correlated to the
Washington
Grade Level
Expectations for
Reading, Writing,
and Communication
Grades 9–10
McDougal Littell Literature, Grade 9 ©2008
correlated to the
Washington
Grade Level Expectations for Reading, Writing, and Communication
Grades 9–10
Reading—Grades 9–10
In ninth and tenth grades, reading is purposeful and automatic. Readers are aware of
comprehension and vocabulary strategies being employed especially when encountering
difficult text and/or reading for a specific purpose. They continue to increase their
content and academic vocabulary. Oral and written responses analyze and/or synthesize
information from multiple sources to deepen understanding of the content .Readers have
greater ability to make connections and adjust understandings as they gain knowledge.
They challenge texts, drawing on evidence from their own experience and wide reading.
Students continue to read for pleasure.
EALR 1: The student understands and uses different skills and strategies to read.
Note: Each grade-level expectation assumes the student is reading gradelevel text. Since reading is a process, some grade-level indicators and
evidences of learning apply to multiple grade-levels. What changes is the
text complexity as students move through the grade-levels.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
1.2.2
Apply strategies to comprehend words and ideas.
• Use vocabulary strategies to understand new words and concepts in
informational/expository text and literary/narrative text.
PE/TE:
•
15, 49, 76, 92, 104, 118, 131, 204, 219, 234, 248, 263, 282, 324,
340, 354, 371, 421, 444, 457, 488, 532, 545, 555, 609, 618, 632,
731, 762, 781, 788, 850, 861, 887, 913, 1139, 1168
Use graphic features to clarify and extend meaning.
PE/TE:
251, 255, 260, 262, 510, 511, 535, 536, 538, 544, 547, 548, 550,
553, 554, 557, 558, 559, R3, R5, R6, R7, R15, R16, R17, R18,
R19, R20
1
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 1.3 Build vocabulary through wide reading.
1.3.2
Understand and apply content/academic vocabulary critical to the meaning
of the text, including vocabularies relevant to different contexts, cultures,
and communities.
• Integrate new vocabulary from informational/expository text and
literary/narrative text, including text from a variety of cultures and
communities (e.g., salon as a historical reference to political gatherings as
opposed to a beauty salon), into written and oral communication.
PE/TE:
•
Explain the meaning of content-specific vocabulary words (e.g., regeneration,
isolationism, emancipation, polarized).
PE/TE:
•
4, 5, 6, 7, 8, 10, 15, 234, 263, 545, 609, 632, 668–676, R72; also
see: 15, 33, 49, 53, 76, 79, 92, 95, 104, 111, 118, 121, 131, 193,
204, 207, 219, 223, 234, 237, 248, 251, 263, 275, 282, 309, 324,
327, 340, 343, 354, 361, 371, 409, 421, 427, 444, 447, 457, 473,
488, 525, 532, 535, 545, 546, 555, 601, 609, 611, 618, 621, 632,
751, 762, 775, 781, 783, 788, 837, 850, 853, 861, 875, 887, 1103,
1139, 1141, 1168
Select, from multiple choices, the meaning of a word identified in the text.
PE/TE:
•
49, 76, 92, 104, 118, 131, 204, 219, 234, 248, 263, 282, 324, 340,
354, 371, 421, 444, 457, 488, 532, 545, 555, 609, 618, 632, 731,
762, 781, 788, 850, 861, 887, 913, 1139, 1168
180, 296, 396, 502, 588, 662, 824, 920, 1182
Transfer knowledge of vocabulary learned in content areas to comprehend
other grade-level informational/expository text and literary/narrative text (e.g.,
the concept of parallel in mathematics to understand parallelism).
PE/TE:
4, 5, 6, 7, 8, 10, 15, 234, 263, 545, 609, 632, 668–676, R72; also
see: 49, 76, 92, 104, 118, 131, 204, 219, 234, 248, 263, 282, 324,
340, 354, 371, 421, 444, 457, 488, 532, 545, 555, 609, 618, 632,
731, 762, 781, 788, 850, 861, 887, 913, 1139, 1168
2
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
EALR 2: The student understands the meaning of what is read.
Component 2.1 Demonstrate evidence of reading comprehension.
2.1.3
Apply comprehension monitoring strategies during and after reading:
determine importance using theme, main idea, and supporting details in
grade-level informational/expository text and/or literary/narrative text.
• State both literal and/or inferred main ideas and provide supporting text-based
details.
PE/TE:
•
State the theme/message and supporting details in culturally relevant
literary/narrative text.
PE/TE:
•
Opportunities to address this standard may be found on pages:
178–179, 294–295, 394–395, 501, 586–587, 660–661, 736–737,
822–823, 918–919, 1081–1082, 1181, R94–R98
Select, from multiple choices, a sentence that best states the theme or main
idea of a story, poem, or selection.
PE/TE:
•
402–407, 409, 410, 414, 415, 417, 418, 420, 432, 443, 467, 469,
470, 471, 473, 474, 476, 477, 478, 480, 481, 483, 486, 487, 489,
501, 639–648, 725, 771, 795, 901, 1048, 1050, 1069, 1094, 1138,
1141, 1144, 1167, 1178, 1181; also see: 48, 105, 377
Choose, from multiple choices, a title that best fits the selection and provide
details from the text to support the choice.
PE/TE:
•
264, 265, 266, 267, 288, 276, 447, 451, 452, 454, 455, 456, 464,
525, 526, 531, 537, 544, 611, 685, 721, 724, 725, 775, 779, 780,
R8
501, 660–661, 1181; also see: 178–179, 294–295, 394–395, 501,
586–587, 660–661, 736–737, 822–823, 918–919, 1081–1082,
1181, R94–R98
Organize theme, main idea and supporting details into a self-created graphic
organizer to enhance text comprehension.
PE/TE:
467, 469, 470, 471, 473, 474, 476, 477, 478, 480, 481, 483, 486,
487, 639–648; also see: 48, 105, 377, 402–407, 409, 410, 414, 415,
417, 418, 420, 432, 443, 489, 501, 725, 771, 795, 901, 1048, 1050,
1069, 1094, 1138, 1141, 1144, 1167, 1178, 1181
3
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.1.4
Apply comprehension monitoring strategies for informational and technical
materials, complex narratives, and expositions: use prior knowledge.
• Use previous experience, knowledge of current issues, information previously
learned to make connections, draw conclusions, and generalize about what is
read (e.g., transfer knowledge of the concept of tragedy from one text to
another).
PE/TE:
2.1.5
12, 14, 223, 231, 257, 379, 382, 383, 553, 554, 693, 694, 875, 878,
882, 884, 886, 1166, R115
Apply comprehension monitoring strategies for informational and technical
materials, complex narratives, and expositions: synthesize ideas from
selections to make predictions and inferences.
• Make inferences based on implicit and explicit information drawn from prior
knowledge and text; provide justification for inferences.
PE/TE:
•
Make predictions and inferences about an author’s beliefs and cite text-based
evidence to support prediction/inference (e.g., find text passages that support
an inference that the author advocates economic change).
PE/TE:
•
79, 80, 84, 87, 88, 90, 91, 95, 99, 100, 101, 103, 108, 117, 124,
176, 199, 202, 207, 208, 210, 217, 218, 223, 229, 231, 240, 260,
265, 281, 292, 312, 314, 317, 319, 322, 347, 369, 392, 425, 443,
459, 460, 464, 471, 498, 561, 564, 566, 567, 584, 636, 658, 677,
680, 681, 682, 719, 734, 765, 768, 769, 772, 820, 837, 838, 872,
916, 946, 1078, 1098, 1178, R117; also see: 12, 14, 34, 37, 41, 44,
47, 48, 56, 58, 63, 66, 70, 72
Read several accounts of the same event and make inferences about the
impact each would have on the reader (e.g., discuss the emotional impact of a
journal entry by a soldier’s parent, a letter from a Union or Confederate
soldier, and a newspaper article describing a Civil War battle).
PE/TE:
•
79, 80, 84, 87, 88, 90, 91, 108, 207, 208, 210, 218, 229, 231, 240,
260, 281, 312, 314, 317, 319, 322, 347, 369, 425, 443, 464, 471,
636, 677, 680, 681, 682, 719, 772, 837, 838, 872, R117; also see:
12, 14, 34, 37, 41, 47, 48
274–283, 556–559, 638–649, 888–893; also see: 284–290,
634–637, 1070-1076
Select, from multiple choices, a prediction, inference, or assumption that
could be made from the text.
PE/TE:
178–179, 294–295, 394–395, 501, 586–587, 660–661, 736–737,
822–823, 918–919, 1081–1082, 1181, R94–R98
4
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Organize information to support a prediction or inference in a self-created
graphic organizer.
PE/TE:
2.1.6
Apply comprehension monitoring strategies for informational and technical
materials, complex narratives, and expositions: monitor for meaning, create
mental images, and generate and answer questions.
• Monitor for meaning and use comprehension-repair strategies to regain
meaning independently.
PE/TE:
•
•
223, 227, 459
Use mental imagery while reading.
PE/TE:
•
11, 12, 15, 223, 224, 227, 230, 231, 233, 234, 459, 460, 462, 539,
540, 853, 854, 858, 860; also see: 176–181, 292–297, 392–397,
498–503, 584–589, 658–663, 734–739, 820–825, 916–921,
1078–1083, 1178–1183
Develop questions before, during, and after reading and use knowledge of
questioning strategies to locate answers.
PE/TE:
12, 53, 56, 57, 58, 63, 74, 75, 149, 223, 224, 410, 703, 704, 708,
711, 712, 803, 811, 1098, R120
Organize images and information into a self-created graphic organizer to
enhance text comprehension.
PE/TE:
2.1.7
79, 91, 207, 218, 561, 566, 677, 682, 1098
53, 75, 803, 811
Apply comprehension monitoring strategies for informational and technical
materials, complex narratives, and expositions: determine importance and
summarize the text.
• Create an informational summary that includes an introductory statement,
main ideas, and supporting text-based details; make connections among the
key ideas from the entire text; use own words in an objective voice; is
accurate to the original text; and avoid interpretation or judgment; use an
organizational pattern that supports the author’s intent.
PE/TE:
•
611, 611, 613, 614, 617, 698, 701, 775, 779, 780, 893, 1141, 1167;
also see: 376, 535, 544
Create a literary summary that includes an introduction stating the theme
and/or author’s message supported by text-based evidence; use own words in
an objective voice; is accurate to the original text.
PE/TE:
1141, 1167; also see: 611, 611, 613, 614, 617, 775, 779, 780, 893,
5
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Select, from multiple choices, a sentence that best summarizes the text.
PE/TE:
•
178–179, 294–295, 394–395, 501, 586–587, 660–661, 736–737,
822–823, 918–919, 1081–1082, 1181, R94–R98
Organize summary information for informational/expository text, technical
materials, and complex narratives into a self-created graphic organizer to
enhance text comprehension.
PE/TE:
611, 611, 613, 614, 617, 698, 701, 775, 779, 780, 893, 1141, 1167;
also see: 376, 535, 544
Component 2.2 Understand and apply knowledge of text components to
comprehend text.
2.2.2
Apply understanding of complex organizational features of printed text and
electronic sources.
• Use text features to verify, support, or clarify meaning.
PE/TE:
•
Use the features of electronic information to communicate, gain information,
or research a topic.
PE/TE:
2.2.3
510, 535, 536, 537, 538, 543, 544, 547, 550, 698, 901, 1200,
R3–R4–R7, R14–R20; also see: 251, 255, 260, 262
557, 586, 632, 651, 1189, 1191–1193, 1195, 1198, R20, R42,
R117
Analyze story elements.
• Interpret the interdependence and interaction of characters, theme, setting,
conflict, and resolution (e.g., in a short story, novel, epic poem).
PE/TE:
24–31, 79, 82, 86, 89, 91, 105, 186–191, 281, 302, 303, 304–307,
402–403, 404, 405–407; also see: 75, 93, 130, 145, 167, 184, 196,
200, 203, 207, 212, 213, 215, 217, 218, 220, 223, 224, 226, 229,
233, 235, 237, 238, 242, 243, 245, 247, 249, 251, 252, 254, 256,
258, 262, 262, 270, 275, 278, 279, 280, 281, 300, 302, 304, 305,
308, 309, 310, 314, 319, 321, 323, 325, 326, 327, 330, 335, 339,
341, 353, 357, 358, 361, 362, 364, 368, 370, 384, 387, 388, 391,
404, 409, 410, 414, 415, 417, 418, 420, 427, 428, 430, 432, 433,
434, 437, 441, 443, 445, 467, 469, 470, 471, 473–487, 531, 533,
567, 569, 570, 572, 575, 635, 680, 683, 725, 795, 830, 840, 849,
872, 873, 879, 886, 901, 931, 934, 946, 955, 973, 975, 980, 991,
994, 996, 1016, 1017, 1018, 1026, 1033, 1036, 1040, 1041, 1048,
1050, 1053, 1054, 1055, 1067, 1069, 1094, 1098, 1103, 1138,
1141, 1144, 1150, 1153, 1158, 1162, 1164, 1167, 1169
6
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Compare/contrast how recurring themes are treated by diverse authors or in
different genres.
PE/TE:
•
Select, from multiple choices, a word or sentence that best describes a specific
story element (e.g., character, conflict, resolution).
PE/TE:
2.2.4
402–404, 467, 469, 470, 471, 473–487, 1094, 1138, 1141, 1144,
1050, 1167, R114
178–179, 294–295, 394–395, 501, 822–823, 918–919, 1081–1082,
1181, R94–R98
Apply understanding of text organizational structures.
• Recognize and use previously taught organizational structures (description,
comparison and contrast, sequential order, chronological order, cause and
effect, order of importance, process/procedural, concept/definition,
problem/solution, episodic, and generalization/principle) to aid
comprehension.
PE/TE:
•
18, 111–117, 342, 489, 490, 491, 494, 510, 511, 515, 519, 520,
522, 523, 751–761, 1063–1069, R8–R13, R35–R41; also see: 26,
262, 284–290, 490–496, 576–582, 1070–1076
Independently apply understanding of text structure to the acquisition,
organization, and application of information.
PE/TE:
284–290, 490–496, 515, 519, 520, 522, 576–582, 1070–1076; also
see: 111–117, 262, 342, 510, 511, 523, 908, 909, 912, 1063–1069,
1070, 1071, 1074, R8–R13, R35–R41
7
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing
information and ideas in literary and informational text.
2.3.1
Analyze informational/expository text and literary/narrative text for
similarities and differences and cause and effect relationships.
• Compare conclusions drawn from multiple sources to determine similarities
and differences.
PE/TE:
•
Integrate information from multiple sources to draw conclusions that go
beyond those found in individual sources.
PE/TE:
•
178–179, 294–295, 394–395, 501, 919, 1081–1082, 1181,
R94–R98
Use literary themes within and across texts to interpret current issues, events,
and/or how they relate to self.
PE/TE:
•
377, 888–893, 1189, 1190, 1191–1193, 1196–1200, 1201–1205,
1206–1207, 1209, 1218, 1220, 1221, 1223, 1225, R25, R90; also
see: 372–376, 556–559, 760, 915, 1194–1195, 1210, 1211–1216,
1217, 1219, 1222, 1224, 1226–1227, 1228–1229, 1230,
1231–1233
Select, from multiple choices, a sentence that describes how a character’s
feelings compare to those of the author/poet about the same subject.
PE/TE:
•
377, 888–893, 1189, 1190, 1191–1193, 1196–1200, 1201–1205,
1206–1207, 1209, 1218, 1220, 1221, 1223, 1225, R25, R90; also
see: 372–376, 556–559, 760, 915, 1194–1195, 1210, 1211–1216,
1217, 1219, 1222, 1224, 1226–1227, 1228–1229, 1230,
1231–1233
402–407, 467–471, 473–487, 639–648, 832, 834–835, 1050, 1167,
R114
Examine how an action leads to long-lasting effects (e.g., environmental,
economic, and/or political impact of off-shore drilling or strip mining;
socioeconomic and psychological makeup of African-American individuals,
families, and communities as a result of slavery).
PE/TE:
111–117, 600, 601–608, 611–617, 634–637, 639–648, 832–835
8
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.3.2
Evaluate informational materials, including electronic sources, for
effectiveness.
• Judge the usefulness of information based on relevance to purpose, source,
objectivity, copyright date, cultural and world perspective (e.g., editorials),
and support the decision.
PE/TE:
2.3.3
Evaluate the use of literary devices to enhance comprehension.
• Judge the effectiveness of the author’s use of literary devices and explain how
they are used to convey meaning.
PE/TE:
•
6, 26–27, 33–48, 75, 91, 95–103, 117, 139–147, 166, 218, 235,
273, 281, 304–307, 309–323, 327–341, 353, 379–383, 392–393,
402–408, 420, 427–443, 467–471, 598, 599, 601–608, 611–617,
670–675, 677–682, 685–691, 697, 703–712, 715–719, 725,
736–737, 765–769, 775–780, 791–795, 797–801, 811, 833,
837–849, 853–860, 863, 872, 903–907, 930–933, 939–1050, 1097,
1103–1138, 1141–1167
Select, from multiple choices, a sentence from the story/poem/selection that is
an example of a specific literary device.
PE/TE:
2.3.4
1189, 1190, 1191–1193, 1196–1200, 1201–1205, 1206–1207,
1209, 1218, 1220, 1221, 1223, 1225, R25, R90; also see: 372–376,
377, 556–559, 760, 888–893, 915, 1194–1195, 1210, 1211–1216,
1217, 1219, 1222, 1224, 1226–1227, 1228–1229, 1230,
1231–1233
178–179, 294–295, 394–395, 501, 919, 1081–1082, 1181,
R94–R98
Synthesize information from a variety of sources.
• Integrate information from different sources to research and complete a
project.
PE/TE:
•
377, 888–893, 1189, 1190, 1191–1193, 1196–1200, 1201–1205,
1206–1207, 1209, 1218, 1220, 1221, 1223, 1225, R25, R90; also
see: 372–376, 556–559, 760, 915, 1194–1195, 1210, 1211–1216,
1217, 1219, 1222, 1224, 1226–1227, 1228–1229, 1230,
1231–1233
Integrate information from different sources to form conclusions about
author’s assumptions, biases, credibility, cultural and social perspectives, or
world views.
PE/TE:
624, 631, 1201–1205, 1206–1207, 1209, 1218, 1220, 1221, 1223,
1225, R25, R90; also see: 372–376, 377, 556–559, 760, 888–893,
915, 1189, 1190, 1191–1193, 1194–1195, 1196–1200, 1210,
1211–1216, 1217, 1219, 1222, 1224, 1226–1227, 1228–1229,
1230, 1231–1233
9
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 2.4 Think critically and analyze author’s use of language, style,
purpose, and perspective in literary and informational text.
2.4.1
Analyze informational/expository text and literary/narrative text to draw
conclusions and develop insights.
• Draw conclusions from grade-level text (e.g., the most important idea the
author is trying to make in the story/poem/selection, what inspiration might be
drawn from the story/poem/selection, who might benefit from reading the
story/poem/selection).
PE/TE:
•
Select, from multiple choices, a statement that best represents the most
important conclusion that may be drawn from the selection.
PE/TE:
2.4.2
48, 75, 91, 103, 193, 194, 198, 203, 233, 261, 262, 281, 284, 286,
323, 332, 334, 409, 412, 413, 416, 417, 419, 420, 480, 485, 522,
544, 558, 566, 575, 648, 691, 761, 772, 780, 787, 811, 840, 849,
860, 863, 866, 869, 871, 872, 886, 901, R116
295; also see: 178–179, 294, 394–395, 501, 822–823, 918–919,
1081–1082, 1181, R94–R98
Analyze author’s purpose and evaluate an author’s style of writing to
influence different audiences.
• Compare and contrast selected author’s styles of writing to achieve a similar
purpose.
PE/TE:
•
Draw conclusions about style, tone, mood, meaning of prose, poetry, and/or
drama based on the author’s word choice and use of figurative language.
PE/TE:
•
275, 281, 283, 472, 487, 638, 648/, 649, 744–749; also see: 121,
130, 508–513, 547, 554, 561, 566
672, 673, 703, 704, 706, 707, 710, 712, 725, 746, 765, 775, 791,
793, 795, 863–872, 907, 991, 1096, 1097, 1098, 1103, 1106, 1109,
1113, 1116, 1119, 1122, 1124, 1138, 1144, 1156, 1169, R34, R68;
also see: 510, 530, 572, 642, 648, 780, 860
Explain why an author uses particular language to create an intended effect
(e.g., foreign words, dialect, connotative words, irony, rhetorical devices,
simile, and metaphor), citing text-based evidence.
PE/TE:
76, 95, 98, 102, 103, 139, 147, 218, 324, 444, 598, 601, 604, 606,
608, 618, 633, 672, 703, 706, 707, 712, 725, 746, 765, 769, 775,
780, 781, 793, 795, 830, 844, 863, 864, 868, 870, 872, 1096, 1097,
1098, 1103, 1106, 1119, 1124, 1138, 1144, 1156, 1169, R70
10
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Select, from multiple choices, a sentence that explains why an author includes
a specific technique.
PE/TE:
•
Examine the author’s use of language registry (e.g., frozen, formal,
consultative, casual, intimate) and how this influences meaning and different
audiences.
PE/TE:
•
744–747, 751, 761; also see: 167, 175, 348, 355, 389, 495, 565,
746–749
Judge the effectiveness of the author’s use of language to create an intended
effect.
PE/TE:
2.4.3
178–179, 294–295, 394–395, 501, 822–823, 918–919, 1081–1082,
1181, R94–R98
76, 95, 98, 102, 103, 139, 147, 218, 324, 444, 598, 601, 604, 606,
608, 618, 633, 672, 703, 706, 707, 712, 725, 746, 765, 769, 775,
780, 781, 793, 795, 830, 844, 863, 864, 868, 870, 872, 1096, 1097,
1098, 1103, 1106, 1119, 1124, 1138, 1144, 1156, 1169, R70
Analyze and evaluate text for validity and accuracy.
• Compare and contrast the logic (assumptions and beliefs) and use of evidence
(existing and missing information; primary sources and secondary sources)
used by two authors presenting similar or opposing arguments (e.g., articles
by two political columnists that address the same issue).
PE/TE:
•
556–559, 620, 621–631, 634–637, 638, 639–648, 649, 888–893;
also see: 132–137, 275–281, 283, 512–513, 594–595, 596–598,
599, 601–608, 611–618, R21–R26, R90–R92
Judge the accuracy of the information in a text, citing text-based evidence,
author’s use of expert authority, author’s credibility to defend the evaluation.
PE/TE:
132–137, 512–513, 556–559, 594–595, 596–598, 599, 601–608,
611–618, 620, 621–631, 634–637, 638, 639–648, 649, 888–893,
R21–R26, R90–R92; also see: 275–281, 283
11
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.4.4
Analyze and evaluate the effectiveness of the author’s use of persuasive
devices to influence an audience.
• Identify the intended effects of persuasive vocabulary (e.g., loaded words,
exaggeration, emotional words, euphemisms) that the author uses to influence
readers’ opinions or actions.
PE/TE:
•
Select, from multiple choices, a sentence that explains why an author uses a
specific persuasive device.
PE/TE:
•
660–661, R94–R95
Identify the intended effects of persuasive strategies the author uses to
influence readers’ perspectives (e.g., peer pressure, bandwagon, repetition,
testimonial, transfer).
PE/TE:
2.4.5
594–595, 596–598, 599, 601–608, 611–618, 620, 621–631,
634–637, R22, R25, R26; also see: 650–657, 908, 910, 912, R79,
R83
596–599, 601, 604, 606, 608, 633, 650, 651; also see: 594–595,
596–598, 599, 601–608, 611–618, 620, 621–631, 634–637, R22,
R25, R26
Analyze text to generalize, express insight, or respond by connecting to other
texts or situations.
• Generalize about universal themes, human nature, cultural or historical
perspectives, etc., from reading multiple texts.
PE/TE:
•
Select, from multiple choices, a sentence that represents a generalization that
can be made from the story/poem/selection.
PE/TE:
•
267, 361, 362, 366, 370, 402–407, 409, 410, 414, 415, 417, 418,
420, 459, 460, 462, 464, 467, 469, 470, 471, 473–487, 510, 569,
573, 574, 575, 639–648, 830–835, 849, 853–860, 888–893,
895–901, 1094, 1138, 1141, 1144, 1050, 1167, R114
178–179, 294–295, 394–395, 501, 822–823, 918–919, 1081–1082,
1181, R94–R98
Provide a response to text that expresses an insight (e.g., author’s perspective,
the nature of conflict) or use text-based information to solve a problem not
identified in the text (e.g., use information from a variety of sources to write
an editorial or make a presentation about world health issues).
PE/TE:
576–582, 650–656, 657, 908–914, 915; also see: 523, 554, 620,
691, 713, 782, 788, 938
12
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.4.6
Analyze and evaluate the presentation and development of ideas and
concepts within, among, and beyond multiple texts.
• Differentiate how a concept is presented and/or developed in and beyond texts
(e.g., the role fear plays in war, prejudice, relationships, personal safety).
PE/TE:
•
Compare the development of an idea or concept in multiple texts; decide
which is best presented and developed and support the decision with textbased evidence.
PE/TE:
•
556–559, 620, 621–631, 634–637, 638, 639–648, 649, 888–893;
also see: 132–137, 275–281, 283, 512–513, 594–595, 596–598,
599, 601–608, 611–618, R21–R26, R90–R92
Select, from multiple choices, a sentence that describes the most important
idea, concept, or conclusion that can be drawn from the selection.
PE/TE:
2.4.7
132–137, 512–513, 556–559, 594–595, 596–598, 599, 601–608,
611–618, 620, 621–631, 634–637, 638, 639–648, 649, 888–893,
R21–R26, R90–R92; also see: 275–281, 283
178–179, 294–295, 394–395, 501, 822–823, 918–919, 1081–1082,
1181, R94–R98
Analyze and evaluate the reasoning and ideas underlying author’s beliefs and
assumptions within multiple texts.
• Analyze literary/narrative text and informational/expository text to show how
they reflect the heritage, traditions, and beliefs of the author.
PE/TE:
•
Compare and contrast readings on the same topics by explaining how the
authors reach the same or different conclusions based on differences and
similarities in evidence, reasoning, assumptions, purposes, beliefs, and biases.
PE/TE:
•
556–559, 620, 621–631, 634–637, 638, 639–648, 649, 888–893;
also see: 132–137, 275–281, 283, 512–513, 594–595, 596–598,
599, 601–608, 611–618, R21–R26, R90–R92
Select, from multiple choices, a sentence that describes the reasoning of a
character or an author, both faulty and logical.
PE/TE:
•
830–835, 837–847, 848, 849, 853–860, 863–872, 875–886,
888–893, 894, 895–901, 903–907, 926–929, 1088–1091; also see:
361, 362, 366, 370, 459, 460, 462, 464, 510, 522, 569, 573, 574,
575, 849, 860
178–179, 294–295, 501, 918–919, 1081–1082, 1181, R94–R98
Make judgments about how effectively an author has supported his/her belief
and/or assumptions, citing text-based evidence.
13
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
PE/TE:
132–137, 512–513, 556–559, 594–595, 596–598, 599, 601–608,
611–618, 620, 621–631, 634–637, 638, 639–648, 649, 888–893,
R21–R26, R90–R92; also see: 275–281, 283
EALR 3: The student reads different materials for a variety of purposes.
Component 3.1 Read to learn new information.
3.1.1
Analyze web-based and other resource materials (including primary sources
and secondary sources) for relevance in answering research questions.
• Examine materials to determine appropriate primary sources and secondary
sources to use for investigating a question, topic, or issue (e.g., encyclopedia
and other reference materials, pamphlets, book excerpts, newspaper and
magazine articles, letters to an editor, oral records, research summaries,
scientific and trade journals).
PE/TE:
137, 372–377, 888–893, 1189, 1190, 1191–1193, 1196–1200,
1201–1205, 1206–1207, 1209, 1218, 1220, 1221, 1223, 1225, R25,
R90; also see: 556–559, 760, 915, 1194–1195, 1210, 1211–1216,
1217, 1219, 1222, 1224, 1226–1227, 1228–1229, 1230,
1231–1233
Component 3.2 Read to perform a task.
3.2.2
Apply understanding of complex information, including functional
documents, to perform a task.
• Read instructions, credit card or job applications, legal documents such as
contracts, policies, and timetables, to perform everyday life functions (e.g.,
find employment, research colleges or trade schools, purchase goods and
services, take vacations, locate people and places).
PE/TE:
R16–R17, R18, R19, R20, R42–R45; also see: 255, 538, 547, 550,
554
14
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 3.3 Read for career applications.
3.3.1
Apply appropriate reading strategies for interpreting technical and nontechnical documents used in job-related settings.
• Select, use, monitor, and adjust appropriate strategies for different reading
purposes (e.g., skim/scan for big ideas, close reading for details, inferring
information from graphs and charts).
PE/TE:
•
Read professional-level materials, including electronic information, that
match career or academic interests and demonstrate understanding of the
content.
PE/TE:
•
698–700, R27; also see: 251, 255, 538, 547, 550, 554, R16–R17,
R18, R19, R20, R42–R45
51, 132–137, 165, 221, 264–267, 352–353, 372–377, 422–425,
690, 698–701, 760, 794, 848, 888–893, 900, 1056–1061,
R16–R17, R18, R19, R20, R42–R45; also see: 251, 255, 538, 547,
550, 554
Select and use appropriate skills for reading a variety of documents (e.g.,
tables, blueprints, electronic technology manuals, bills of lading, medical
charts, mechanical manuals).
PE/TE:
698–700, R27; also see: 251, 255, 538, 547, 550, 554, R16–R17,
R18, R19, R20, R42–R45
Component 3.4 Read for literary experience in a variety of genres.
3.4.2
Evaluate traditional and contemporary literature written in a variety of
genres.
• Critique author’s choice of literary genres to convey a message.
PE/TE:
•
4–9, 274–283, 472–489, 638–649, 508–513; also see: 121, 122,
126, 130, 506, 508, 509, 547, 548, 552, 554, 561, 562, 565, 566,
1061
Explain how meaning is enhanced through various features of poetry,
including sound (rhythm, repetition, alliteration), structure (meter, rhyme
scheme), and graphic elements (line length, punctuation, word placement).
PE/TE:
668–675, 676, 677–682, 684, 685–691, 692, 693–697, 698–701,
702–712, 714, 715–719, 720, 721–725, 726–732, 932, 933, 939,
951, 963, 967, 1051, 1088–1183; also see: 6, 139, 142, 143, 144,
146, 147, 703, 709, 712, 791, 795, 797, 798, 801, 833, 901, 903,
904, 905, 906, 907, 1098, 1103, 1119, 1169,
15
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
3.4.3
Analyze recurring themes in literature.
• Compare motivations and reactions of literary characters from different
historical/cultural backgrounds when confronting similar conflicts.
PE/TE:
•
Characterize the presentation of a similar theme or topic across genres and
explain how the selection of genre shapes the theme or topic.
PE/TE:
3.4.4
275, 278, 279, 280, 281; also see: 75, 91, 130, 190, 207, 212, 215,
217, 218, 233, 247, 531, 849, 980, 991, 994, 1017, 1018, 1026,
1138, 1158, 1162
402–404, 467, 469, 470, 471, 473–487, 1094, 1138, 1141, 1144,
1050, 1167, R114
Analyze and evaluate the great literary works from a variety of cultures to
determine their contribution to the understanding of self, others, and the
world.
• Examine the ways in which works of literature are related to the issues and
themes of their historical periods (e.g., the Gold Rush, civil rights movement,
post-World War II Europe).
PE/TE:
•
830–835, 837–847, 848, 849, 853–860, 863–872, 875–886,
888–893, 894, 895–901, 903–907, 926–929, 1088–1091; also see:
361, 362, 366, 370, 459, 460, 462, 464, 510, 522, 569, 573, 574,
575, 849, 860
Critique the contribution to society made by traditional, classic, and/or
contemporary works of literature that deal with similar topics and problems
(e.g., individual needs vs. needs of society, community maintenance, civil
disobedience, humanity’s relationship with nature).
PE/TE:
402–404, 467, 469, 470, 471, 473–487, 1094, 1138, 1141, 1144,
1050, 1167, R114
16
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1 Assess reading strengths and need for improvement.
4.1.2
Evaluate reading progress and apply goal setting strategies and monitor
progress toward meeting reading goals.
• Set goals for reading and develop a reading improvement plan.
PE/TE:
•
11, 12–14, 15, 223, 224, 227, 230, 231, 233, 234, 459, 460, 462,
539, 540, 853, 854, 858, 860, R2–R26, R27; also see: 32–33,
52–53, 78–79, 94–95, 110–111, 120–121, 138–139, 148–149,
192–193, 206–207, 222–223, 236–237, 250–251, 268–269,
274–275, 326–327, 342–343, 360–361, 378–379, 408–409, 426,
446–447, 459, 466, 472, 514–515, 524–525, 534–535, 546–547,
590–561, 568, 600–601, 610–611, 620–621, 676–677, 684–685,
692–693, 702–703, 714–715, 720–721, 750–751, 764–765, 774,
782–783, 790–791, 796–797, 802–803, 836–837, 852–853,
862–863, 874–875, 894–895, 902–903, 938–939, 1062–1063,
1102–1103, 1140–1141
Track reading progress through the use of such tools as portfolios, reflection
journals, self-scoring rubrics.
PE/TE:
11, 12–14, 15, 178–179, 294–295, 394–395, 501, 822–823,
918–919, 1081–1082, 1181, R27, R94–R98; also see: 182, 298,
398, 504, 590, 664, 740, 826, 922, 1084, 1184
Component 4.2 Develop interests and share reading experiences.
4.2.1
Evaluate books and authors to share reading experiences with others.
• Discuss responses to literary experiences and/or ideas gleaned from
informational/expository text with others.
PE/TE:
11, 52, 94, 110, 138, 192, 237, 274, 326, 378, 426, 446, 458, 472,
497, 534, 546, 560, 610, 620, 692, 750, 782, 862, 915, 938, 1062,
1102, R81, R82–R83
17
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Writing—Grades 9–10
EALR 1. The student understands and uses a writing process.
Component 1.1 Prewrites to generate ideas and plan writing.
1.1.1
Analyzes and selects effective strategies for generating ideas and planning writing.
•
Gathers, analyzes, synthesizes, and organizes information from a variety of
sources (e.g., interviews, websites, books, field notes).
PE/TE:
•
Maintains a log or journal (electronic or handwritten) to collect and explore
ideas; records observations, dialogues, and/or descriptions for later use as a
basis for informational, persuasive, or literary writing.
PE/TE:
•
17, 19, 52, 94, 148, 171, 206, 222, 287, 387, 493, 579, 653, 729,
815, 911, 1073, 1173, 1217, R28
11, 19; also see: 52, 94, 148, 171, 206, 222, 287, 387, 493, 579,
653, 729, 815, 911, 1073, 1173, 1217, R28
Uses prewriting stage to generate ideas, determine purpose, analyze audience,
select form, research background information, formulate a thesis, and organize
text.
PE/TE:
17, 19, 52, 94, 148, 171, 206, 222, 287, 387, 493, 579, 653, 729,
815, 911, 1073, 1173, 1217, R28
Component 1.2 Produces draft(s).
1.2.1
Analyzes task and composes multiple drafts when appropriate.
•
Refers to prewriting plan.
PE/TE:
•
17–18, 168, 172, 205, 220, 235, 249, 283–284, 288, 325, 341, 355,
377, 384, 388, 395, 445, 465, 489–490, 494, 523, 533, 544, 554,
567, 576, 580, 619, 633, 649, 650, 653–655, 683, 701, 726, 730,
763, 789, 812, 816, 851, 873, 908, 912, 1070, 1074, 1169, 1170,
1174, 1210, 1223–1225, R28–R30, R42, R100
Drafts according to audience, purpose, and time.
PE/TE:
17, 172, 288, 388, 489, 494, 580, 654, 729, 730, 816, 912, 1074,
1174, 1223–1225, R28
18
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Drafts by hand and/or electronically.
PE/TE:
•
17, 172, 288, 388, 489, 494, 580, 654, 729, 730, 816, 912, 1074,
1174, 1223–1225, R28
Assesses draft and/or feedback, decides if multiple drafts are necessary, and
justifies decision.
PE/TE:
17, 172, 288, 388, 489, 494, 580, 654, 729, 730, 816, 912, 1074,
1174, 1223–1225, R28; also see: 174, 290, 390, 496, 582, 656,
732, 818, 914, 1076, 1176, 1230, R30
Component 1.3 Revises to improve text.
1.3.1
Revises text, including changing words, sentences, paragraphs, and ideas.
•
Selects and uses effective revision tools or strategies based on project (e.g.,
sentence analysis form, revision criteria checklist, “find-and-replace” or “track
changes” functions of word processing program).
PE/TE:
•
Rereads work several times and has a different focus for each reading (e.g.,
first reading — looking for the strength or effectiveness of an argument and
organizational structure; second reading — considering appropriateness for
audience and purpose; third reading — looking for clarity of persuasive
language).
PE/TE:
•
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226, R29
Decides if revision is warranted.
PE/TE:
•
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226, R29
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226, R29
Seeks and considers feedback from a variety of sources (e.g., teachers, peers,
community members, editors).
PE/TE:
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226–1227, R29; also see: 17, 19, 174, 290, 390, 496,
582, 656, 732, 818, 914, 1076, 1176, 1230, R30
19
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Records feedback using writing group procedure (e.g., partner revision).
PE/TE:
•
Evaluates and justifies the choice to use feedback in revisions or not (e.g., “I
didn’t change my second example because...”).
PE/TE:
•
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226–1227, R29; also see: 17, 19, 174, 290, 390, 496,
582, 656, 732, 818, 914, 1076, 1176, 1230, R30
Revises typographical devices (e.g., bullets, numbered lists) to clarify text and
to meet requirements of technical and content-area writing forms (e.g.,
résumé, business letter).
PE/TE:
•
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226–1227, R29; also see: 17, 19, 174, 290, 390, 496,
582, 656, 732, 818, 914, 1076, 1176, 1230, R30
R3-R7, R42–R45, R49-R50, R115; also see: 110, 148, 206, 308,
360, 802, 852, 874
Uses multiple resources to improve text (e.g., writing guide, assignment
criteria, Internet grammar guide, peer, thesaurus, dictionary).
PE/TE:
17–19, 168, 174, 284, 290, 384, 390, 490, 496, 576, 582, 618, 650,
656, 726, 732, 812, 818, 887, 908, 914, 1070, 1076, 1170, 1176,
1197, 1200, 1210, 1230, R15, R28–R30, R72
20
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 1.4 Edits text.
1.4.1
Edits for conventions (see 3.3).
•
Identifies and corrects errors in conventions.
PE/TE:
•
Uses appropriate references and resources (e.g., dictionary, writing/style
guide, electronic spelling and grammar check, adult, peer).
PE/TE:
•
340, 618, 887, 1197, 1200, R15, R72
Edits with a critical eye, often using a self-initiated checklist or editing guide
(e.g., editing symbols, paper submission guidelines).
PE/TE:
•
17-18, 50, 77, 93, 105, 119, 167, 168, 174, 205, 220, 235, 249,
284, 290, 297, 325, 341, 355, 384, 390, 445, 465, 490, 496, 523,
533, 567, 576, 582, 619, 633, 650, 657, 683, 713, 726, 732, 763,
789, 812, 818, 851, 873, 908, 914, 1051, 1070, 1076, 1083, 11691170, 1176, 1210, 1226-1227, R28-R30, R42, R46-R47, R61,
R64-R65, R99-R100
17-18, 168, 174, 284, 290, 384, 390, 490, 496, 576, 582, 650, 726,
732, 812, 818, 908, 914, 1070, 1076, 1170, 1176, 1210, 12261227, R28-R30, R42, R46-R47, R61, R64-R65, R99-R100
Proofreads final draft for errors.
PE/TE:
17, 173, 289, 389, 495, 581, 655, 731, 817, 913, 1075, 1175, 12261227
21
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 1.5 Publishes text to share with audience.
1.5.1
Publishes in formats that are appropriate for specific audiences and
purposes.
•
Selects from a variety of publishing options keeping in mind audience and
purpose (e.g., website, literary magazine, blog, local newspaper).
PE/TE:
•
Publishes using a range of graphics and illustrative material (e.g., time lines,
flow charts, political cartoons, diagrams).
PE/TE:
•
17, 174, 290–291, 390–391, 496–497, 582–583, 656–657, 732,
733, 818–819, 914–915, 1076, 1176, 1231–1233, R29
Publishes using visual and dramatic presentations (e.g., debate, mock election,
monologue).
PE/TE:
•
17, 174, 290–291, 390–391, 496–497, 582–583, 656–657, 732,
733, 818–819, 914–915, 1076, 1176, 1231–1233, R29
Publishes material in appropriate form (e.g., films, multimedia
demonstrations, culminating projects) and format (e.g., credits in film, font
size, section breaks in longer document).
PE/TE:
•
17, 174, 290–291, 390–391, 496–497, 582–583, 656–657, 732733,
818–819, 914–915, 1076, 1176, 1231–1233, R29; see also: 50, 77,
93, 105, 119, 167, 205, 220, 235, 248, 325, 341, 355, 445, 465,
523, 533, 544, 554, 567, 608, 619, 633, 683, 691, 697, 713, 763,
769, 788, 851, 873, 1051, 1069, 1169
17, 174, 290–291, 390–391, 496–497, 582–583, 656–657, 732-733, 818–819, 914–915, 1076, 1176, 1231–1233, R29
Uses a variety of available technological resources (e.g., charts, overheads,
word processor, photo software, presentation software) to produce, design,
and publish a professional-looking final product.
PE/TE:
291, 391, 583, 733, 1231
22
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 1.6 Adjusts writing process as necessary.
1.6.1
Applies understanding of the recursive nature of writing process.
•
Revises at any stage of process.
PE/TE:
•
Edits as needed at any stage.
PE/TE:
1.6.2
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226–1227, R29
17, 50, 93, 105, 119, 167, 173, 235, 289, 325, 341, 355, 389, 445,
495, 523, 533, 581, 619, 655, 731, 817, 851, 913, 1051, 1075,
1169, 1175, 1226–1227, R29
Uses collaborative skills to adapt writing process.
•
Delegates parts of process to team members (e.g., in prewriting, one team
member interviews and one team member brainstorms possible sections).
PE/TE:
•
Collaborates on drafting, revising, and editing.
PE/TE:
•
Opportunities to address this standard may be found on pages: 168174, 284-290, 384-390, 490-496, 576-582, 650-656, 726-732, 812818, 908-914, 1070-1076, 1170-1176, 1210-1231
17, 50, 93, 105, 119, 167, 172, 173, 235, 288, 289, 325, 341, 355,
388, 389, 445, 489, 494, 495, 523, 533, 580, 581, 619, 654, 655,
729, 830, 731, 816, 817, 851, 912, 913, 1051, 1074, 1075, 1169,
1174, 1175, 1223–1227, R28, R29
Collaborates on final layout and publishing/presenting (e.g., yearbook, literary
magazine).
PE/TE:
17, 174, 290–291, 390–391, 496–497, 582–583, 656–657, 732733,
818–819, 914–915, 1076, 1176, 1231–1233, R29
23
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
1.6.3
Uses knowledge of time constraints to adjust writing process.
•
Adapts time allotted for data gathering and number of drafts for shorter
projects.
PE/TE:
•
Writes to meet a deadline.
PE/TE:
•
Opportunities to address this standard may be found on pages: 168174, 284-290, 384-390, 490-496, 576-582, 650-656, 726-732, 812818, 908-914, 1070-1076, 1170-1176, 1210-1231
Decreases time for prewriting, drafting, revising, and editing when working
on in-class, on-demand pieces (e.g., essay exams).
PE/TE:
•
32, 148, 206, 250, 308, 360, 408, 458, 466, 514, 524, 600, 676,
702, 714, 774, 796, 802, 836, 852, 874, 894, 902, 1140
Creates a management timeline/ flow chart for written projects (e.g.,
Thirteenth-Year Plan, exit project, oral histories).
PE/TE:
•
32, 148, 206, 250, 308, 360, 408, 458, 466, 514, 524, 600, 676,
702, 714, 774, 796, 802, 836, 852, 874, 894, 902, 1140; also see:
168-174, 284-290, 384-390, 490-496, 576-582, 650-656, 726-732,
812-818, 908-914, 1070-1076, 1170-1176, 1210-1231
32, 148, 206, 250, 308, 360, 408, 458, 466, 514, 524, 600, 676,
702, 714, 774, 796, 802, 836, 852, 874, 894, 902, 1140; also see:
50, 77, 93, 105, 119, 167, 205, 220, 235, 248, 325, 341, 355, 445,
465, 523, 533, 544, 554, 567, 608, 619, 633, 683, 691, 697, 713,
763, 769, 788, 851, 873, 1051, 1069, 1169
Increases time for prewriting, drafting, revising, and editing when working on
longer written projects (e.g., literary analysis, research paper).
PE/TE:
168-174, 284-290, 384-390, 490-496, 576-582, 650-656, 726-732,
812-818, 908-914, 1070-1076, 1170-1176, 1210-1231
24
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
EALR 2. The student writes in a variety of forms for different audiences and
purposes.
Component 2.1 Adapts writing for a variety of audiences.
2.1.1
Applies understanding of multiple and varied audiences to write effectively.
•
Identifies an intended audience.
PE/TE:
•
Analyzes the audience to meet its needs (e.g., uses tone appropriate to culture,
age, and gender of audience).
PE/TE:
•
Opportunities to address this standard may be found on pages: 50,
93, 167, 168, 171–174, 325, 341, 384, 545, 851, R36–R37
Describes how a particular audience may interpret a text (e.g., eliminating
biased language that might be offensive to the audience).
PE/TE:
•
16, 18, 166, 168, 171, 194-202, 284, 289, 341, 355, 384, 465, 490,
495, 533, 544, 567, 576, 579-580, 618-619, 650, 653, 726, 747,
812, 816, 873, 908, 912, 1070, 1075, 1170, 1175, 1210, 12231227, R28-R29, R31-R40, R42-R45
Respects the cultural backgrounds of potential audiences (e.g., topic, word
choice, perspective).
PE/TE:
•
16, 171, 287, 653, 815, 911, 1217, R28, R34–R35, R40–R42
Opportunities to address this standard may be found on pages: 16,
171, 287, 653, 815, 911, 1217, R28, R34–R35, R40–R42
Anticipates and addresses readers’ questions or arguments.
PE/TE:
490-496, 576-582, 650-656, 908-914
25
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.2.1
Demonstrates understanding of different purposes for writing.
•
Writes to pursue a personal interest, to explain, to persuade, to inform, and to
entertain a specified audience (e.g., applies for a job, communicates research
findings, conveys technical information).
PE/TE:
•
Writes for self expression.
PE/TE:
•
284-290, 1070-1076
Writes for more than one purpose using the same form (e.g., a memoir that
persuades, entertains, and/or informs).
PE/TE:
•
93, 119, 220, 235, 248, 284-290, 325, 341, 355, 445, 465, 490-496,
533, 554, 567, 576-582, 633, 726-732, 763, 812-818, 873, 1051,
1070-1076, 1169, 1170-1176, 1210-1231
Writes to examine a variety of perspectives (e.g., argumentative paper on
opposing viewpoints concerning medical research and animal testing).
PE/TE:
•
93, 119, 220, 235, 248, 325, 341, 355, 445, 465, 490-496, 533,
554, 567, 633, 726-732, 763, 812-818, 873, 1051, 1070-1076,
1169, 1170-1176, 1210-1231
Writes to learn (e.g., double-entry journal in math, science; portfolio selection
defense).
PE/TE:
•
50, 167, 168-174, 341, 384-390, 851, 77, 683, 697, 713, 1051, 619,
769, 93, 325
Writes to analyze informational and literary texts.
PE/TE:
•
284-290, 490-496, 576-582, 650-656, 726-732, 812-818, 908-914,
1070-1076, 1170-1176, 1210-1231
Opportunities to address this standard may be found on pages: 168174, 384-390, 490-496, 726-732, 812-818, 1070-1076, 1170-1176
Includes more than one mode within a piece to address purpose (e.g., narrative
anecdote to support a position in an expository research paper).
PE/TE:
Opportunities to address this standard may be found on pages: 168174, 384-390, 490-496, 726-732, 812-818, 1070-1076, 1170-1176
26
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 2.3 Writes in a variety of forms/genres.
2.3.1
Uses a variety of forms/genres.
•
Integrates more than one form/genre in a single piece (e.g., a persuasive essay
written using a first-person anecdote, a poem, a journal entry, research notes, a
classroom discussion, and a letter).
PE/TE:
•
Maintains a log or portfolio to track variety of forms/genres used.
PE/TE:
•
Opportunities to address this standard may be found on pages: 168174, 384-390, 490-496, 726-732, 812-818, 1070-1076, 1170-1176
17, 174, 290–291, 390–391, 496–497, 582–583, 656–657, 732733,
818–819, 914–915, 1076, 1176, 1231–1233, R29
Produces a variety of new forms/genres.
Examples
~ research papers
~ memoirs
~ mysteries
~ parodies
~ monologues
~ documentaries
~ cover letters
~ satires
~ essays (e.g., extended literary analyses)
~ editorials
~ proposals
~ résumés
~ blogs
PE/TE:
50, 77, 93, 105, 119, 167, 168-174, 205, 220, 235, 248, 284-290,
325, 341, 355, 384-390, 445, 465, 490-496, 523, 533, 544, 554,
567, 576-582, 608, 619, 633, 650-656, 683, 691, 697, 713, 726732, 763, 769, 788, 812-818, 851, 873, 908-914, 1051, 1069, 10701076, 1169, 1170-1176, 1210-1231, R28-R45
27
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 2.4 Writes for career applications.
2.4.1
Produces documents used in a career setting.
•
Collaborates with peers on long-term team writing projects (e.g., research
paper for an exit project).
PE/TE:
•
Writes technical and nontechnical documents for career audiences (e.g.,
proposal, résumé, abstract), taking into consideration technical formats (e.g.,
bullets, numbering, subheadings, blank space).
PE/TE:
•
R42–R45; also see: 465, 619, 763
Selects and synthesizes information from technical and career documents for
inclusion in writing (e.g., High School and Beyond Plan that includes
information summarized from on-line vocational source or other informational
text).
PE/TE:
•
Opportunities to address this standard may be found on pages:
1170-1176, 1210-1231
R42–R45; also see: 465, 619, 763
Understands the importance of using a standard reference style consistently
when writing reports or technical documents (e.g., MLA, APA, Turabian).
PE/TE:
377, 1210, 1223-1229, R37-R40
28
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
EALR 3. The student writes clearly and effectively.
Component 3.1 Develops ideas and organizes writing.
3.1.1
Analyzes ideas, selects a manageable topic, and elaborates using specific,
relevant details and/or examples.
•
Presents a manageable thesis while maintaining a consistent focus in an
individualized and purposeful manner (e.g., “Obtaining a driver’s license
should not be tied to grades in school.”).
PE/TE:
•
Selects specific details relevant to the topic to extend ideas or develop
elaboration (e.g., quotations, data, reasons, multiple examples that build on
each other).
PE/TE:
•
284-290, 490-496, 576-582, 650-658, 908-916, 1070-1076, 11701176, 1210-1228
Uses personal experiences, observations, and/or research from a variety of
sources to support opinions and ideas (e.g., relevant data to support
conclusions in math, science, social studies; appropriate researched
information to explain or persuade; contrasting points of view to support a
hypothesis or argument).
PE/TE:
•
284-290, 490-496, 576-582, 1070-1076, 1170-1176, 1210-1228
Opportunities to address this standard may be found on pages: 284290, 490-496, 576-582, 650-658, 908-916, 1070-1076, 1170-1176,
1210-1228
Integrates the elements of character, setting, and plot to create a convincing
fictional world.
PE/TE:
168-174, 384-390; also see: 50, 93, 167, 325, 341, 769, 851
29
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
3.1.2
Analyzes and selects effective organizational structures.
•
Writes unified, cohesive paragraphs (e.g., repetition of key terms; parallel
structure).
PE/TE:
•
Selects from a variety of opening strategies and composes an engaging
introduction (e.g., vivid, detailed description; historical/cultural background;
contrasting situation).
PE/TE:
•
18, 168, 205, 220, 235, 249, 283-284, 325, 341, 355, 384, 445,
465, 489-490, 494, 523, 533, 544, 554, 567, 576, 581, 619, 633,
649-650, 655, 683, 726, 763, 789, 812, 816, 851, 873, 908, 913,
1070, 1169-1170, 1174, 1210, 1223-1227, R29, R33, R40-R42,
R100
Uses transitional words and phrases between paragraphs to signal emphasis or
show logical relationships among ideas (e.g., in fact … , consequently … , as
a result … , on the other
hand …).
PE/TE:
•
18, 168, 172, 205, 220, 235, 249, 283-284, 325, 341, 355, 384,
388-389, 445, 465, 489-490, 495, 523, 533, 544, 554, 567, 576,
581, 619, 633, 649-650, 683, 726, 730, 763, 789, 812, 817, 851,
873, 908, 1070, 1169-1170, 1174, 1210, 1223-1227, R29-R31,
R40-R41, R100
Selects from a variety of ending/ conclusion strategies and composes an
effective conclusion that is more than a repetition of the introduction (e.g.,
prediction, anecdote, question).
PE/TE:
•
18, 137, 168, 283-284, 288-289, 384, 489-490, 494, 544, 576, 580,
582, 633, 649-650, 663, 726, 731, 812, 816-818, 908, 912, 1051,
1070, 1074-1075, 1083, 1170, 1175-1176, 1210, 1226-1227, R29,
R31-R33, R35-R40, R42, R64
18, 168, 283-284, 288-289, 384, 489-490, 576, 582, 649-650, 726,
731, 812, 817, 908, 1070, 1074-1075, 1170, 1175, 1210, 12261227, R29, R31-R33
Determines effective sequence between and within paragraphs by using
transitions to emphasize points in an argument or show logical connections
(e.g., inasmuch as … , possibly … , therefore … ).
PE/TE:
18, 168, 283-284, 288-289, 384, 489-490, 576, 582, 649-650, 726,
731, 812, 817, 908, 1070, 1074-1075, 1170, 1175, 1210, 12261227, R29, R31-R33
30
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Selects and uses effective organizational patterns as determined by purpose:
~ varied placement of thesis for effect
~ persuasion using comparisons (e.g., all similarities grouped together and all
differences grouped together)
~ explanations (e.g., scientific report pattern: introduction with hypothesis,
materials and methods, data, conclusions)
~ narrative (e.g., story within a story)
PE/TE:
•
168-174, 284-290, 384-390, 490-496, 576-582, 650-656, 726-732,
812-818, 908-914, 1070-1076, 1170-1176, 1210-1231
Emphasizes key ideas through appropriate use of text features (e.g., headings,
diagrams, graphs, bullets, blank space).
PE/TE:
1170-1176, 1210-1231
Component 3.2 Uses appropriate style.
3.2.1
Analyzes audience and purposes and uses appropriate voice.
•
Writes with a clearly defined voice appropriate to audience.
PE/TE:
•
Writes in an individual, knowledgeable, and consistent voice in expository,
technical, and persuasive writing.
PE/TE:
•
18, 168, 284, 384, 490, 576, 650, 726, 812, 908, 1070, 1170, 1210,
R29, R34-R35
18, 284, 490, 576, 650, 726, 812, 908, 1070, 1170, 1210, R29,
R34-R35
Selects appropriate point of view for technical writing and/or specific content
areas (e.g., third-person point of view for science lab write-ups, first person
for field journals, second person for how-to technical manuals).
PE/TE:
R42-R45; also see: 1170, 1210
.
31
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
3.2.2
Analyzes and selects language appropriate for specific audiences and
purposes.
•
Selects and uses precise language to persuade or inform.
PE/TE:
•
Selects and uses precise language in poetic and narrative writing.
PE/TE:
•
Opportunities to address this standard may be found on pages: 93,
168-174, 325, 384-390, 697, 713, 1051
Selects and uses sound devices deliberately in prose and poetry (e.g.,
assonance, consonance).
PE/TE:
•
1170-1176, 1210-1231
Selects and uses literary devices deliberately (e.g., extended metaphor,
symbols, analogies).
PE/TE:
•
50, 167, 168, 169, 174, 341, 388, 851, R36
Selects and uses specialized vocabulary relevant to a specific content area
(e.g., plate tectonics, mitosis, photosynthesis).
PE/TE:
•
93, 168-174, 325, 384-390, 697, 713, 1051
Uses the vernacular appropriately.
PE/TE:
•
490-496, 650-656, 812-818, 908-914, 1070-1076, 1170-1176,
1210-1231
Opportunities to address this standard may be found on pages: 93,
168-174, 325, 384-390, 697, 713, 1051
Considers connotation and denotation, including cultural connotation, when
selecting words (police officer vs. cop, bias vs. prejudice).
PE/TE:
Opportunities to address this standard may be found on pages: 93,
168-174, 325, 384-390, 697, 713, 1051; also see: 76, 324, 444,
746, 781, R71, R104
32
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
3.2.3
Uses a variety of sentences consistent with audience, purpose, and form.
•
Writes a variety of sentence structures and lengths to create a cadence
appropriate for diverse audiences, purposes, and forms.
PE/TE:
•
Writes a variety of sentence structures (e.g., absolutes to add detail and
elaborate: “Fingers gripping the table, the student waited for the results.”).
PE/TE:
•
18, 168, 220, 249, 284, 297, 384, 445, 490, 523, 576, 650, 683,
726, 731, 789, 812, 851, 908, 1051, 1070, 1170, 1210, 1226–1227,
R29
Writes short sentences and phrases in technical writing.
PE/TE:
•
18, 168, 220, 249, 284, 297, 384, 445, 490, 523, 576, 650, 683,
726, 731, 789, 812, 851, 908, 1051, 1070, 1170, 1210, 1226–1227,
R29
R42–R45
Uses a variety of sentence structures (e.g., line breaks, stanzas, pattern,
repetition) to purposefully shape a poem.
PE/TE:
697, 713, 1051; also see: 726-732
33
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 3.3 Knows and applies writing conventions appropriate for the grade
level.
3.3.1
Uses legible handwriting.
•
Produces readable printing or cursive handwriting (e.g., size, spacing,
formation, uppercase and lowercase).
PE/TE:
3.3.2
17, 174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29; also see: 50, 77, 93, 105, 119, 167, 205, 220,
235, 248, 325, 341, 355, 445, 465, 523, 533, 544, 554, 567, 608,
619, 633, 683, 691, 697, 713, 763, 769, 788, 851, 873, 1051, 1069,
1169
Spells accurately in final draft.
•
Uses spelling rules and patterns from previous grades.
PE/TE:
R72-R74; also see: 49, 76, 92, 104, 118, 131, 204, 219, 234, 248,
263, 282, 324, 340, 354, 371, 421, 444, 457, 488, 532, 545, 609,
618, 632, 762, 782, 788, 850, 861, 887, 1139, 1168
Uses multiple strategies to spell.
Examples:
~ homophones (e.g., council and counsel, stationary and stationery)
~ affixes (e.g., -cian, -ness)
~ roots (e.g., anthropology, philosophy)
~ foreign spellings (e.g., alumna/ alumnae/alumnus, medium/media,
datum/data)
~ words from other languages (e.g., bourgeois, kindergarten, espresso,
boutique, coyote)
~ frequently misspelled words (e.g., perceive, congratulations, success)
PE/TE:
•
Uses resources to correct own spelling.
PE/TE:
3.3.3
49, 92, 104, 131, 204, 219, 340, 354, 421, 532, 555, 618, 850, 861,
1139, 1168, R69, R70, R73
340, 618, 887, 1197, 1200, R15, R72
Applies capitalization rules.
•
Uses capitalization rules from previous grades.
PE/TE:
•
18, 422, 496, R51
Uses resources to check capitalization.
PE/TE:
18, 422, 496, R51
34
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
3.3.4
Applies punctuation rules.
•
Uses punctuation rules from previous grades.
PE/TE:
•
Uses commas to set off nonrestrictive clauses (e.g., The gym, which was built
last year, is used every day.).
PE/TE:
•
Opportunities to address this standard may be found on pages:
R49, R50.
Uses resources to check punctuation.
PE/TE:
3.3.5
Opportunities to address this standard may be found on page R50.
Use appropriate punctuation when writing in other languages (e.g., René).
PE/TE:
•
Opportunities to address this standard may be found on pages:
R49, R50.
Uses the em dash (—) to indicate emphasis or a sudden break, to set off an
introductory series, or to show interrupted speech.
PE/TE:
•
R49, R62
Uses brackets around an editorial correction or to set off added words.
PE/TE:
•
174, 290, 496, 582, 1076, 1223–1229, R49–R50
174, 290, 496, 582, 1076, 1223–1229, R49–R50
Applies usage rules.
•
Applies usage rules from previous grades.
PE/TE:
•
R46-R67; also see: 40, 50, 69, 77, 82, 93, 105, 115, 119, 167, 196,
205, 214, 220, 232, 235, 243, 249, 316, 325, 331, 341, 348, 355,
434, 445, 462, 465, 503, 518, 523, 528, 533, 565, 567, 616, 619,
630, 633, 663, 683, 713, 755, 763, 786, 789, 843, 851, 869, 873,
970, 1051, 1156, 1169
Avoids dangling modifiers (e.g., “After I stood in line for hours, I discovered
the tickets were sold out.” Incorrect: “After standing in line for hours, the
tickets were sold out.” The second sentence makes it appear that the tickets
were in line.).
PE/TE:
R59
35
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Uses who vs. whom correctly.
PE/TE:
•
Uses that vs. which and that vs. who correctly.
PE/TE:
•
598, 601, 606, 608, 630, 633, 654, 970, 1051, 1176, R64, R110
Uses resources to check usage.
PE/TE:
3.3.6
384, 385, 389, 732, R57
Uses parallel construction in clauses.
~ parallel: The coach told the players they should get plenty of sleep, they
should eat well, and they should do some warm-up exercises.
~ not parallel: The coach told the players they should get plenty of sleep, that
they should eat well, and to do some warm up exercises.
PE/TE:
•
R75
Uses active voice except when passive voice is appropriate (e.g., active voice:
“They saw it.” vs. passive voice: “It was seen by them.”).
PE/TE:
•
Opportunities to address this standard may be found on page R75.
Uses many commonly confused words correctly (e.g., accept vs. except or can
vs. may).
PE/TE:
•
Opportunities to address this standard may be found on page R75.
Uses either … or and neither … nor correctly.
PE/TE:
•
914
R46-R67; also see: 40, 50, 69, 77, 82, 93, 105, 115, 119, 167, 196,
205, 214, 220, 232, 235, 243, 249, 316, 325, 331, 341, 348, 355,
434, 445, 462, 465, 503, 518, 523, 528, 533, 565, 567, 616, 619,
630, 633, 663, 683, 713, 755, 763, 786, 789, 843, 851, 869, 873,
970, 1051, 1156, 1169
Uses complete sentences in writing.
•
May use fragments in dialogue as appropriate.
PE/TE:
50
36
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
3.3.7
Applies paragraph conventions.
•
Uses paragraph conventions (e.g., designated by indentation or block format,
skipping lines between paragraphs).
PE/TE:
•
Uses textual markers (e.g., page numbers, footnotes, space for pictures).
PE/TE:
3.3.8
Opportunities to address this standard may be found on pages:
R31–R32
Opportunities to address this standard may be found on pages:
R31–R32
Applies conventional forms for citations.
•
Cites sources according to prescribed format (e.g., MLA, APA, Turabian).
PE/TE:
377, 1210, 1223-1229, R37-R40
EALR 4. The student analyzes and evaluates the effectiveness of written work.
Component 4.1 Analyzes and evaluates others’ and own writing.
4.1.1
Analyzes and evaluates writing using established criteria.
•
Critiques writing, independently and in groups, according to detailed scoring
guide, sometimes developed collaboratively (e.g., checklist, rubric,
continuum).
PE/TE:
•
Identifies persuasive elements in a peer’s writing and critiques the
effectiveness (e.g., preponderance of evidence, citing experts, compromise
solutions).
PE/TE:
•
17, 174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29; also see: 181, 283, 295, 297, 395, 397, 489, 501,
587, 589, 649, 737–739, 823, 825, 919, 921, 1082, 1083, 1181,
1183, R100, R101
656, 914, R29
Explains accuracy of content and vocabulary for specific curricular areas (e.g.,
accurate scientific terms regarding the effectiveness of the solution to the
problem).
PE/TE:
Opportunities to address this standard may be found on pages: 284290, 490-496, 576-582, 1170-1176, 1210-1231
37
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
4.1.2
Analyzes and evaluates own writing using established criteria.
•
Explains strengths and weaknesses of own writing using criteria (e.g., content
or performance standards, WASL or 6-trait rubrics).
PE/TE:
•
Rereads own work for the craft of writing (e.g., character development, irony,
tone) as well as the content (e.g., quotations to support contentions).
PE/TE:
•
17, 174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29
Uses criteria to choose and defend choices for a writing portfolio.
PE/TE:
•
17, 174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29; also see: 181, 283, 295, 297, 395, 397, 489, 501,
587, 589, 649, 661, 737–739, 823, 825, 919, 921, 1082, 1083,
1181, 1183, R101
Opportunities to address this standard may be found on pages: 17,
174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29
Provides evidence that goals have been met (e.g., selects pieces for
culminating exhibition).
PE/TE:
17, 174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29; also see: 181, 283, 295, 297, 395, 397, 489, 501,
587, 589, 649, 661, 737–739, 823, 825, 919, 921, 1082, 1083,
1181, 1183, R101
38
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 4.2 Sets goals for improvement.
4.2.1
Evaluates and adjusts writing goals using criteria..
•
Monitors progress toward goals over time (e.g., “I need to try free verse next
quarter.”).
PE/TE:
•
Analyzes progress (e.g., “My free verse needs better imagery.”).
PE/TE:
•
Opportunities to address this standard may be found on pages: 17,
174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29
Adjusts goals (e.g., “I will write a ballad next quarter.”).
PE/TE:
•
Opportunities to address this standard may be found on pages: 17,
174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29
Evaluates goals (e.g., “I need to allow time for substantive revisions.”).
PE/TE:
•
Opportunities to address this standard may be found on pages: 17,
174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29; also see: 181, 283, 295, 297, 395, 397, 489, 501,
587, 589, 649, 661, 737–739, 823, 825, 919, 921, 1082, 1083,
1181, 1183, R101
Opportunities to address this standard may be found on pages: 17,
174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29
Maintains a written log of long-term goals (e.g., “I will try other genres, vary
points of view, elaborate on evidence, and seek publication.”) and a portfolio
of work.
PE/TE:
Opportunities to address this standard may be found on pages: 17,
174, 290, 390, 496, 582, 656, 732, 818, 914, 1076, 1176,
1231–1233, R29
39
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Communication—Grades 9–10
EALR 1: The student uses listening and observation skills and strategies to gain
understanding.
Component 1.1: Uses listening and observation skills and strategies to focus
attention and interpret information.
1.1.1
Applies a variety of listening strategies to accommodate the listening
situation.
•
Uses listening strategies for: enjoyment listening, active listening (GLE 1.1.2),
empathetic listening, and critical listening (GLE 1.2.1) appropriate to the
situation (e.g., mock job/academic interviews, career and technical education
job training).
PE/TE:
78, 175, 291, 497, 597, 583, 601–608, 637, 657, 819, 915, 1025,
1177, 1232–1233, R82–R83
Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a
variety of sources.
1.2.1
Evaluates effectiveness of and creates a personal response to visual and
auditory information.
•
Compares literal and implicit meaning to respond to a statement
PE/TE:
•
Constructs personal meaning from visual and auditory information (e.g.,
Social Studies: the connection between the rhetoric of the leaders of
independence movements in Africa with images of people living and working
in these emerging nations).
PE/TE:
•
78, 175, 291, 497, 597, 583, 601–608, 637, 657, 819, 915, 1025,
1177, 1232–1233, R82–R83
107–109, 175, 291, 356-359, 391, 497, 556-559, 583, 634-637,
657, 733, 770-773, 819, 915, 1052-1061, 1077, 1177
Critiques effectiveness of rhetorical information (e.g., peer presentations,
political speeches and arguments).
PE/TE:
Opportunities to address this standard may be found on pages: 78,
175, 291, 497, 597, 583, 601–608, 637, 657, 819, 915, 1025, 1177,
1232–1233, R82–R83
40
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
1.2.2
Evaluates the effect of bias and persuasive techniques in mass media.
•
Critiques the effectiveness of persuasive techniques on target audiences (e.g.,
ethos, pathos, logos appeals, fallacies, propaganda).
PE/TE:
•
Critiques differing points of view for persuasive effect (e.g., Social Studies
CBA: Reviews and critiques various visual depictions of globalization found
in the mass media to evaluate whether it is portrayed negatively or positively).
PE/TE:
•
497, 620, 657, 782, 915, 938, R79
Critiques the effect of media portrayals of cultures, gender, religion, sexuality,
class, and race on society and its subcultures.
PE/TE:
•
497, 620, 657, 782, 915, 938, R79
10, 107, 109, 356–357, 557, 597, 635, 637, 771, R90–R91
Judges the effect of different interpretations of the same media text (e.g.,
different newspapers, radio/television stations, Internet sites).
PE/TE:
556-559, 634-637, 1070-1076, R84-R92
EALR 2: The student uses communication skills and strategies to interact/work
effectively with others.
Component 2.1: Uses language to interact effectively and responsibly in a
multicultural context.
2.1.1
Analyzes the needs of the audience, situation, and setting to adjust language
and other communication strategies.
•
Examines the situation and selects a common code for communication when a
common code does not exist, using role play (e.g., gestures, sign language,
language different from one’s own, dialects, pictures).
PE/TE:
78, 720, 1077
41
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 2.2: Uses interpersonal skills and strategies in a multicultural context to
work collaboratively, solve problems, and perform tasks.
2.2.1
Uses communication skills that demonstrate respect.
•
Monitors and adjusts one’s own participation according to the situation and
the needs of others (e.g., focuses on speaker; avoids interruptions; does not
dominate conversation; uses techniques for taking turns; attends to cultural
differences in communication styles, such as variations in pause time, pace,
volume/intensity, and body language).
PE/TE:
•
Responds to the clarification needs of others as necessary (e.g., elaborates,
illustrates, or expands on a response).
PE/TE:
•
52, 94, 109, 111, 138, 175, 192, 236, 274, 291, 326, 359, 378, 426,
446, 472, 497, 534, 546, 559, 560, 610, 620, 637, 638, 657, 773,
819, 862, 915, 938, 1055, 1062, 1177, R76–R83
Provides feedback to the speaker in role-play scenarios or classroom activities
based on appropriate form of listening (e.g., enjoyment, active, critical, and/or
empathetic listening).
PE/TE:
•
52, 94, 109, 111, 138, 175, 192, 236, 274, 291, 326, 359, 378, 426,
446, 472, 497, 534, 546, 559, 560, 610, 620, 637, 638, 657, 773,
819, 862, 915, 938, 1055, 1062, 1177, R76–R83
175, 291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177
Refutes others in nonhurtful ways by disagreeing with ideas according to
established classroom norms (e.g., “Maya, we agree on everything except
your last two points. I think …”).
PE/TE:
52, 94, 109, 111, 138, 175, 192, 236, 274, 291, 326, 359, 378, 426,
446, 472, 497, 534, 546, 559, 560, 610, 620, 637, 638, 657, 773,
819, 862, 915, 938, 1055, 1062, 1177, R76–R83
42
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.2.2
Applies skills and strategies to contribute responsibly in a group setting.
•
Contributes relevant ideas with support/evidence by clarifying, illustrating, or
expanding (e.g., contributes topics related to ideas with support and talks in
turn, with consideration for others in the conversation).
PE/TE:
•
52, 94, 109, 111, 138, 175, 192, 236, 274, 291, 326, 359, 378, 426,
446, 472, 497, 534, 546, 559, 560, 610, 620, 637, 638, 657, 773,
819, 862, 915, 938, 1055, 1062, 1177, R76–R83
Critiques group members’ and own interactions/work and adjusts to ensure
group success.
PE/TE:
52, 94, 109, 111, 138, 175, 192, 236, 274, 291, 326, 359, 378, 426,
446, 472, 497, 534, 546, 559, 560, 610, 620, 637, 638, 657, 773,
819, 862, 915, 938, 1055, 1062, 1177, R76–R83
Component 2.3: Uses skills and strategies to communicate interculturally.
2.3.1
Analyzes the influence of cultural principles, beliefs, and world views on
intercultural communication.
•
Examines the influence of one’s own cultural principles, beliefs, religion, and
world views on intercultural communication (e.g., based on Muslim beliefs, a
teenage girl may feel compromised by the flirtatious but innocent attention of
a teenage boy).
PE/TE:
•
391, 497, 583, 733. 915, R82
Discusses how power and dominance affect intercultural communication (e.g.,
workplace hierarchies such as boss/supervisor to employee; historical and
present relations between cultures).
PE/TE:
556-559, 620, 657, 782, 915, 938, 1077, R76-R83
43
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
2.3.2
Creates personal intercultural communication norms to guide one’s self in a
diverse social system.
•
Develops a construct for how physical and human settings can affect
communication (e.g., timing, social climate, customs, religion, social
practices, politics, values, education).
PE/TE:
•
78, 556-559, 720, 1077, R76-R83
Monitors and adjusts one’s own communication style to engage in the
dynamics of diversity and connect with others (e.g., adjusting proximity,
volume, intensity, pause time, pace, conversation style, eye contact).
PE/TE:
78, 175, 222, 291, 342, 391, 497, 568, 583, 620, 657, 684, 720,
733, 764, 782, 790, 819, 915, 938, 1077, 1177
EALR 3: The student uses communication skills and strategies to effectively present
ideas and one’s self in a variety of situations.
Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan
presentations.
3.1.1
Applies skills to plan and organize effective oral communication and
presentation.
•
Determines the topic and the audience and selects a purpose (e.g., monologue,
debate, historical reenactment, speech, mock job/academic interview).
PE/TE:
•
Matches verbal and nonverbal messages (e.g., voice modulation, expression,
tone, body language, gestures, attire).
PE/TE:
•
78, 175, 222, 291, 342, 391, 497, 568, 583, 620, 657, 684, 720,
733, 764, 782, 790, 819, 915, 938, 1077, 1177
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
Distinguishes among and uses various forms of formal and informal logical
argument (deductive and inductive reasoning, syllogisms, analogies).
PE/TE:
291, 391, 583, 657, 733, 815, 1177
44
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Uses techniques to enhance the message (e.g., irony and dialogue to achieve
clarity, force, and aesthetic effect; technical language).
PE/TE:
•
78, 175, 222, 291, 342, 391, 497, 568, 583, 620, 657, 684, 720,
733, 764, 782, 790, 819, 915, 938, 1077, 1177
Uses logical, ethical, and emotional appeals to support the purpose.
PE/TE:
291, 391, 583, 657, 733, 815, 1177
Component 3.3: Uses effective delivery.
3.3.1
Applies skills and strategies for the delivery of effective oral communication
and presentations.
•
Makes necessary adjustment in delivery and language during presentations
based on interpretation of verbal and nonverbal cues to reflect ongoing
responsiveness to audience.
PE/TE:
175, 291, 497, 657, 744-749, 819, 915, 1077, 1177, R76-R78
EALR 4: The student analyzes and evaluates the effectiveness of communication.
Component 4.1: Assesses effectiveness of one’s own and others’ communication.
4.1.1
Analyzes and evaluates strengths and weaknesses of one’s own
communication using own or established criteria.
•
Articulates the qualities that make communication effective (e.g., body
language, pace, volume, tone, expression).
PE/TE:
•
Seeks, considers, and uses feedback from a variety of sources to improve
communication (e.g., teachers, peers, community members, and family
members).
PE/TE:
•
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
Critiques style and content of own communication in public, group work,
personal settings, and/or interviews.
PE/TE:
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
45
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
•
Justifies language and techniques used when deviating from established
criteria (e.g., deliberate use of nonstandard English to create effect or appeal
to audience).
PE/TE:
•
Weighs effect of presentation on audience (e.g., uses verbal and nonverbal
audience response and feedback to determine effect).
PE/TE:
4.1.2
175, 391, 497, 556-559, 634-637, 657, 733, 915, 1077
78, 175, 222, 291, 342, 391, 497, 568, 583, 620, 657, 684, 720,
733, 764, 782, 790, 819, 915, 938, 1077, 1177
Analyzes and evaluates strengths and weaknesses of others’ formal and
informal communication using own or established criteria.
•
Examines accuracy of content and terminology for specific content areas in
others’ communication (e.g., compare texts using correct literary
terminology).
PE/TE:
•
Critiques others’ communication and/or delivery independently and in groups
according to detailed culturally sensitive scoring criteria.
PE/TE:
•
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
Offers feedback to peers in support of improving both formal and informal
communication.
PE/TE:
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
46
McDougal Littell Literature, Grade 9 ©2008 correlated to the
Washington Grade Level Expectations for Reading, Writing, and Communication—Grades 9–10
Component 4.2: Sets goals for improvement.
4.2.1
Applies strategies for setting grade level appropriate goals and evaluates
improvement in communication.
•
Sets goals for all forms of oral communication using feedback and creates a
plan to meet the goals (e.g., group work, formal presentation, conversation,
interview, debate).
PE/TE:
•
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
Monitors progress through the use of a variety of tools (e.g., portfolios, logs,
rubrics, reflection journals, or video portfolio), making adjustments as needed.
PE/TE:
Opportunities to address this standard may be found on pages: 175,
291, 391, 497, 583, 657, 733, 819, 915, 1077, 1177, R76-R83
47
WA 164
11/2007
2008
CC2