general academic and general academic and domain- they are more common in informational texts.
domain-specific words and specific words and phrases, (CCSS, Appendix A, p.33)
phrases sufficient for reading, sufficient for reading, writing,
writing, speaking, and listening speaking, and listening at the
at the college and career college and career readiness
readiness level; demonstrate level; demonstrate
independence in gathering independence in gathering
vocabulary knowledge when vocabulary knowledge when
considering a word or phrase considering a word or phrase
30
ENGLISH I-II
important to comprehension or important to comprehension or
expression. expression
31

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CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

Effective scaffolding should allow the reader to encounter the text

“Standard 10 defines a grade-by-grade ‘staircase’ of increasing

“Students also acquire the habits of reading independently

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

Students should encounter appropriately complex texts at each

Effective scaffolding should allow the reader to encounter the text

“Students also acquire the habist of reading independently and

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

CCR ANCHOR STANDARD CCSS STANDARD UNPACKING - ENGLISH I-II

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