Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
College and Career
Readiness Anchor
Standards
Common Core Standards for
English Language Arts, Grade
9-10
GED Testing Service’s Reasoning Through
Language Arts Assessment Targets (RLAs)
Futures, Level 5
Reading: Literature
Key Ideas and Details
CCSS.ELALiteracy.CCRA.R.1
CCSS.ELA-Literacy.RL.910.1 Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
R.3.2 Make inferences about
plot/sequence of events,
characters/people, settings, or ideas in
texts.
Future: For related material see:
Reading Skill: Making inferences, 157;
also see: Check Your Understanding,
13, 17, 21, 27, 35, 49, 57, 69, 79, 87,
101, 107, 113, 115, 119, 127, 133,
137, 151, 155, 157, 161, 167, 173,
175, 193, 199, 201
Workbook: Making inferences, 55, 101
CCSS.ELALiteracy.CCRA.R.2
CCSS.ELA-Literacy.RL.910.2 Determine a theme or
central idea of a text and
analyze in detail its
development over the course
of the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
R.2.6 Identify a theme, or identify which
element(s) in a text support a theme.
R.5.1 Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes
to the development of the ideas.
R.3.3 Analyze relationships within texts,
including how events are important in
relation to plot or conflict; how people,
ideas, or events are connected, developed,
or distinguished; how events contribute to
theme or relate to key ideas; or how a
setting or context shapes structure and
meaning.
R.3.5 Analyze the roles that details play in
complex literary or informational texts.
Future: For related material see:
Paraphrasing, 49; Summarizing, 69;
Identifying main idea, 86; Making
inferences, 157
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.R.3
CCSS.ELA-Literacy.RL.910.3 Analyze how complex
characters (e.g., those with
multiple or conflicting
motivations) develop over the
course of a text, interact with
other characters, and advance
the plot or develop the theme.
R.3.2 Make inferences about
plot/sequence of events,
characters/people, settings, or ideas in
texts.
Future: For related material see:
Personality traits, 10–11
R.3.3 Analyze relationships within texts,
including how events are important in
relation to plot or conflict; how people,
ideas, or events are connected, developed,
or distinguished; how events contribute to
theme or relate to key ideas; or how a
setting or context shapes structure and
meaning.
Craft and Structure
CCSS.ELALiteracy.CCRA.R.4
CCSS.ELA-Literacy.RL.910.4 Determine the meaning
of words and phrases as they
are used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).
R.4.1/L4.1 Determine the meaning of
words and phrases as they are used in a
text, including determining connotative
and figurative meanings from context.
R.4.3/L4.3 Analyze the impact of specific
words, phrases, or figurative language in
text, with a focus on an author's intent to
convey information or construct an
argument.
Future: Matching words with
definitions, 10, 46, 55, 133, 155;
Matching pictures with words, 33, 46–
47, 80; Understanding idioms, 100–101
Please note that vocabulary acquisition
also occurs in the context of real-world
readings and their related assignments.
Representative topics include:
Workplace idioms, 100–101; Casual
health questions, 114–115; U.S.
history, 126–127; Individual rights in
the Constitution, 132–133; Computers,
200–201, 204; Recycling, 172–173,
184; Environmental protection, 166–
167, 174–175
Workbook: Dictionary Skill & Word
Study, 12, 24, 30, 48, 70, 86, 110,
120; Vocabulary, 15, 29, 69, 81, 9.3,
105, 129
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.R.5
CCSS.ELALiteracy.CCRA.R.6
CCSS.ELA-Literacy.RL.910.5 Analyze how an author’s
choices concerning how to
structure a text, order events
within it (e.g., parallel plots),
and manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
CCSS.ELA-Literacy.RL.910.6 Analyze a particular point
of view or cultural experience
reflected in a work of literature
from outside the United
States, drawing on a wide
reading of world literature.
R.3.1 Order sequences of events in texts.
R.3.2 Make inferences about
plot/sequence of events,
characters/people, settings, or ideas in
texts.
Future: For related material see:
Understanding sequence, 56;
Identifying causes and effects, 109,
118–119
R.3.3 Analyze relationships within texts,
including how events are important in
relation to plot or conflict; how people,
ideas, or events are connected, developed,
or distinguished; how events contribute to
theme or relate to key ideas; or how a
setting or context shapes structure and
meaning.
Future: For related material see:
Reading Topics: Workers' rights, 78–
79, U.S. history, 126–127, Voting
rights, 150–151
Integration of Knowledge
and Ideas
CCSS.ELALiteracy.CCRA.R.7
CCSS.ELA-Literacy.RL.910.7 Analyze the
representation of a subject or
a key scene in two different
artistic mediums, including
what is emphasized or absent
in each treatment (e.g.,
Auden’s “Musée des Beaux
Arts” and Breughel’s
Landscape with the Fall of
Icarus).
(RL.9-10.8 not applicable to
literature)
Future: For related material see:
Reading Skills: Using visuals, 180
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.R.9
CCSS.ELA-Literacy.RL.910.9 Analyze how an author
draws on and transforms
source material in a specific
work (e.g., how Shakespeare
treats a theme or topic from
Ovid or the Bible or how a
later author draws on a play
by Shakespeare).
Future: For related material see: Bill of
Rights, 132–133
Range of Reading and Level
of Text Complexity
CCSS.ELALiteracy.CCRA.R.1
0
CCSS.ELA-Literacy.RL.910.10 By the end of grade 9,
read and comprehend
literature, including stories,
dramas, and poems, in the
grades 9-10 text complexity
band proficiently, with
scaffolding as needed at the
high end of the range.
Future: For related material see:
Reading Topics, 12–13, 16–17, 20–21,
26–27, 24, 34–35, 44, 48–49, 56–57,
64, 68–69, 78–79, 84, 86–87, 98, 100–
101, 104, 106–107, 112–113, 114–
115, 118–119, 124, 126–127, 130–
133, 132–133, 136–137, 144, 150–
151, 154–155, 156–157, 160–161,
164, 166–167, 172–173, 174–175,
180, 184, 192–193, 198–199, 200–
201, 204
By the end of grade 10, read
and comprehend literature,
including stories, dramas, and
poems, at the high end of the
grades 9-10 text complexity
band independently and
proficiently.
Reading: Informational
Text
Key Ideas and Details
CCSS.ELALiteracy.CCRA.R.1
CCSS.ELA-Literacy.RI.910.1 Cite strong and thorough
R.2.3 Make sentence level inferences
about details that support main ideas.
Future: Reading Skill: Making
inferences, 157; also see: Check Your
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
R.2.7 Make evidence based
generalizations or hypotheses based on
details in text, including clarifications,
extensions, or applications of main ideas
to new situations.
Understanding, 13, 17, 21, 27, 35, 49,
57, 69, 79, 87, 101, 107, 113, 115,
119, 127, 133, 137, 151, 155, 157,
161, 167, 173, 175, 193, 199, 201
Workbook: Making inferences, 55, 101
R.3.4 Infer relationships between ideas in
a text (e.g., an implicit cause and effect,
parallel, or contrasting relationship).
W.1 Determine the details of what is
explicitly stated and make logical
inferences or valid claim that square with
textual evidence.
CCSS.ELALiteracy.CCRA.R.2
CCSS.ELA-Literacy.RI.910.2 Determine a central idea
of a text and analyze its
development over the course
of the text, including how it
emerges and is shaped and
refined by specific details;
provide an objective summary
of the text.
R2.1 Comprehend explicit details and
main ideas in text.
R.2.2 Summarize details and ideas in
text.
R.2.4 Infer implied main ideas in
paragraphs or whole texts.
R.2.5 Determine which detail(s)
support(s) a main idea.
Future: Paraphrasing, 49;
Summarizing, 69; Identifying main
idea, 86; Making inferences, 157; also
see: Understanding sequence, 56;
Monitoring comprehension, 78; Using a
T–chart in notetaking, 133
Workbook: Reading Skill: Highlight
Key Information, 6, Monitor
Comprehension, 52
R.2.8 Draw conclusions or make
generalizations that require synthesis of
multiple main ideas in text.
R.3.5 Analyze the roles that details play in
complex literary or informational texts.
CCSS.ELALiteracy.CCRA.R.3
CCSS.ELA-Literacy.RI.910.3 Analyze how the author
unfolds an analysis or series of
ideas or events, including the
order in which the points are
made, how they are
introduced and developed, and
the connections that are drawn
between them.
R.5.2 Analyze the structural relationship
between adjacent sections of text (e.g.,
how one paragraph develops or refines a
key concept or how one idea is
distinguished from another).
Future: Reading Skills: Comparing and
contrasting, 34, Understanding
sequence, 56, Recognizing cause and
effect, 118, Using text structure and
formatting, 136, Understanding the
style and structure of blogs (web logs),
172, Using a timeline, 199
Workbook: Reading Skill:
Understanding and Sequencing, 39,
Cause and Effect, 79
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
Craft and Structure
CCSS.ELALiteracy.CCRA.R.4
CCSS.ELA-Literacy.RI.910.4 Determine the meaning
of words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court
opinion differs from that of a
newspaper).
R.4.1/L4.1 Determine the meaning of
words and phrases as they are used in a
text, including determining connotative
and figurative meanings from context.
CCSS.ELALiteracy.CCRA.R.5
CCSS.ELA-Literacy.RI.910.5 Analyze in detail how an
author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger portions
of a text (e.g., a section or
chapter).
R.5.1 Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes
to the development of the ideas.
R.5.4 Analyze how the structure of a
paragraph, section, or passage shapes
meaning, emphasizes key ideas, or
supports an author's purpose.
Future: Connecting steps and goals,
18; Understanding sequence, 56;
Evaluating true or false statements, 56,
94, 118, 134, 146, 201; Identifying the
main idea, 86–87, 107, 137;
Identifying causes and effects, 109,
118–119
Workbook: Workbook: Reading Skill:
Understanding and Sequencing, 39,
Cause and Effect, 79
CCSS.ELALiteracy.CCRA.R.6
CCSS.ELA-Literacy.RI.910.6 Determine an author’s
point of view or purpose in a
text and analyze how an
author uses rhetoric to
advance that point of view or
R.6.1 Determine an author's point of view
or purpose of a text.
R.6.2 Analyze how the author
distinguishes his or her position from that
of others or how an author acknowledges
and responds to conflicting evidence or
Future: Identifying author's purpose,
193; also see: Evaluating true or false
statements, 56, 94, 118, 134, 146,
201; Distinguishing fact from opinion,
150–151
Workbook: Reading Skill:
R.4.2/L4.2 Analyze how meaning or tone
is affected when one word is replaced with
another.
R.4.3/L4.3 Analyze the impact of specific
words, phrases, or figurative language in
text, with a focus on an author's intent to
convey information or construct an
argument.
Future: Matching words with
definitions, 10, 46, 55, 133, 155;
Matching pictures with words, 33, 46–
47, 80; Understanding idioms, 100–101
Please note that vocabulary acquisition
also occurs in the context of real-world
readings and their related assignments.
Representative topics include:
Workplace idioms, 100–101; Casual
health questions, 114–115; U.S.
history, 126–127; Individual rights in
the Constitution, 132–133; Computers,
200–201, 204; Recycling, 172–173,
184; Environmental protection, 166–
167, 174–175
Workbook: Dictionary Skill & Word
Study, 12, 24, 30, 48, 70, 86, 110,
120; Vocabulary, 15, 29, 69, 81, 9.3,
105, 129
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
purpose.
viewpoints
R.6.3 Infer an author's implicit as well as
explicit purposes based on details in text.
R.6.4 Analyze how an author uses
rhetorical techniques to advance his or her
point of view or achieve a specific purpose
(e.g., analogies, enumerations, repetition
and parallelism, juxtaposition of opposites,
qualifying statements).
R.5.4 Analyze how the structure of a
paragraph, section, or passage shapes
meaning, emphasizes key ideas, or
supports an author's purpose.
Distinguishing fact from opinion, 97,
Author’s Perspective, 123
R.9.1/R.7.1 Draw specific comparisons
between two texts that address similar
themes or topics or between information
presented in different formats (e.g.,
between information presented in text and
information or data summarized in a table
or timeline).
Future: Comparing and contrasting,
34; also see: Street maps, 58–61; U.S.
history, 126–129, 140–141;
Government, 130–135, 142–144;
Voting rights, 150–151, 164; Reading
Venn diagrams, 163; Environmental
protection, 166–167, 170–184;
Understanding the style and structure
of blogs (web logs), 172; Greening a
community, 180, 184
Integration of Knowledge
and Ideas
CCSS.ELALiteracy.CCRA.R.7
CCSS.ELA-Literacy.RI.910.7 Analyze various accounts
of a subject told in different
mediums (e.g., a person’s life
story in both print and
multimedia), determining
which details are emphasized
in each account.
R.7.2 Analyze how data or quantitative
and/or visual information extends,
clarifies, or contradicts information in text,
or determine how data supports an
author's argument.
R.7.3 Compare two passages that present
related ideas or themes in different genre
or formats (e.g., a feature article and an
online FAQ or fact sheet) in order to
evaluate differences in scope, purpose,
emphasis, intended audience, or overall
impact when comparing.
R.7.4 Compare two passages that present
related ideas or themes in different genre
or formats in order to synthesize details,
draw conclusions, or apply information to
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
new situations.
R.9.2 Compare two passages in similar or
closely related genre that share ideas or
themes, focusing on similarities and/or
differences in perspective, tone, style,
structure, purpose, or overall impact.
CCSS.ELALiteracy.CCRA.R.8
CCSS.ELA-Literacy.RI.910.8 Delineate and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is valid
and the evidence is relevant
and sufficient; identify false
statements and fallacious
reasoning.
R.6.4 Analyze how an author uses
rhetorical techniques to advance his or her
point of view or achieve a specific purpose
(e.g., analogies, enumerations, repetition
and parallelism, juxtaposition of opposites,
qualifying statements).
R.8.1 Delineate the specific steps of an
argument the author puts forward,
including how the argument's claims build
on one another.
Future: Reading: Distinguishing fact
from opinion, 150; I and You
statements, 98; Writing Models: Letter
to the editor, 207, Persuasive essay,
208, Personal narrative, 210; also see
persuasive articles: Environmental
protection, 166–167, 174–175
Workbook: Reading Skill:
Distinguishing fact from opinion, 97,
Author’s Perspective, 123
R.8.2 Identify specific pieces of evidence
an author uses in support of claims or
conclusions.
R.8.3 Evaluate the relevance and
sufficiency of evidence offered in support
of a claim.
R.8.5 Assess whether the reasoning is
valid; identify fallacious reasoning in an
argument and evaluate its impact.
R.8.6 Identify an underlying premise or
assumption in an argument and evaluate
the logical support and evidence provided.
CCSS.ELALiteracy.CCRA.R.9
CCSS.ELA-Literacy.RI.910.9 Analyze seminal U.S.
documents of historical and
literary significance (e.g.,
Washington’s Farewell
Address, the Gettysburg
Address, Roosevelt’s Four
Freedoms speech, King’s
“Letter from Birmingham
Future: For related material see: U.S.
history, 126–127; U.S. government,
130–133, 144; U.S. citizenship, 136–
137
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
Jail”), including how they
address related themes and
concepts.
Range of Reading and Level
of Text Complexity
CCSS.ELALiteracy.CCRA.R.1
0
CCSS.ELA-Literacy.RI.910.10 By the end of grade 9,
read and comprehend literacy
nonfiction in the grades 9-10
text complexity band
proficiently, with scaffolding as
needed at the high end of the
range.
By the end of grade 10, read
and comprehend literary
nonfiction at the high end of
the grades 9-10 text
complexity band independently
and proficiently.
Writing
Text Types and Purposes
Future: Reading Topics, 12–13, 16–17,
20–21, 26–27, 24, 34–35, 44, 48–49,
56–57, 64, 68–69, 78–79, 84, 86–87,
98, 100–101, 104, 106–107, 112–113,
114–115, 118–119, 124, 126–127,
130–133, 132–133, 136–137, 144,
150–151, 154–155, 156–157, 160–
161, 164, 166–167, 172–173, 174–
175, 180, 184, 192–193, 198–199,
200–201, 204
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.W.
1
CCSS.ELA-Literacy.W.910.1 Write arguments to
support claims in an analysis
of substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.910.1a Introduce precise
claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-Literacy.W.910.1b Develop claim(s) and
counterclaims fairly, supplying
evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level and concerns.
CCSS.ELA-Literacy.W.910.1c Use words, phrases,
and clauses to link the major
sections of the text, create
cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
CCSS.ELA-Literacy.W.910.1d Establish and maintain
a formal style and objective
tone while attending to the
norms and conventions of the
discipline in which they are
writing.
CCSS.ELA-Literacy.W.9-
W.2 Produce an extended analytic
response in which the writer introduces
the idea(s) or claim(s) clearly; creates an
organization that logically sequences
information; develops the idea(s) or
claim(s) thoroughly with well-chosen
examples, facts, or details from the text;
and maintains a coherent focus.
Future: Writing Genres and Skills:
Letters to the editor, 62–63, Persuasive
essays, 122–123, Using a
problem/solution structure, 142;
Writing Topics: Community problems,
142–143, Environmental protection,
182–183; Writing Models: Letter to the
editor, 207, Persuasive essay, 208
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
10.1e Provide a concluding
statement or section that
follows from and supports the
argument presented.
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.W.
2
CCSS.ELA-Literacy.W.910.2 Write
informative/explanatory texts
to examine and convey
complex ideas, concepts, and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
CCSS.ELA-Literacy.W.910.2a Introduce a topic;
organize complex ideas,
concepts, and information to
make important connections
and distinctions; include
formatting (e.g., headings),
graphics (e.g., figures, tables),
and multimedia when useful to
aiding comprehension.
CCSS.ELA-Literacy.W.910.2b Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete details,
quotations, or other
information and examples
appropriate to the audience’s
knowledge of the topic.
CCSS.ELA-Literacy.W.910.2c Use appropriate and
varied transitions to link the
major sections of the text,
create cohesion, and clarify
the relationships among
complex ideas and concepts.
CCSS.ELA-Literacy.W.910.2d Use precise language
and domain-specific
vocabulary to manage the
complexity of the topic.
W.2 Produce an extended analytic
response in which the writer introduces
the idea(s) or claim(s) clearly; creates an
organization that logically sequences
information; develops the idea(s) or
claim(s) thoroughly with well-chosen
examples, facts, or details from the text;
and maintains a coherent focus.
Future: Writing Genres and Skills:
Descriptive essays, 22–23,
Chronological résumés, 29, Using
concrete examples and details, 62,
102, 202, Safety instructions, 82–83,
Compare and contrast essays, 162–
163; Writing Models: Descriptive essay,
205, Compare and contrast essay, 209,
Formal e–mail, 209, Safety
instructions, 207
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELA-Literacy.W.910.2e Establish and maintain
a formal style and objective
tone while attending to the
norms and conventions of the
discipline in which they are
writing.
CCSS.ELA-Literacy.W.910.2f Provide a concluding
statement or section that
follows from and supports the
information or explanation
presented (e.g., articulating
implications or the significance
of the topic).
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.W.
3
CCSS.ELA-Literacy.W.910.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, wellchosen details, and wellstructured event sequences.
CCSS.ELA-Literacy.W.910.3a Engage and orient the
reader by setting out a
problem, situation, or
observation, establishing one
or multiple point(s) of view,
and introducing a narrator
and/or characters; create a
smooth progression of
experiences or events.
CCSS.ELA-Literacy.W.910.3b Use narrative
techniques, such as dialogue,
pacing, description, reflection,
and multiple plot lines, to
develop experiences, events,
and/or characters.
CCSS.ELA-Literacy.W.910.3c Use a variety of
techniques to sequence events
so that they build on one
another to create a coherent
whole.
CCSS.ELA-Literacy.W.910.3d Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the
experiences, events, setting,
and/or characters.
CCSS.ELA-Literacy.W.910.3e Provide a conclusion
that follows from and reflects
on what is experienced,
Future: Writing Genres and Skills:
Personal narratives, 182–183,
Autobiographical essays, 202–203;
Writing Models: Personal narrative,
210, Autobiographical essay, 211
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
observed, or resolved over the
course of the narrative.
Production and Distribution
of Writing
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.W.
4
CCSS.ELA-Literacy.W.910.4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
(Grade-specific expectations
for writing types are defined in
standards 1–3 above.)
Future: Writing Genres and Skills, 22,
29, 30, 42, 62, 82, 102, 103, 122, 142,
162, 182, 202, 222
CCSS.ELALiteracy.CCRA.W.
5
CCSS.ELA-Literacy.W.910.5 Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach,
focusing on addressing what is
most significant for a specific
purpose and audience. (Editing
for conventions should
demonstrate command of
Language standards 1–3 up to
and including grades 9–10
here.)
Future: Writing Genres and Skills, 22,
29, 30, 42, 62, 82, 102, 103, 122, 142,
162, 182, 202, 222
CCSS.ELALiteracy.CCRA.W.
6
CCSS.ELA-Literacy.W.910.6 Use technology, including
the Internet, to produce,
publish, and update individual
or shared writing products,
taking advantage of
technology’s capacity to link to
other information and to
display information flexibly
and dynamically.
Future: For related material see:
Résumés, 28–31, 222; Message board
posts, 114; Web logs (blogs), 172;
Internet, 186–187, 190–191, 198–199,
204; Virtual training, 192–195; Text
messaging, 196–197; Web pages, 153,
198; Computer training, 200–201
Research to Build and
Present Knowledge
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.W.
7
CCSS.ELA-Literacy.W.910.7 Conduct short as well as
more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the inquiry
when appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.
Future: For related material see:
Résumés, 28–31, 222; Message board
posts, 114; Web logs (blogs), 172;
Internet, 186–187, 190–191, 198–199,
204; Virtual training, 192–195; Text
messaging, 196–197; Web pages, 153,
198; Computer training, 200–201
CCSS.ELALiteracy.CCRA.W.
8
CCSS.ELA-Literacy.W.910.8 Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the usefulness of each source
in answering the research
question; integrate
information into the text
selectively to maintain the flow
of ideas, avoiding plagiarism
and following a standard
format for citation.
Future: For related material see:
Résumés, 28–31, 222; Message board
posts, 114; Web logs (blogs), 172;
Internet, 186–187, 190–191, 198–199,
204; Virtual training, 192–195; Text
messaging, 196–197; Web pages, 153,
198; Computer training, 200–201
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.W.
9
CCSS.ELA-Literacy.W.910.9 Draw evidence from
literary or informational texts
to support analysis, reflection,
and research.
CCSS.ELA-Literacy.W.910.9a 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]”).
CCSS.ELA-Literacy.W.910.9b 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”).
Future: Reading Skills: highlighting or
underlining, 13, previewing, 16, using
prior knowledge, 26, comparing and
contrasting, 34, paraphrasing, 49,
understanding sequence, 56,
summarizing, 69, monitoring
comprehension, 78, identifying main
idea, 86, scanning, 88, visualizing, 112,
recognizing cause and effect, 118,
using a t–chart in notetaking, 133,
using text structure and formatting,
136, distinguishing fact from opinion,
150, making inferences, 157,
understanding the style and structure
of blogs (web logs), 172, using visuals,
180, identifying author's purpose, 193,
using a timeline, 199
Workbook: Reading Skills, 6, 10, 17,
20, 32, 44, 45, 52, 55, 60, 74, 79, 89,
97, 101, 114
Range of Writing
CCSS.ELALiteracy.CCRA.W.
10
CCSS.ELA-Literacy.W.910.10 Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
Future: Writing Genres and Skills, 22,
29, 30, 42, 62, 82, 102, 103, 122, 142,
162, 182, 202, 222
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
audiences.
Speaking & Listening
Comprehension and
Collaboration
CCSS.ELALiteracy.CCRA.SL.
1
CCSS.ELA-Literacy.SL.910.1 Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and
teacher-led) with diverse
partners on grades 9–10
topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
and persuasively.
Future: Speaking Skills: Taking part in
discussions, 51; also see: Asking
questions, 38–39; Clarifying, 91;
Exchanging opinions, 139; Expressing
agreement and disagreement, 191
CCSS.ELA-Literacy.SL.910.1a 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, wellreasoned exchange of ideas.
Future: Communication Skills: Taking
part in discussions, 51; also see:
Speaking Topics, 6, 9, 11, 13, 15, 18,
24, 26, 28, 32, 35, 37, 41, 44, 46, 51,
52, 55, 59, 64, 66, 67, 73, 74, 76, 78,
80, 84, 86, 88, 90, 93, 95, 99, 100,
104, 106, 109, 110, 112, 113, 117,
119, 120, 124, 126, 129, 130, 136,
140, 144, 146, 149, 150, 152, 154,
156, 158, 160, 164, 166–, 167, 168,
170, 171, 172, 173, 174, 179, 180,
184, 186, 188, 190, 192, 195, 196,
198, 200, 204
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.SL.
2
CCSS.ELA-Literacy.SL.910.1b Work with peers to set
rules for collegial discussions
and decision-making (e.g.,
informal consensus, taking
votes on key issues,
presentation of alternate
views), clear goals and
deadlines, and individual roles
as needed.
Future: Speaking Skills: Taking part in
discussions, 51, Making suggestions,
75, Responding to criticism, 90–91, I
and You statements, 98–99,
Exchanging opinions, 139, Qualifying
opinions, 159, Expressing agreement
and disagreement, 191
CCSS.ELA-Literacy.SL.910.1c 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.
Future: Speaking Skills: Asking
questions, 38–39, Taking part in
discussions, 51; also see: Clarifying,
91; Exchanging opinions, 139;
Expressing agreement and
disagreement, 191
CCSS.ELA-Literacy.SL.910.1d Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and disagreement,
and, when warranted, qualify
or justify their own views and
understanding and make new
connections in light of the
evidence and reasoning
presented.
Future: Speaking Skills: I and You
statements, 98–99, Exchanging
opinions, 139, Qualifying opinions, 159,
Expressing agreement and
disagreement, 191
CCSS.ELA-Literacy.SL.910.2 Integrate multiple
sources of information
presented in diverse media or
formats (e.g., visually,
quantitatively, orally)
evaluating the credibility and
Future: Map Reading and Directions:
Giving directions, 60, Internet
directions, 60–61, Street maps, 58–61,
U.S. maps, 140–141; Life Skills:
Calendar and Time: Course schedule,
96–97, Recycling calendar, 168–169;
also see: Reading Skills: Interpreting
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.SL.
3
accuracy of each source.
charts and graphs, 19, 83, 108,
Reading Venn diagrams, 163,
Understanding the style and structure
of blogs (web logs), 172, Using visuals,
180, Using a timeline, 199
CCSS.ELA-Literacy.SL.910.3 Evaluate a speaker’s
point of view, reasoning, and
use of evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated or
distorted evidence.
Future: Communication Skills: Asking
questions, 38–39, Taking part in
discussions, 51, Clarifying, 91,
Exchanging opinions, 139, Expressing
agreement and disagreement, 191
Presentation of Knowledge
and Ideas
CCSS.ELALiteracy.CCRA.SL.
4
CCSS.ELA-Literacy.SL.910.4 Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that
listeners can follow the line of
reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
Future: Communication Skills:
Presentations, 19; also see: Speaking
Topics, 6, 9, 11, 13, 15, 18, 24, 26, 28,
32, 35, 37, 41, 44, 46, 51, 52, 55, 59,
64, 66, 67, 73, 74, 76, 78, 80, 84, 86,
88, 90, 93, 95, 99, 100, 104, 106, 109,
110, 112, 113, 117, 119, 120, 124,
126, 129, 130, 136, 140, 144, 146,
149, 150, 152, 154, 156, 158, 160,
164, 166–, 167, 168, 170, 171, 172,
173, 174, 179, 180, 184, 186, 188,
190, 192, 195, 196, 198, 200, 204
CCSS.ELALiteracy.CCRA.SL.
5
CCSS.ELA-Literacy.SL.910.5 Make strategic use of
digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
Future: For related material see:
Communication Skills: Presentations,
19; also see: Speaking Topics, 6, 9, 11,
13, 15, 18, 24, 26, 28, 32, 35, 37, 41,
44, 46, 51, 52, 55, 59, 64, 66, 67, 73,
74, 76, 78, 80, 84, 86, 88, 90, 93, 95,
99, 100, 104, 106, 109, 110, 112, 113,
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
CCSS.ELALiteracy.CCRA.SL.
6
reasoning, and evidence and
to add interest.
117,
136,
154,
168,
180,
196,
119,
140,
156,
170,
184,
198,
120,
144,
158,
171,
186,
200,
124,
146,
160,
172,
188,
204
126,
149,
164,
173,
190,
129, 130,
150, 152,
166–, 167,
174, 179,
192, 195,
CCSS.ELA-Literacy.SL.910.6 Adapt speech to a variety
of contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate. (See grades 9–
10 Language standards 1 and
3 here for specific
expectations.)
Future: Communication Skills:
Presentations, 19, Taking part in
discussions, 51; also see: Speaking
Topics, 6, 9, 11, 13, 15, 18, 24, 26, 28,
32, 35, 37, 41, 44, 46, 51, 52, 55, 59,
64, 66, 67, 73, 74, 76, 78, 80, 84, 86,
88, 90, 93, 95, 99, 100, 104, 106, 109,
110, 112, 113, 117, 119, 120, 124,
126, 129, 130, 136, 140, 144, 146,
149, 150, 152, 154, 156, 158, 160,
164, 166–, 167, 168, 170, 171, 172,
173, 174, 179, 180, 184, 186, 188,
190, 192, 195, 196, 198, 200, 204
Language
Conventions of Standard
English
CCSS.ELALiteracy.CCRA.L.1
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
CCSS.ELA-Literacy.L.910.1a Use parallel structure.*
L.1.6 Edit to ensure parallelism and
proper subordination and coordination.
Future: For related material see: Using
a problem/solution structure, 142;
Compare and contrast essays, 162–
163; Problem-Solution outcome chart,
203; also see: Clauses: although and
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
unless, 92–93, if, 148–149, 178–179
CCSS.ELA-Literacy.L.910.1b Use various types of
phrases (noun, verb,
adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial) to
convey specific meanings and
add variety and interest to
writing or presentations.
CCSS.ELALiteracy.CCRA.L.2
Future: Clauses: although and unless,
92–93, if, 148–149, 178–179,
adjective, who, that, which, 194–195
Workbook: Clauses, 94, 95
CCSS.ELA-Literacy.L.9-10.2
Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling when
writing.
CCSS.ELA-Literacy.L.910.2a Use a semicolon (and
perhaps a conjunctive adverb)
to link two or more closely
related independent clauses.
Future: For related material see:
Clauses: although and unless, 92–93,
if, 148–149, 178–179, adjective, who,
that, which, 194–195
CCSS.ELA-Literacy.L.910.2b Use a colon to
introduce a list or quotation.
Future: For related material see the
use of colons in model writing
assignments: Cover Letter, 206; Letter
to the Editor, 207; Functional Resume,
222
CCSS.ELA-Literacy.L.910.2c Spell correctly.
Future: For related material see:
Writing: Edit and Proofread, 203
Workbook: Spelling Mistakes, 18;
Phonetic Spellings, 70; Prefixes and
Suffixes, 13, 87; Word Families, 49,
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
103; Word Forms, 66; Roots, 71
Knowledge of Language
CCSS.ELALiteracy.CCRA.L.3
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language
to understand how language
functions in different contexts,
to make effective choices for
meaning or style, and to
comprehend more fully when
reading or listening.
CCSS.ELA-Literacy.L.910.3a 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.
W.3 Write clearly and demonstrate
sufficient command of standard English
conventions.
Future: Writing: Edit and Proofread,
203
Workbook: Spelling Mistakes, 18
Vocabulary Acquisition and
Use
CCSS.ELALiteracy.CCRA.L.4
CCSS.ELA-Literacy.L.9-10.4
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grades 9–10
reading and content, choosing
flexibly from a range of
strategies.
CCSS.ELA-Literacy.L.910.4a Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
Future: Matching words with
definitions, 10, 46, 55, 133, 155;
Matching pictures with words, 33, 46–
47, 80; Understanding idioms, 100–101
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
Please note that vocabulary acquisition
also occurs in the context of real-world
readings and their related assignments.
Representative topics include:
Workplace idioms, 100–101; Casual
health questions, 114–115; U.S.
history, 126–127; Individual rights in
the Constitution, 132–133; Computers,
200–201, 204; Recycling, 172–173,
184; Environmental protection, 166–
167, 174–175
Workbook: Vocabulary, 15, 29, 69,
81, 9.3, 105, 129
CCSS.ELA-Literacy.L.910.4b Identify and correctly
use patterns of word changes
that indicate different
meanings or parts of speech
(e.g., analyze, analysis,
analytical; advocate,
advocacy).
Future: Verbs followed by the Gerund
(base form of verb + -ing), 8–9, 223
CCSS.ELA-Literacy.L.910.4c 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, or
its etymology.
Future: For related material see:
Matching words with definitions, 10, 46,
55, 133, 155
CCSS.ELA-Literacy.L.910.4d Verify the preliminary
determination of the meaning
of a word or phrase (e.g., by
Future: For related material see:
Matching words with definitions, 10, 46,
55, 133, 155
Workbook: Prefixes and Suffixes, 13,
87; Word Forms, 66
Workbook: Dictionary Skill & Word
Study, 12, 24, 30, 48, 70, 86, 110, 120
Workbook: Dictionary Skill & Word
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
checking the inferred meaning
in context or in a dictionary).
CCSS.ELALiteracy.CCRA.L.5
CCSS.ELALiteracy.CCRA.L.6
Study, 12, 24, 30, 48, 70, 86, 110, 120
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.910.5a Interpret figures of
speech (e.g., euphemism,
oxymoron) in context and
analyze their role in the text.
Future: For related material see:
Workplace idioms, 100–101
CCSS.ELA-Literacy.L.910.5b Analyze nuances in the
meaning of words with similar
denotations.
Future: For related material see: Using
word webs, 11, 23; Understanding
idioms, 100–101
CCSS.ELA-Literacy.L.9-10.6
Acquire and use accurately
general academic and domainspecific 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.
Future: Matching words with
definitions, 10, 46, 55, 133, 155;
Matching pictures with words, 33, 46–
47, 80; Understanding idioms, 100–101
Workbook: TK
Workbook: Multiple-meaning words,
25; Synonym Clues, 43; Finding the
Right Meaning, 48
Please note that vocabulary acquisition
also occurs in the context of real-world
readings and their related assignments.
Representative topics include:
Workplace idioms, 100–101; Casual
health questions, 114–115; U.S.
history, 126–127; Individual rights in
the Constitution, 132–133; Computers,
200–201, 204; Recycling, 172–173,
184; Environmental protection, 166–
167, 174–175
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
Workbook: Dictionary Skill & Word
Study, 12, 24, 30, 48, 70, 86, 110,
120; Vocabulary, 15, 29, 69, 81, 9.3,
105, 129
R.5.3 Analyze transitional language or
signal words (words that indicate
structural relationships, such as
consequently, nevertheless, otherwise)
and determine how they refine meaning,
emphasize certain ideas, or reinforce an
author's purpose.
Future: Grammar: although and
unless, 92–93, if, 148–149, 178–179
Workbook: TK
R.9.3 Compare two argumentative
passages on the same topic that present
opposing claims (either main or supporting
claims( and analyze how each text
emphasizes different evidence or advances
a different interpretation of facts.
Future: For related material see:
Workers' rights, 78–79; Individual
rights in the Constitution, 132–133;
Voting rights, 150–151; Environmental
protection, 166–167, 174–175
L1.1 Edit to correct errors involving
frequently confused words and
homonyms, including contractions
(passed, past; two, too, to; there, their,
they're; knew, new; it's its).
Future: For related material see:
Writing: Edit and Proofread, 203
L1.2 Edit to correct errors in
straightforward subject-verb agreement.
Future: For related material see:
Writing: Edit and Proofread, 203
L.1.3 Edit to correct errors in pronoun
usage, including pronoun-antecedent
agreement, unclear pronoun references,
and pronoun case.
Future: For related material see:
Writing: Edit and Proofread, 203
L1.4 Edit to eliminate non-standard or
informal usage (e.g., correctly use try to
win the game instead of try and win the
game).
Future: For related material see:
Writing: Edit and Proofread, 203
Workbook: Pronouns, 35
Workbook: Formal vs. Informal
Language, 102
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
L1.5 Edit to eliminate dangling or
misplaced modifiers or illogical word order
(e.g., correctly use to meet almost all
requirements instead of to almost meet all
requirements.)
Future: For related material see:
Writing: Edit and Proofread, 203
L1.7 Edit to correct errors in subject-verb
or pronoun antecedent agreement in more
complicated situations (e.g., with
compound subjects, interceding phrases,
or collective nouns).
Future: For related material see:
Writing: Edit and Proofread, 203
L1.8 Edit to eliminate wordiness or
awkward sentence construction.
Future: For related material see:
Sentences: embedded Wh– questions &
embedded Yes/No questions, 116–117;
Writing: Edit and Proofread, 203
L1.9 Edit to ensure effective use of
transitional words, conjunctive adverbs,
and other words and phrases that support
logic and clarity.
Future: For related material see:
Clauses: although and unless, 92–93,
if, 148–149, 178–179, adjective, who,
that, which, 194–195
L2.1 Edit to ensure correct use of
capitalization (e.g., proper nouns, titles,
and beginnings of sentences).
Future: For related material see:
Writing: Edit and Proofread, 203
L2.2 Edit to eliminate run-on sentences,
fused sentences, or sentence fragments.
Future: For related material see:
Sentences: embedded Wh– questions &
embedded Yes/No questions, 116–117;
Writing: Edit and Proofread, 203
L2.3 Edit to ensure correct use of
apostrophes with possessive nouns.
Future: For related material see:
Writing: Edit and Proofread, 203
Future 5 correlated to College and Career Readiness Standards (CCRS)
and GED RLAs, Grades 9-10
L2.4 Edit to ensure correct use of
punctuation (e.g., commas in a series or
in appositives and other non-essential
elements, end marks, and appropriate
punctuation for clause separation).
Future: For related material see:
Writing: Edit and Proofread, 203