Publisher Program 2 CA CCSS For ELA Program Title

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Publisher: Program 2: CA CCSS for ELA
Program Title:
Components:
Publisher: Program 2: CA CCSS for ELA
Program Title:
Components:
Part 1 – Standards Map for Program 2 Basic ELA/ELD
Grades Eleven and Twelve – California Common Core State Standards for
English Language Arts Standards
Program 2 provides the comprehensive curriculum in English language
arts with integration of the CA ELD Standards that were adopted by the
SBE November 2012. It provides the foundation for instruction and is
intended to ensure that all students master the CA CCSS for ELA and
the corresponding CA ELD Standards, and includes materials necessary
for designated English language development instruction. Publishers
may submit any combination of grade levels in this program category,
although no partial grade levels may be submitted.
Standard
Standard Language
Publisher Citations
Meets Standard
Reviewer Comments, Citations, and Questions
Y
N
LITERATURE
Key Ideas and Details
RL.11–12.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
RL.11–12.2
Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they
interact and build on one another to produce a complex account;
provide an objective summary of the text.
RL.11–12.3
Analyze the impact of the author’s choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set,
how the action is ordered, how the characters/archetypes are
introduced and developed). CA
Craft and Structure
RL.11–12.4
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words
with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other
authors.) (See grade 11–12 Language standards 4–6 for additional
expectations.) CA
RL.11–12.5
Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story,
the choice to provide a comedic or tragic resolution) contribute to
its overall structure and meaning as well as its aesthetic impact.
RL.11–12.6
Analyze a case in which grasping point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
RL.11–12.7
Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
RL.11–12.8
(Not applicable to literature)
RL.11–12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth
century foundational works of American literature, including how two
or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
RL.11–12.10
By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11–CCR text
complexity
band independently and proficiently.
INFORMATIONAL TEXT
Key Ideas and Details
RI.11–12.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
RI.11–12.2
Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact
and build on one another to provide a complex analysis; provide an
objective summary of the text.
RI.11–12.3
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the
course of the text.
Craft and Structure
RI.11–12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No.
10). (See grade 11–12 Language standards 4–6 for additional
expectations.) CA
RI.11–12.5a
Analyze and evaluate the effectiveness of the structure an author uses
in his or her exposition or argument, including whether the structure
makes points clear, convincing, and engaging.
Analyze the use of text features (e.g., graphics, headers, captions)
in public documents. CA
RI.11–12.6
Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
RI.11–12.7
Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as
in words in order to address a question or solve a problem.
RI.11–12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including
the application of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority opinions and dissents)
and the premises,
purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
RI.11–12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the
Bill of Rights, and Lincoln’s Second Inaugural Address) for their
themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
RI.11–12.10
By the end of grade 11, read and comprehend literary nonfiction in the
grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the
high end of the grades 11–CCR text complexity band independently and
proficiently.
WRITING
Text Types and Purposes
W.11–12.1a
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance
of opposing the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences
claim(s), counter- claims, reasons, and evidence.
W.11–12.1b
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying
the anticipates most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
W.11–12.1c
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
Use words, phrases, and clauses as well as varied syntax to link the
major counter claims. 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.
W.11–12.1d
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
W.11–12.1e
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
Provide a concluding statement or section that follows from and
supports the argument presented.
W.11–12.1f
Use specific rhetorical devices to support assertions (e.g., appeal to
logic through reasoning; appeal to emotion or ethical belief; relate a
personal anecdote, case study, or analogy). CA
W.11–12.2a
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.
Introduce a topic or thesis statement; organize complex ideas,
concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension. CA
W.11–12.2b
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.
Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge
of the topic.
W.11–12.2c
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.
Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
W.11–12.2d
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.
Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic.
W.11–12.2e
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.
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
W.11–12.2f
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.
Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
W.11–12.3a
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create
a smooth progression of experiences or events.
W.11–12.3b
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.11–12.3c
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole and build toward a particular
tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
W.11–12.3d
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11–12.3e
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11–12.4
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.)
W.11–12.5
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 11–12.)
W.11–12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present Knowledge
W.11–12.7
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.
W.11–12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation including
footnotes and endnotes. CA
W.11–12.9a
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11–12.9b
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including
the application of constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court Case majority opinions and
dissents] and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
Range of Writing
W.11–12.10
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 audiences.
SPEAKING AND LISTENING
Comprehension and Collaboration
SL.11–12.1a
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
SL.11–12.1b
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed.
SL.11–12.1c
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
SL.11–12.1d
Initiate and participate effectively in a range of collaborative
discussions (one-on- one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional
information or research is required to deepen the investigation or
complete the task.
SL.11–12.2
Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
SL.11–12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
SL.11–12.4a
Present information, findings, and supporting evidence (e.g.,
reflective, historical investigation, response to literature
presentations), conveying a clear and distinct perspective and a
logical argument, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks. Use
appropriate eye contact, adequate volume, and clear pronunciation. CA
Plan and deliver a reflective narrative that: explores the
significance of a personal experience, event, or concern; uses sensory
language to convey a vivid picture; includes appropriate narrative
techniques (e.g., dialogue, pacing, description); and draws
comparisons between the specific incident and broader themes. (11th or
12th grade) CA
SL.11–12.4b
Present information, findings, and supporting evidence (e.g.,
reflective, historical investigation, response to literature
presentations), conveying a clear and distinct perspective and a
logical argument, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks. Use
appropriate eye contact, adequate volume, and clear pronunciation. CA
Plan and present an argument that: supports a precise claim; provides
a logical sequence for claims, counterclaims, and evidence; uses
rhetorical devices to support assertions (e.g., analogy, appeal to
logic through reasoning, appeal to emotion or ethical belief); uses
varied syntax to link major sections of the presentation to create
cohesion and clarity; and provides a concluding statement that
supports the argument presented. (11th or 12th grade) CA
SL.11–12.5
Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest.
SL.11–12.6
Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate. (See grades
11–12 Language standards 1 and 3 for specific expectations.)
LANGUAGE
Conventions of Standard English
L.11–12.1a
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
L.11–12.1b
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Resolve issues of complex or contested usage, consulting references
(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11–12.2a
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Observe hyphenation conventions.
L.11–12.2b
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Spell correctly.
Knowledge of Language
L.11–12.3a
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.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful
Sentences) for guidance as needed; apply an understanding of syntax to
the study of complex texts when reading.
Vocabulary Acquisitions and Use
L.11–12.4a
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.11–12.4b
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., conceive, conception,
conceivable). Apply knowledge of Greek, Latin, and Anglo-Saxon roots
and affixes to draw inferences concerning the meaning of scientific
and mathematical terminology. CA
L.11–12.4c
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
Consult general and specialized reference materials (e.g.,
college-level dictionaries, rhyming dictionaries, bilingual
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, its etymology, or its standard usage. CA
L.11–12.4d
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
Verify the preliminary determination of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
L.11–12.5a
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
L.11–12.5b
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Analyze nuances in the meaning of words with similar denotations.
L.11–12.6
Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Appendix
© California Department of Education CA Common Core State Standards
Map – Program 2, Grades 11–12 Page 17 of 17
April 2017
© California Department of Education CA Common Core State Standards
Map – Program 2, Grades 11–12 Page 15 of 17