A Correlation of
Pearson
Common Core Literature
Grade 10, ©2015
To the
West Virginia
College-and-Career Readiness Standards
For English Language Arts
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
Introduction
This document demonstrates how Pearson Common Core Literature ©2015 meets the
objectives of the West Virginia College-and-Career Readiness Standards for English
Language Arts (2016). Correlation page references are to the Student Edition and Teacher’s
Edition and are cited by activity and page number.
Pearson Common Core Literature ©2015 is an exciting literature program designed
specifically to meet the rigors of Common Core. Its unique Instructional Model brings
support around the critical shifts in literacy, emphasizing building knowledge through
content rich nonfiction, reading and writing grounded in evidence, providing texts of the
appropriate range of complexity and focusing on academic vocabulary.
The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text
with related readings of multiple genres, centered on a compelling topic. The goal is for
students to form a coherent position on the topic by performing research, holding
discussions, and writing an argumentative analysis.
Additionally, an instructional focus is paid to developing students’ close reading ability to
prepare them for the rigorous tasks they will experience on upcoming assessments.
Powerful instructional tools are designed to personalize learning for every student, allowing
teachers to customize instruction and differentiate resources.
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SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
Table of Contents
Reading .................................................................................................................. 4
Writing ................................................................................................................... 9
Speaking & Listening............................................................................................ 15
Language ............................................................................................................. 17
3
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
English Language Arts – Grade 10
Reading
Key Ideas and Details
ELA.10.1 Cite strong and thorough textual
evidence to support analysis of what the
literary text says explicitly as well as
inferences drawn from the text, recognizing
when the text leaves matters uncertain.
SE/TE: Close Reading Workshop, 4–7,
346–347; Close Reading Activities, 15, 35,
49, 61, 75, 126–127, 302, 353, 375, 389,
401, 452–453, 468, 478, 529, 567, 591,
617, 637, 655, 704–705, 744, 758, 785,
825, 839, 908; Close Reading Focus and
Model, 22–23, 52–53, 360–361, 378–381,
392–393, 518–522, 544–545, 568–569,
592–593, 618–619, 638–639, 772–777,
820–821; Make Inferences, 38–39, 41, 45,
48, 49, 64–65, 69, 72, 75
ELA.10.2 Determine two themes or
central ideas of a literary text and analyze
in detail their development over the course
of the literary text, including how they
emerge and are shaped and refined by
specific details; provide an objective
summary of the literary text.
SE/TE: Objective Summary, lii–liii; Main
Idea and Details, 220–221, 224, 226, 229;
Constructed Response: Analyze Theme,
106, 442, 682, 876; Compare Theme, 416–
417, 425; Focus on Craft and Structure:
Theme, 790–791; Comparing Archetypal
Narrative Patterns, 842–843, 859; Close
Reading: Key Ideas and Details, 4–6, 15,
52–53, 61, 126–127, 302, 346–347, 353,
392–393, 401, 413, 452, 468, 478, 518–
519, 529, 591, 705, 744, 758, 772–777,
785, 876, 908; Paraphrase, 404–405, 568–
569
ELA.10.3 Analyze how complex characters
(e.g., those with multiple or conflicting
motivations) develop over the course of a
literary text, interact with other characters,
and affect the plot or develop the theme.
SE/TE: Close Reading Workshop:
Character Questions, 4–7, 518, 519, 772,
773, 775, 776; Focus on Craft and
Structure: Analyze Character and Structure,
18, 20–21, 534–535; Close Reading
Activities, 15, 75, 126–127, 302, 468, 478,
529, 567, 617, 655, 705, 785, 895, 908;
Comparing Characters’ Motivations, 660–
661, 665; Constructed Response:
Development of Characters, 106, 682, 877;
Close Reading Focus: Characters and
Characterization, 64–65, 68, 70, 72, 74,
75, 544–545, 638–639, 641, 644, 652, 655
4
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
ELA.10.4 Cite strong and thorough textual
evidence to support analysis of what the
informational text says explicitly as well as
inferences drawn from the informational
text, recognizing when the text leaves
matters uncertain.
SE/TE: Close Reading Activities, 140, 148,
156, 166, 172, 199, 288, 289, 310, 318,
326, 488, 494, 504, 738, 754, 785, 930,
936; Close Reading Workshop: Key Ideas
and Details, 186–190; Close Reading
Focus: Key Ideas and Details, 206–207,
217, 220–221, 229, 240–241, 247;
Assessment: Reading Informational Text,
276–277; Reading Functional Text, 278
ELA.10.5 Determine two central ideas of
an informational text and analyze their
development over the course of the
informational text, including how they
emerge and are shaped and refined by
specific details; provide an objective
summary of the informational text.
SE/TE: Objective Summary, lii–liii; Close
Reading Focus: Main Ideas, 206–207, 211,
213, 217, 220–221, 224, 226, 229;
Assessment: Reading Informational Text,
276–277; Close Reading Workshop: Key
Ideas and Details, 186–190; Constructed
Response: Organization of Ideas, 280;
Close Reading Activities, 140, 148, 156,
166, 172, 199, 288, 289, 310, 318, 326,
488, 494, 504, 738, 754, 930, 936
ELA.10.6 Analyze how the author unfolds
an analysis or series of complex ideas or
events in informational texts, including the
order in which the points are made, how
they are developed, and how they interact.
SE/TE: Close Reading Workshop: Craft and
Structure, 186–190; Focus on Craft and
Structure: Elements of Essays and
Speeches, 202–203; Analyzing the
Development of Ideas, 204–205; Close
Reading Focus: Craft and Structure, 220–
221, 229, 240–241, 247; Close Reading
Activities, 148, 166, 199, 237, 288, 289,
326, 494, 504, 930, 936; Assessment:
Reading Functional Text, 278; Constructed
Response: Organization of Ideas, 280
5
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
Craft and Structure
ELA.10.7
Determine the meaning of
multiple-meaning words and phrases as
they are used in a literary 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 or how it sets a formal or
informal tone).
SE/TE: Close Reading Workshop: Short
Story, 4–7; Poetry, 346–347; Constructed
Response, 106, 442, 682; Selection
Vocabulary, 126, 302, 704; Focus on Craft
and Structure: Elements of Poetry, 356–
358; Close Reading Focus: Speaker in
Poetry, 360–361, 363, 365, 367, 369, 373,
375, Figurative Language, 392–393, 400,
401; Close Reading Activities, 401, 413,
468, 744, 758, 908; Building Knowledge:
Vocabulary, 38, 404, 592
ELA.10.8
Analyze how an author’s
choices concerning how to structure a
literary text, order events within it (e.g.,
parallel plots), and manipulate time (e.g.,
pacing or flashbacks) contribute to its
overall structure and create such effects as
mystery, tension, or surprise.
SE/TE: Close Reading Workshop: Short
Story, 4–7; Poetry, 346–347; Drama, 518–
521; Focus on Craft and Structure:
Structuring a Text, 21; Comparing Irony
and Paradox (unexpected outcome), 79,
89; Close Reading Focus: Plot and Plot
Devices, 22–23, 25, 27, 29, 30, 32, 34, 35;
Poetic Forms, 379–381, 384, 385, 387,
389; Shakespeare’s Tragedies, 544–545,
551, 567; Blank Verse, 568–569, 573, 578,
581, 589, 591, Conflict, 618–619, 630,
631, 637; Constructed Response: Plot, 107,
877; Poetic Structures, 443; Dramatic
Elements, 683; Archetypal Narrative
Patterns, 876; Close Reading Activities:
Craft and Structure, 126–127, 353, 389,
468, 591, 617, 637, 705, 726, 758, 843;
Comparing Archetypal Narrative Patterns,
842–843, 859
ELA.10.9
Analyze and defend 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.
SE/TE: Focus on Craft and Structure: Oral
Tradition, 788–789, Theme and Cultural
Experience, 791; Close Reading Focus:
Analyzing Cultural Context, 792–793, 795,
801, 804–805, 808, 811, 814, 816, 817,
Analyze World Views, 820–821, 823, 825,
Compare Worldviews, 828–829, 832, 834,
836, 838, 839; Constructed Response:
Analyze Cultural Context, 876; Close
Reading Activities: 705, 727, 744, 895, 908
6
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
ELA.10.10 Determine the meaning of
words and phrases as they are used in an
informational text, including figurative,
connotative, and technical meanings;
analyze and defend 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).
SE/TE: Acquire and Use Academic
Vocabulary, 3, 185, 345, 517, 771;
Language Study, 140, 148, 156, 166, 172,
288, 310, 318, 326, 488, 494, 504, 738,
754, 936; Close Reading: Key Ideas and
Details (Check Meaning of Words), 186;
Hyperbole, Understatement, 251, 263;
Assessment: Reading Informational Text,
276–277, Reading Functional Texts, 278;
Focus on Craft and Structure: Rhetorical
Devices, 205
ELA.10.11 Analyze and defend in detail
how an author’s ideas or claims are
developed and refined by particular
sentences, paragraphs, or larger portions of
an informational text (e.g., a section or
chapter).
SE/TE: Close Reading Focus: Main Ideas,
206–207, 211, 213, 217, 220–221, 224,
226, 229; Analytic and Interpretive Essays,
240–241, 247; Close Reading Activities,
140, 148, 156, 166, 172, 199, 288, 289,
310, 318, 326, 488, 494, 504, 738, 754,
930, 936; Constructed Response:
Organization of Ideas, 280; Assessment:
Reading Functional Texts, 278; Focus on
Craft and Structure: Analyzing the
development of Ideas, 204–205
ELA.10.12 Determine an author’s point of
view or purpose in an informational text
and evaluate how the author uses rhetoric
to advance that point of view or purpose.
SE/TE: Rhetorical Devices and Persuasive
Techniques, lxii–lxiii; Close Reading
Workshop: Author’s Points, 186; Close
Reading Focus: Main Idea, 220–221, 223,
224, 226, 229; Persuasive Writing and
Rhetorical Devices, 232–233, 235, 237;
Assessment: Argument and Rhetorical
Devices, 277; Constructed Response:
Arguments and Rhetorical Devices, 280,
Analyze Author’s Purpose, 281; Close
Reading Activities, 140, 172, 199, 288,
289, 310, 326, 494, 738, 936; Focus on
Craft and Structure: Author’s Point of
View/Purpose, 202, 203, 204; Rhetorical
Devices, 205
7
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
Integration of Knowledge and Ideas
ELA.10.13 Analyze the representation, in a
literary text, of a subject or a key scene in
two or more different artistic mediums,
including what is emphasized or absent in
each treatment and why (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
SE/TE: Analyze Representations, 794, 795,
798; Research and Technology: influences
chart, 827; Cartoon, 944, 945; Theater in
Elizabethan England, 538–539; The Play
Through the Centuries, 543; Images from
Film Versions of The Tragedy of Julius
Caesar, 550, 553, 576, 580, 598, 605, 608,
612, 623, 628, 647, 653; Critical Viewing:
Painting of Caesar, 570; Bust of Mark
Anthony, 620, Statue of Brutus, 640;
Comparing Humorous Writing, 251, 263
ELA.10.14 Analyze and defend how an
author draws on and transforms source
material in a specific literary 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).
SE/TE: Presentation of Ideas (poem’s
relationship to source material), 377; A
Tree Telling of Orpheus, 446–451, 452,
453; Plutarch, Shakespeare’s Source, 704;
Research: Investigate the Topic (the
Babylonian captivity), 469; Intertextuality,
478; Research and Technology (Influences
Chart), 827; Research: Investigate the
Topic (Versions of Arthur), 909
ELA.10.15 Analyze and defend various
accounts of a subject told in different
mediums of informational texts (e.g., a
person’s life story in both print and
multimedia), determining which details are
emphasized in each account.
SE/TE: Photograph, 174; Research Urban
Histories, 175; Radio Script: The Upside of
Quitting, 150–155; Close Reading Activities,
156; Research Comparing Media Coverage,
668–669; Photography, 760; Research the
Incident, 761; Cartoon, 944, 945
ELA.10.16 Delineate and evaluate the
argument and specific claims and
counterclaims in an informational text,
assessing whether the reasoning is valid
and the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
SE/TE: Analyzing Argument, lx–lxi,
Rhetorical Devices and Persuasive
Techniques, lxii–lxiii; Close Reading
Activities, 166, 167, 504, 738, 930;
Analyzing the Development of Ideas:
Rhetorical Devices, 205; Close Reading
Focus: Persuasive Writing and Rhetorical
Devices, 232–233, 235, 237; Distinguishing
Fact and Opinion, 240–241, 244, 247;
Constructed Response: Arguments and
Rhetorical Devices, 280; Expert Opinions,
494
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A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
ELA.10.17 Analyze and defend influential
U.S. documents of historical and literary
significance (e.g. Roosevelt’s Four
Freedoms speech or King’s “Letter from
Birmingham Jail”), including how they
address related themes and concepts.
SE/TE: Common Core Workshop: Theodore
Roosevelt’s Inaugural Address, liv–lv, from
Atoms for Peace by Dwight D. Eisenhower,
lvi–lvii, from Duty, Honor, Country by
General Douglas MacArthur, lxiii; Close
Reading Workshop: from Address to
Students at Moscow Student University by
Ronald Reagan, 186–191
Range of Reading and Text Complexity
ELA.10.18 By the end of the year, read
and comprehend literature, including
stories, dramas, and poetry, independently
and proficiently, at the high end of the
grade 9-10 text complexity range.
SE/TE: Comprehending Complex Texts,
liv–lix; Independent Reading, 180–181,
340–341, 512–513, 766–767, 950–951;
Close Reading Focus, 544–545
ELA.10.19 By the end of the year, read
and comprehend nonfiction and other
informational texts, independently and
proficiently, at the high end of the grade 910 text complexity range.
SE/TE: Comprehending Complex Texts,
liv–lix; Independent Reading, 180–181,
340–341, 512–513, 766–767, 950–951;
Close Reading Focus, 544–545
Writing
Text Types and Purposes
ELA.10.20
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 Introduce precise, knowledgeable
SE/TE: Composing an Argument, lxiv–lxv;
claim(s), distinguish the claim(s) from
Writing Process: Prewriting/Planning
alternate or opposing claims, and create Strategies, 95, 269, Drafting, 96, 270;
an organization that establishes clear
Writing to Sources: Argumentative Text,
relationships among claim(s),
178–179, 338–339, 764–765, Persuasive
counterclaims, reasons, and evidence.
Essay, 290

Develop claim(s) and counterclaims
fairly, supplying relevant evidence for
each while pointing out the strengths
and limitations of both in a manner that
anticipates the audience’s knowledge
level and concerns.
SE/TE: Composing an Argument, lxiv–lxv;
Writing Process: Research, 94; Prewriting/
Planning Strategies, 95, 269; Drafting, 96,
270; Letter to Editor, 173; Writing to
Sources: Argumentative Text, 178–179,
290, 338–339, 469, 761, 764–765;
Editorial, 657

Use a variety of 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.
SE/TE: Writing Process: Organization, 94,
96, Connections Among Ideas, 98,
Organizing a Persuasive Essay, 270;
Connect Arguments and Evidence, 167;
Sequence and Connect Ideas, 179, 339,
765; Chronology and Order of Importance,
290
9
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015

Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline.
SE/TE: Writing Process: Formal Style, 94,
Use Specific Terms, 98; Formal, Polite
Language, 173; Review Style, 179, 339,
765; Finding Your Voice, 271; Create
Parallelism, 273; Voice, 290

Provide a concluding statement or
section that follows from and supports
the argument presented.
SE/TE: Composing an Argument:
Concluding Statement, lxiv; Writing
Process: Organize Your Response, 94,
96;Finish with Strong Conclusion, 270;
Writing to Sources: Provide a Conclusion,
173, 179, 657, 765, End with Most
Important Claim, 290, Restate Argument,
339
ELA.10.21
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; organize complex
SE/TE: Writing Process: Prewriting/
ideas, concepts, and information to
Planning Strategies, 431, 865; Clarify
analyze important connections and
Analysis, 432; Organizing, 433; Character
distinctions; include formatting (e.g.,
Analysis, 63; Explanatory Essay
headings), graphics (e.g., figures
(Outline/Organize), 263, 425; Notes, 510–
and/or tables), and multimedia when
511, 948–949; Comparison-and-contrast
useful to aid comprehension.
Essay, 728; Literary Criticism, 896

Develop the topic with well-chosen,
relevant, significant, and sufficient
facts; extended definitions; concrete
details, quotations, or other
information; and examples appropriate
to the audience’s knowledge of the
topic.
SE/TE: Writing Process: Identify Related
Details, 434; Support Opinions, 865; Revise
for Precision, 868; Character Analysis, 63;
Identity Examples, 89; Critical Essay, 415,
Explanatory Essay (Supporting Details),
425; Gather Ideas, Evidence, Review
Content, 510–511, 948–949; Comparisonand-Contrast Essay, 728; News Story, 819;
Script for Documentary, 827; Literary
Criticism, 896

Use appropriate and varied transitions
to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas and
concepts.
SE/TE: Writing Process: Use Clear
Transitions, 432, 866; Organizing CauseAnd-Effect, 433; Transitions, 63, 157, 415,
759, 859; Chronological Order, 128;
Sequence/ Connect Ideas, 510–511, 948–
949
10
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015

Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
SE/TE: Writing Process: Consider Style and
Tone, 434; Strong Effective Words, 867;
Revise for Precision, 868; Use Vivid,
Descriptive Words, 141, 157, 728, 739;
Review Style, 511, 949; Use Literary Terms
Correctly, 896

Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline.
SE/TE: Writing Process: Respectful Tone,
432; Consider Style and Tone, 434; Convey
Respect, 219; Review Style, 511, 949;
Quotation Conventions, 896; also see: Use
Formal Tone, 173; Use Formal & Informal
Language, use 239

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).
SE/TE: End with Conclusion, 63, 415;
Importance of Claim in Conclusion, 219;
Conclusion that Summarizes, 303; Restate
Main Idea in Conclusion, 511, 949; also
see: Conclusion & Summarize Points, 239
ELA.10.22
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 SE/TE: Writing Process: Sequence of
out a problem, situation, or
Events, 670; Select Meaningful Experience,
observation, establishing one or
671; Plot Diagram, 672; Finding Effective
multiple point(s) of view and
Idea, 673; Retelling, Point of View, 77;
introducing a narrator and/or
Sequence Narrative, 177, 337, 803; Convey
characters; create a smooth progression Story’s Significance, 509, 763, 947
of experiences or events.

Use narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
SE/TE: Writing Process: Character and
Setting Cards, 671; Plot Devices, 672; Plot
Diagram, 37; Dialogue, 77; Narrative
Techniques, 177, 509, 763, 947; Literary
Techniques, 337; Myth, 803; Interior
Monologues, 841

Use a variety of techniques to sequence
events so that they build on one
another to create a coherent whole and
build upon a particular outcome.
SE/TE: Writing Process: Sequence of
Events, 670; Select Meaningful Experience,
671; Plot Diagram, 672; Plot Diagram, 37;
Sequence Narrative, 177, 337, 803;
Narrative Techniques, 509, 763, 947
11
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TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015

Use precise words and phrases,
effective details, and sensory language
to convey a vivid picture of the
experiences, events, setting, and/or
characters.
SE/TE: Writing Process: Vivid Descriptions,
670; Sensory Details, 671; Evaluate use of
Language, 77; Descriptive Details,
Imagery, 177, 311; Precise Words and
Phrases, 231; Sensory Details, 337, 509,
763, 947

Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
SE/TE: Writing Process: Conclusion that
Provides Insight, 670; Resolution, 672;
Check Conclusion, 674; Provide Conclusion,
149, 177, 231, 311, 327337, 763, 947
Production and Distribution of Writing
ELA.10.23 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in Text Types and Purposes.)
SE/TE: Writing Process, 94–101, 268–275,
430–437, 670–677, 864–871; Constructed
Response: Writing, 106, 280, 442, 682,
876; Writing to Sources, 37, 51, 63, 77,
128, 141, 149, 157, 167, 173, 175, 219,
231, 239, 249, 290, 303, 311, 319, 327,
333, 377, 391, 403, 415, 454, 469, 479,
489, 495, 505, 657, 728, 733, 739, 745,
755, 759, 761, 803, 819, 827, 841, 896,
909, 923, 931, 937, 943, 945; Timed
Writing, 89, 103, 263, 277, 425, 439, 665,
679, 859, 873; Write, 15, 199, 337, 348,
353, 529, 785; Assessment: Writing to
Sources, 178–179, 338–339, 510–511,
764–765, 948–949; Assessment: Writing,
177, 337, 509, 763, 947; Writing Letters,
R19, R20; Writing a Resumé, R21
ELA.10.24 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 all Language
standards up to and including grade 10.)
SE/TE: Writing Process: Analytic Response
to Literature, 94–101, Persuasive Essay,
268–275, Cause-and-Effect Essay, 430–
437, Autobiographical Narrative, 670–677,
Comparison-and-Contrast Essay, 864–871;
Write, 15, 199, 337, 348, 353, 529, 785;
Assessment: Writing to Sources, 178–179,
338–339, 510–511, 764–765, 948–949
ELA.10.25 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 in
response to ongoing feedback.
SE/TE: Post to Web Site, 275, 403, 415;
Multimedia Presentation, 455, 659, 862–
863, 923; Consult Documentary Films and
Web Sites, 495; Produce Story and Post to
Cass Blog, 819
12
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A Correlation of Pearson Literature, Grade 10, ©2015 to the
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West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
Research to Build and Present Knowledge
ELA.10.26 Conduct short, as well as more
SE/TE: Research Process Workshop, lxvi–
sustained, research projects to answer a
lxxix; Research and Technology, 77, 249,
question (including a self-generated
403, 415, 659, 841; Constructed Response:
question) or solve a problem; narrow or
Research, 107, 281, 443, 683, 877;
broaden the inquiry when appropriate;
Research, 7, 15, 129, 141, 149, 157, 173,
synthesize multiple sources on the subject,
175, 190, 199, 291, 303, 311, 319, 327,
demonstrating understanding of the subject 333, 335, 348, 353, 455, 469, 479, 489,
under investigation.
495, 505, 507, 521, 529, 729, 733, 739,
745, 755, 759, 761, 776, 785, 897, 909,
923, 931, 937, 943
ELA.10.27 Gather relevant information
from multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of each
source in terms of task, purpose, and
audience and 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 (e.g., MLA or
APA).
ELA.10.28
Draw evidence from literary or
reflection, and research.
 Apply grade 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]”).

Apply grade 10 Reading standards to
nonfiction and other informational texts
(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”).
SE/TE: Conducting Research, lxvi– lxvii;
Gathering Details Through Research, lxx;
Documenting Sources, lxiii; Citing Sources
and Preparing Manuscript, lxxviii–lxxix; Use
Search Engine, 7, 190, 327; Use/Evaluate
Sources, 77, 291, 319; Focus on Research
(Citing Sources), 94, 268, 430, 670, 864;
Digital/Electronic and Print Sources, 107,
129, 157, 281, 291, 311, 333, 335, 403,
455, 489, 495, 683, 729; Spreadsheet
Software, 455
informational texts to support analysis,
SE/TE: Writing Process: Analytic Response
to Literature, 94–101; Constructed
Response: Writing, 106, 442, 682, 876;
Research, 107, 443, 683, 877; Analysis,
15, 529; Literary Review, 51; Character
Analysis, 63; Cause-and-Effect Essay, 128;
Critique, 249; Comparison–and–Contrast
Essay, 303; Write Poem in Response, 377;
Critical Essay, 403; Critical Essay, 415;
Research Related to Literature, 455, 479,
729, 908; Literary Criticism, 896; Response
to Literature, 937
SE/TE: Close Reading Activities (Write),
199; Constructed Response: Writing, 280,
442; Research, 281; Persuasive Essay,
931; Writing to Sources: Response to
Literature (Churchill’s Argument), 937
13
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A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Range of Writing
ELA.10.29 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.
Pearson Common Core Literature
Grade 10, ©2015
SE/TE: Writing Process, 94–101, 268–275,
430–437, 670–677, 864–871; Constructed
Response: Writing, 106, 280, 442, 682,
876; Writing to Sources, 37, 51, 63, 77,
128, 141, 149, 157, 167, 173, 175, 219,
231, 239, 249, 290, 303, 311, 319, 327,
333, 377, 391, 403, 415, 454, 469, 479,
489, 495, 505, 657, 728, 733, 739, 745,
755, 759, 761, 803, 819, 827, 841, 896,
909, 923, 931, 937, 943, 945; Timed
Writing, 89, 103, 263, 277, 425, 439, 665,
679, 859, 873; Write, 15, 199, 337, 348,
353, 529, 785; Assessment: Writing to
Sources, 178–179, 338–339, 510–511,
764–765, 948–949; Assessment: Writing,
177, 337, 509, 763, 947; Writing Letters,
R19, R20; Writing a Resumé, R21
14
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A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
Speaking & Listening
Comprehension and Collaboration
ELA.10.30
Initiate and effectively participate in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts,
and issues, building on others’ ideas and expressing ideas 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.
SE/TE: Assessment: Speaking and
Listening - Group Discussion, 176, 336,
508, 946; Interview, 37; Debate, 239, 290,
495, 909

Work with peers to set rules for
democratic, collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key issues,
presentation of alternate views);
establish clear goals, deadlines, and
individual roles as needed.
SE/TE: Assessment: Speaking and
Listening - Group Discussion, 176, 336,
508, 946; Interview, 37; Group Discussion,
63, 149, 167, 173; Partner Discussion, 157,
199; Debate, 239, 290, 495, 909

Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others’
perspectives into the discussion; and
clarify, verify, or challenge ideas and
conclusions.
SE/TE: Assessment: Speaking and
Listening - Group Discussion, 176, 336,
508, 762, 946; Exploring the Big Question:
Group Discussion, 2, 184, 344, 516, 770,
946; Interview, 37; Group Discussion, 63,
149, 167, 173; Partner Discussion, 157,
199; Debate, 239, 290, 495, 909; Group
screening, 658

Respond thoughtfully to diverse
perspectives; analyze points of
agreement and disagreement and,
when warranted, qualify or justify views
and understanding and make new
connections in light of the evidence and
reasoning presented.
SE/TE: Assessment: Speaking and
Listening - Group Discussion, 176, 336,
508, 762, 946; Exploring the Big Question:
Group Discussion, 2, 184, 344, 516, 770,
946; Group Discussion, 63, 149, 167, 173;
Constructed Response: Speaking and
Listening, 107, 683; Debate, 239, 290,
495, 909; Group Screening, 658
15
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TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
ELA.10.31 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively,
and/or orally), evaluating the credibility and
accuracy of each source in order to make
decisions and solve problems.
SE/TE: Speaking and Listening: Analyzing
Media Messages, 428–429; Comparing
Media Coverage, 668–669; Delivering a
Multimedia Presentation, 862–863;
Multimedia Presentation, 291, 455, 659,
923
ELA.10.32 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric, assessing any fallacious reasoning
or exaggerated or distorted evidence.
SE/TE: Debate, 239, 290, 495, 909;
Speaking and Listening: Delivering a
Persuasive Speech: Presentation Checklist,
267; Analyzing Media Messages, 428–429;
Comparing Media Coverage, 668–669;
Assessment: Speaking and Listening Group Discussion, 336, 508, 946;
Presentation of Knowledge and Ideas
ELA.10.33 Present information, findings,
and supporting evidence, conveying a clear
and distinct perspective, such that listeners
can follow the line of reasoning and the
organization, development, substance, and
style are appropriate to purpose, audience,
and task.
ELA.10.34 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.
SE/TE: Speaking and Listening: Delivering
an Oral Interpretation of a Literary Work,
92–93; Delivering a Persuasive Speech,
266–267; Delivering a Multimedia
Presentation, 862–863; Constructed
Response: Speaking and Listening, 107,
281, 443, 683, 877; Speech, informal, 141;
Oral Presentation, 129, 149, 303, 759;
Humorous Persuasive Speech, 219; Oral
Recollection, 231; Debate, 239, 290, 495,
909; Panel Discussion Based on Research,
311; Multimedia Presentation, 291, 455,
659, 923; Oral Interpretation of a Literary
Work, 377; Oral Report, 469; Research
Summary, 745
SE/TE: Speaking and Listening: Delivering
a Multimedia Presentation, 862–863;
Multimedia Presentation, 291, 455, 659,
923; Visual Aids, 415
16
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A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
ELA.10.35 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when indicated
or appropriate. (See grade 10 Language
standards for specific expectations.)
Pearson Common Core Literature
Grade 10, ©2015
SE/TE: Exploring the Big Question: Group
Discussion, 2, 184, 344, 516, 770, 946;
Presentation of Ideas, 51; Speaking and
Listening: Delivering an Oral Interpretation
of a Literary Work, 92–93; Delivering a
Persuasive Speech, 266–267; Analyzing
Media Messages, 428–429; Comparing
Media Coverage, 668–669; Delivering a
Multimedia Presentation, 862–863;
Constructed Response: Speaking and
Listening, 107, 281, 443, 683, 877; Oral
Presentation, 129, 149, 303, 759; Informal
Speech, 141; Assessment: Speaking and
Listening - Group Discussion, 176, 336,
508, 762, 946; Humorous Persuasive
Speech, 219; Oral Recollection, 231;
Debate, 239, 290, 495, 909
Language
Conventions of Standard English
ELA.10.36
Demonstrate command of the conventions of Standard English grammar
and usage when writing or speaking.
 Use various types of phrases (noun,
SE/TE: Revising to Combine Sentences
verb, adjectival, adverbial, participial,
with Verbal Phrases, 435; Revising to
prepositional, or absolute) and clauses
Combine Sentences Using Adverb Clauses,
(independent and dependent; noun,
675; also see: Conventions: Prepositional
relative, and adverbial) to convey
Phrases, 390, 826, 869; Infinitive Phrases,
specific meanings and add variety and
402; Absolute Phrases, 656; independent
interest to writing or presentations.
and Dependent Clauses, 802; Grammar
Application: Prepositional Phrases, 391;
Infinitive Phrases, 403, Participial and
Gerund Phrases, 415; Writing and
Language Conventions, 441, 681, 875;
Language Study (Conventions), 452, 726
ELA.10.37
Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
 Use a colon to introduce a list or
SE/TE: Conventions: Semicolons, Colons,
quotation.
Ellipsis, 840; Grammar Application:
Semicolons, Colons, Ellipsis, Writing and
Language Conventions (Colons), 875;
Grammar, Usage, and Mechanics
Handbook, R27

Spell correctly.
SE/TE: Editing and Proofreading: Spelling,
101, 275, 454, 728
17
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A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
Knowledge of Language
ELA.10.38
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.
 Write and edit work so that it conforms
SE/TE: Source List, lxviii; Sample Reader’s
to the guidelines in a style manual
Guide Entry, lxxix; Documenting Sources,
(e.g., MLA Handbook or APA Handbook) lxxiii; Review Citations, lxxiv; Model
appropriate for the discipline and
Citations Page, lxxvii; Using Quotations, 96
writing type.
Vocabulary Acquisition and Use
ELA.10.39
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 10 reading and content, choosing flexibly from a range of
strategies.
 Use context (e.g., the overall meaning
SE/TE: Look for Context Clues, lvi;
of a sentence, paragraph or text or a
Assessment (reading), 278, 679, 680, 874;
word’s position or function in a
Selection Vocabulary and Language Study,
sentence) as a clue to the meaning of a 34, 48, 60, 74, 216, 228, 302, 310, 468,
word or phrase.
494, 744, 894, 908; Language Study:
Words with Multiple Meanings (context
clues), 426–427

Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g.,
analyze, analysis, analytical, advocate,
or advocacy).
SE/TE: Language Study: Using a
Dictionary and Thesaurus, 90–91; also see:
Word Study: Prefixes, 48, 60, 228, 246,
374, 590, 824, 838, roots, 34, 216, 236,
388, 616, 654, 636, 800; Suffixes, 74, 400,
412, 566, 816, 824

Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, and/or thesauruses), both
print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning, part of
speech, or etymology.
SE/TE: Language Study: Using a
Dictionary and Thesaurus, 90–91, Word
Origins: Etymology, 264–265, Words with
Multiple Meanings, 426–427, Connotation
and Denotation, 666–667

Verify the initial determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in
context or in a dictionary).
SE/TE: Vocabulary, 3, 185, 345, 517, 771,
947; Language Study: Using a Dictionary
and Thesaurus, 90–91, Words with Multiple
Meanings, 426–427, Idioms, Jargon, and
Technical Terms, 860–861
18
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TE = Teacher’s Edition
A Correlation of Pearson Literature, Grade 10, ©2015 to the
West Virginia College-and-Career Readiness Standards for English Language Arts
West Virginia
College-and-Career Readiness
Standards For English Language Arts
Pearson Common Core Literature
Grade 10, ©2015
ELA.10.40
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

Interpret figures of speech (e.g.,
euphemism or oxymoron) in context
and analyze their role in the text.
SE/TE: Close Reading Focus: Figurative
Language, 392–393, Sound Devices, 404–
405; Craft and Structure: Figurative
Language, 401, 402; Language Study, 412;
Sound Devices, 413; Critical Essay on
Language Techniques, 403; Assessment
Skills, 439; Analytical Essay (Use of
Figurative Language), 479; Language
Study: Idioms, Jargon, and Technical
Terms, 860–861

Analyze nuances in the meaning of
words with similar denotations.
SE/TE: Language Study: Connotation and
Denotation, 666–667; Comparing
Humorous Writing, 251; Finding Your Voice,
271; Language Study, 726; Writer’s
Toolbox: Word Choice, 867
ELA.10.41 Acquire and accurately use
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.
SE/TE: Building Academic Vocabulary,
xlvi–li; Building Knowledge: Vocabulary, 22,
38, 52, 64, 206, 220, 232, 240, 360, 378,
392, 404, 544, 568, 592, 618, 638, 792,
804, 820, 828; Language Study, 34, 48,
60, 74, 216, 228, 236, 246, 288, 374, 388,
400, 412, 566, 590, 616, 636, 654, 800,
816, 824, 838, 894; Selection Vocabulary,
126, 140, 148, 156, 166, 172, 302, 310,
318, 326, 452, 478, 488, 494, 504, 704,
726, 755; Introducing the Big Question:
Acquire and Use Academic Vocabulary, 3,
185, 345, 517, 771
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