Common Core State Standards Resource Alignment Guide

Prestwick House offers a variety of resources that will help you meet the Common Core State Standards for English Language Arts. Click on a standard in the chart below to see a list of Prestwick House resources that meet that standard.

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Reading:
Literature
Reading: Informational Text Writing Language
Key Ideas and Details Key Ideas and Details Text Types and Purposes Conventions of Standard English
Standard 1, Grades 9 & 10 Standard 1, Grades 9 & 10 Standard 1, Grades 9 & 10 Standard 1, Grades 9 & 10
Standard 1, Grades 11 & 12 Standard 1, Grades 11 & 12 Standard 1, Grades 11 & 12 Standard 1, Grades 11 & 12
Standard 2, Grades 9 & 10 Standard 2, Grades 9 & 10 Standard 2, Grades 9 & 10 Standard 2, Grades 9 & 10
Standard 2, Grades 11 & 12 Standard 2, Grades 11 & 12 Standard 2, Grades 11 & 12 Standard 2, Grades 11 & 12
Standard 3, Grades 9 & 10 Standard 3, Grades 9 & 10 Standard 3, Grades 9 & 10
Standard 3, Grades 11 & 12 Standard 3, Grades 11 & 12 Standard 3, Grades 11 & 12
Craft and Structure Craft and Structure Production and Distribution of Writing Knowledge of Language
Standard 4, Grades 9 & 10 Standard 4, Grades 9 & 10 Standard 4, Grades 9 & 10 Standard 3, Grades 9 & 10
Standard 4, Grades 11 & 12 Standard 4, Grades 11 & 12 Standard 4, Grades 11 & 12 Standard 3, Grades 11 & 12
Standard 5, Grades 9 & 10 Standard 5, Grades 9 & 10 Standard 5, Grades 9 & 10
Standard 5, Grades 11 & 12 Standard 5, Grades 11 & 12 Standard 5, Grades 11 & 12
Standard 6, Grades 9 & 10 Standard 6, Grades 9 & 10 N/A
Standard 6, Grades 11 & 12 Standard 6, Grades 11 & 12 N/A
Integration of Knowledge and Ideas Integration of Knowledge and Ideas Research to Build and Present Knowledge Vocabulary Acquisition and Use
Standard 7, Grades 9 & 10 Standard 7, Grades 9 & 10 Standard 7, Grades 9 & 10 Standard 4, Grades 9 & 10
Standard 7, Grades 11 & 12 Standard 7, Grades 11 & 12 Standard 7, Grades 11 & 12 Standard 4, Grades 11 & 12
Standard 8 not applicable to literature Standard 8, Grades 9 & 10 Standard 8, Grades 9 & 10 Standard 5, Grades 9 & 10
Standard 8 not applicable to literature Standard 8, Grades 11 & 12 Standard 8, Grades 11 & 12 Standard 5, Grades 11 & 12
Standard 9, Grades 9 & 10 Standard 9, Grades 9 & 10 Standard 9, Grades 9 & 10 Standard 6, Grades 9 & 10
N/A Standard 9, Grades 11 & 12 Standard 9, Grades 11 & 12 Standard 6, Grades 11 & 12
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity Range of Writing
Standard 10, Grades 9 & 10 Standard 10, Grades 9 & 10 Standard 10, Grades 9 & 10
Standard 10, Grades 11 & 12 Standard 10, Grades 11 & 12 Standard 10, Grades 11 & 12

Reading: Literature

Key Ideas and Details

RL.9 – 10.1, 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.

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RL.9 – 10.2

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.

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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.

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RL.9 – 10.3, RL.11 – 12.3

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.

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Craft and Structure

RL.9 – 10.4, 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 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).

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RL.9 – 10.5, RL.11 – 12.5

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.

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RL.9 – 10.6

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.

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RL.11 – 12.6

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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Integration of Knowledge and Ideas

RL.9 – 10.7

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 Brueghel’s Landscape with the Fall of Icarus).

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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.)

  • Activity Packs
  • Multiple Critical Perspectives Guides
  • Levels of Understanding Guides

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RL.9 – 10.8, RL.11 – 12.8

This standard applies to Informational Texts only. It does not apply to Literature.

RL.9 – 10.9

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).

  • Activity Packs
  • Multiple Critical Perspectives Guides
  • Levels of Understanding Guides

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Range of Reading and Level of Text Complexity

RL.9 – 10.10

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.

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.

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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.

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Reading: Informational Text

Key Ideas and Details

RI.9 – 10.1, 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.

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RI.9 – 10.2, RI.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.

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RI.9 – 10.3, RI.11 – 12.3

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.

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Craft and Structure

RI.9 – 10.4, RI.11 – 12.4

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).

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RI.9 – 10.5

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).

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RI.11 – 12.5

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

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RI.9 – 10.6, RI.11 – 12.6

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 purpose.

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Integration of Knowledge and Ideas

RI.9 – 10.7

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.

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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.

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RI.9 – 10.8

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.

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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).

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RI.9 – 10.9, RI.11 – 12.9

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 Jail”), including how they address related themes and concepts.

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Range of Reading and Level of Text Complexity

RI.9 – 10.10

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.

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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.

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Writing

Text Types and Purposes

W.9 – 10.1, W.11 – 12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9 – 10.1a, W.11 – 12.1a

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.

W.9 – 10.1b, W.11 – 12.1b

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.

W.9 – 10.1c, W.11 – 12.1c

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.

W.9 – 10.1d, W.11 – 12.1d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9 – 10.1e, W.11 – 12.1e

Provide a concluding statement or section that follows from and supports the argument presented.

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W.9 – 10.2, W.11 – 12.2

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.

W.9 – 10.2a, W.11 – 12.2a

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.

W.9 – 10.2b, W.11 – 12.2b

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.

W.9 – 10.2c, W.11 – 12.2c

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.9 – 10.2d, W.11 – 12.2d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.9 – 10.2e, W.11 – 12.2e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9 – 10.2f, W.11 – 12.2f

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).

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W.9 – 10.3, W.11 – 12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9 – 10.3a, W.11 – 12.3a

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.

W.9 – 10.3b, W.11 – 12.3b

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.9 – 10.3c, W.11 – 12.3c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W.9 – 10.3d, W.11 – 12.3d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.9 – 10.3e, W.11 – 12.3e

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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Production and Distribution of Writing

W.9 – 10.4, 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.)

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W.9 – 10.5, 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 9 – 10.)

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Research to Build and Present Knowledge

W.9 –10.7, 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.

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W.9 – 10.8, W.11 – 12.8

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.

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W.9 – 10.9, W.11 – 12.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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W.9 – 10.9a, W.11 – 12.9a

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]”).

  • Activity Packs
  • Multiple Critical Perspectives Guides
  • Levels of Understanding Guides

W.9 – 10.9b, W.11 – 12.9b

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”).

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Range of Writing

W.9 – 10.10, 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.

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Language

Conventions of Standard English

L.9 – 10.1, L.11 – 12.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9 – 10.1a

Use parallel structure.

  • Rhetorical Devices: A Handbook for Student Writers
  • 10 Days to A+ Grammar
  • Vocabulary Power Plus
  • Growing Your Vocabulary

L.11 – 12.1a

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.9 – 10.1b

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.

L.11 – 12.1b

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.

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L.9 – 10.2, L.11 – 12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9 – 10.2a

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

L.11 – 12.2a

Observe hyphenation conventions.

L.9 – 10.2b

Use a colon to introduce a list or quotation.

L.11 – 12.2b, L.9 – 10.2c

Spell correctly.

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Knowledge of Language

L.9 – 10.3, L.11 – 12.3

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.

L.9 – 10.3a

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.

L.11 – 12.3a

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.

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Vocabulary Acquisition and Use

L.9 – 10.4, L.11 – 12.4

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.

L.9 – 10.4a, L.11 – 12.4a

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.9 – 10.4b, L.11 – 12.4b

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L.9 – 10.4c, L.11 – 12.4c

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.

L.9 – 10.4d, L.11 – 12.4d

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).

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L.9 – 10.5, L.11 – 12.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9 – 10.5a, L.11 – 12.5a

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L.9 – 10.5b, L.11 – 12.5b

Analyze nuances in the meaning of words with similar denotations.

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L.9 – 10.6, 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.

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