Grades 6-12
Aligned with Common Core State Standards
For English Language Arts and Literacy
McGraw-Hill School Education Group and Common Core State
Standards for English Language Arts and Literacy
McGraw-Hill Education, with its long history of providing the highest quality language arts and literacy
materials for educators, supports the common core standards initiative. McGraw-Hill Education has the experts
and expertise in instruction and assessment to help implement the common core standards in a credible way.
• McGraw-Hill Education is an endorsing partner of the NGA/CCSSO common core initiative.
• McGraw-Hill Education supports the goal of producing a common core of voluntary state standards that are
aligned with college and career expectations and that are reflective of cross-disciplinary skills such as critical
thinking and problem solving.
• McGraw-Hill Education employs psychometricians, technologists, and curriculum and pedagogical experts.
Together with our authors, they are deeply immersed in the latest research and developments concerning
education reform. • McGraw-Hill Education’s research-based literacy programs align with the March 10, 2010 draft of the common
core standards. We fully expect to correlate well to the final version of the common core standards. • McGraw-Hill Education’s significant investments in technology will enable a seamless augmentation and
delivery of content.
• McGraw-Hill Education’s formative testing capabilities will empower teachers to use data to guide student
learning of common standards. Our summative assessment practice provides credible, independent measures of
achievement that will support a new era of accountability. Our test development capabilities — from content
creation through research and validation, to technology-enhanced delivery and reporting — are available to
provide the valid and reliable measurement of student mastery of common core standards. Common Core State Standards • Table of Contents
Grade 6.......................................................................................................page 2
Grade 7.......................................................................................................page 27
Grade 8.......................................................................................................page 51
Grade 9.......................................................................................................page 75
Grade 10.....................................................................................................page 103
Grade 11 ....................................................................................................page 130
Grade 12 ....................................................................................................page 159
1
Common Core State Standards • GRADE 6
This chart lists the Grade 6 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 6
Program References
Writing
Text Types and Purposes
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Eulogy on the Dog >
Position, pages 6-7
Sound Reasoning, pages 8-9
Detailed and Relevant Evidence, pages 10-11
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
1. Write arguments to support claims with clear reasons
and relevant evidence.
Plan > Identify Your Position
Plan > Gather Reasons and Evidence
Persuasive Essay > School Issue > Step 2 Reading-Writing Connection > Should States Ban Junk Food in
Schools? >
Position, pages 6-7
Sound Reasoning, pages 8-9
Detailed and Relevant Evidence, pages 10-11
Persuasive Essay > School Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Position
Plan > Gather Reasons and Evidence
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
2
Plan > Identify Your Position
Plan > Gather Reasons and Evidence
Common Core State Standards • Grade 6
Program References
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Eulogy on the Dog >
Position, pages 6-7
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Position
Plan > Gather Reasons and Evidence
Plan > Consider Alternative Positions
Draft > Write the Introduction
Draft > Write the Body: Organize Your Ideas
Persuasive Essay > School Issue > Step 2 Reading-Writing Connection > Should States Ban Junk Food in
Schools? >
a. Introduce claim(s) and organize the reasons and
evidence clearly.
Position, pages 6-7
Persuasive Essay > School Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Position
Plan > Gather Reasons and Evidence
Plan > Consider Alternative Positions
Draft > Write the Introduction
Draft > Write the Body: Organize Your Ideas
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Position
Plan > Gather Reasons and Evidence
Plan > Consider Alternative Positions
Draft > Write the Introduction
Draft > Write the Body: Organize Your Ideas
3
Common Core State Standards • Grade 6
Program References
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Eulogy on the Dog >
Position, pages 6-7
Sound Reasoning, pages 8-9
Detailed and Relevant Evidence, pages 10-11
Consider Alternative Positions, pages 12-13
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
b. Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating
an understanding of the topic or text.
Plan > Gather Reasons and Evidence
Plan > Consider Alternative Positions
Draft > Write the Body: Organize Your Ideas
Persuasive Essay > School Issue > Step 2 Reading-Writing Connection > Should States Ban Junk Food in
Schools? >
Position, pages 6-7
Sound Reasoning, pages 8-9
Detailed and Relevant Evidence, pages 10-11
Consider Alternative Positions, pages 12-13
Persuasive Essay > School Issue > Step 3 Writing > Begin Writing >
Plan > Gather Reasons and Evidence
Plan > Consider Alternative Positions
Draft > Write the Body: Organize Your Ideas
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
4
Plan > Gather Reasons and Evidence
Plan > Consider Alternative Positions
Draft > Write the Body: Organize Your Ideas
Common Core State Standards • Grade 6
Program References
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
Draft > Write the Body: Link the Ideas
Revise > Voice—Word Choice
Persuasive Essay > School Issue > Step 3 Writing > Begin Writing >
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
Draft > Write the Body: Link the Ideas
Revise > Voice—Word Choice
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body: Link the Ideas
Revise > Voice—Word Choice
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
Draft > Write the Body: Organize Your Ideas
Revise > Voice—Word Choice
Persuasive Essay > School Issue > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style.
Draft > Write the Body: Organize Your Ideas
Revise > Voice—Word Choice
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body: Organize Your Ideas
Revise > Voice—Word Choice
5
Common Core State Standards • Grade 6
Program References
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
e. Provide a concluding statement or section that
follows from the argument presented.
Persuasive Essay > School Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Multi-Paragraph Essay > Community Connection > Step 2 Reading-Writing Connection > The Eco-Canoeist >
Effective Introduction, pages 6-7
Key Ideas and Evidence, pages 8-9
Organized Structure, pages 10-11
Linking Paragraphs, pages 12-13
Effective Conclusion, pages 14-15
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing >
2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant
content.
Plan > Identify Your Controlling Idea
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Write the Conclusion
Multi-Paragraph Essay > Historical Event > Step 2 Reading-Writing Connection > The Shutout >
Effective Introduction, pages 6-7
Key Ideas and Evidence, pages 8-9
Organized Structure, pages 10-11
Linking Paragraphs, pages 12-13
Effective Conclusion, pages 14-15
6
Continued...
Common Core State Standards • Grade 6
Program References
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Write the Conclusion
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Write the Conclusion
Multi-Paragraph Essay > Community Connection > Step 2 Reading-Writing Connection > The Eco-Canoeist >
a. Introduce a topic; organize ideas, concepts,
and information, using strategies such as definition,
classification, comparison/contrast, and cause/
effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to
aiding comprehension.
Effective Introduction, pages 6-7
Organized Structure, pages 10-11
Linking Paragraphs, pages 12-13
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Draft > Write the Introduction
Draft > Organize the Body Paragraphs
Draft > Include Visual Elements
Publish > Multimedia Presentation
Continued...
7
Common Core State Standards • Grade 6
Program References
Multi-Paragraph Essay > Historical Event > Step 2 Reading-Writing Connection > The Shutout >
Effective Introduction, pages 6-7
Organized Structure, pages 10-11
Linking Paragraphs, pages 12-13
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Draft > Write the Introduction
Draft > Organize the Body Paragraphs
Draft > Include Visual Elements
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Draft > Write the Introduction
Draft > Organize the Body Paragraphs
Draft > Include Visual Elements
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Publish > Multimedia Presentation
Research Report > Culture > Step 3 Writing > Begin Writing > Publish > Multimedia Presentation
Multi-Paragraph Essay > Community Connection > Step 2 Reading-Writing Connection > The Eco-Canoeist >
Key Ideas and Evidence, pages 8-9
b. Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information
and examples.
8
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing >
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Continued...
Common Core State Standards • Grade 6
Program References
Multi-Paragraph Essay > Historical Event > Step 2 Reading-Writing Connection > The Shutout > Key Ideas
and Evidence, pages 8-9
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing >
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Multi-Paragraph Essay > Community Connection > Step 2 Reading-Writing Connection > The Eco-Canoeist >
Linking Paragraphs, pages 12-13
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing >
Draft > Organize the Body Paragraphs
Revise > Voice—Style
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
Multi-Paragraph Essay > Historical Event > Step 2 Reading-Writing Connection > The Shutout > Linking
Paragraphs, pages 12-13
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing >
Draft > Organize the Body Paragraphs
Revise > Voice—Style
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Organize the Body Paragraphs
Revise > Voice—Style
9
Common Core State Standards • Grade 6
Program References
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing >
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Draft > Write the Body Paragraphs
Revise > Voice—Style
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing >
Draft > Write the Body Paragraphs
Revise > Voice—Style
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body Paragraphs
Revise > Voice—Style
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing >
Draft > Write the Body Paragraphs
Revise > Voice—Style
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing >
e. Establish and maintain a formal style.
Draft > Write the Body Paragraphs
Revise > Voice—Style
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
10
Draft > Write the Body Paragraphs
Revise > Voice—Style
Common Core State Standards • Grade 6
Program References
Multi-Paragraph Essay > Community Connection > Step 2 Reading-Writing Connection > The Eco-Canoeist >
Effective Conclusion, pages 14-15
f. Provide a concluding statement or section
that follows from the information or
explanation presented.
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing > Draft > Write the
Conclusion
Multi-Paragraph Essay > Historical Event > Step 2 Reading-Writing Connection > The Shutout > Effective
Conclusion, pages 14-15
Multi-Paragraph Essay > Historical Event > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
11
Common Core State Standards • Grade 6
Program References
Story > Hero Story > Step 2 Reading-Writing Connection > The King of Mazy May >
Clear Focus, Plot, and Point of View, pages 6-8
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Hero Story > Step 3 Writing > Begin Writing >
3. Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Draft > Write the Ending
Story > Teamwork Story > Step 2 Reading-Writing Connection > Zlateh the Goat >
Clear Focus, Plot, and Point of View, pages 6-8
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Teamwork Story > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Draft > Write the Ending
12
Continued...
Common Core State Standards • Grade 6
Program References
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Draft > Write the Ending
Story > Hero Story > Step 2 Reading-Writing Connection > The King of Mazy May >
Clear Focus, Plot, and Point of View, pages 6-8
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Hero Story > Step 3 Writing > Begin Writing >
a. Engage and orient the reader by establishing a
context and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Draft > Write the Ending
Story > Teamwork Story > Step 2 Reading-Writing Connection > Zlateh the Goat >
Clear Focus, Plot, and Point of View, pages 6-8
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Continued...
13
Common Core State Standards • Grade 6
Program References
Story > Teamwork Story > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Draft > Write the Ending
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Draft > Write the Ending
Story > Hero Story > Step 2 Reading-Writing Connection > The King of Mazy May >
b. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events,
and/or characters.
Clear Focus, Plot, and Point of View, pages 6-8
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Hero Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
14
Common Core State Standards • Grade 6
Program References
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Story > Teamwork Story > Step 2 Reading-Writing Connection > Zlateh the Goat >
Clear Focus, Plot, and Point of View, pages 6-8
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Teamwork Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Map Out the Plot
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
15
Common Core State Standards • Grade 6
Program References
Story > Hero Story > Step 3 Writing > Begin Writing >
c. Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
Draft > Write the Body
Revise > Voice—Word Choice
Story > Teamwork Story > Step 3 Writing > Begin Writing >
Draft > Write the Body
Revise > Voice—Word Choice
Story > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body
Revise > Voice—Word Choice
Story > Hero Story > Step 2 Reading-Writing Connection > The King of Mazy May >
d. Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences
and events.
16
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Hero Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Revise > Voice—Word Choice
Continued...
Common Core State Standards • Grade 6
Program References
Story > Teamwork Story > Step 2 Reading-Writing Connection > Zlateh the Goat >
Specific, Believable Setting, pages 9-10
Dialogue, pages 11-12
Story > Teamwork Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Revise > Voice—Word Choice
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Opening
Draft > Write Dialogue
Draft > Write the Body
Revise > Voice—Word Choice
Story > Hero Story > Step 2 Reading-Writing Connection > The King of Mazy May > Clear Focus, Plot, and
Point of View, pages 6-8
Story > Hero Story > Step 3 Writing > Begin Writing >
e. Provide a conclusion that follows from the narrated
experiences or events.
Draft > Write the Ending
Revise > Organization
Story > Teamwork Story > Step 2 Reading-Writing Connection > Zlateh the Goat > Clear Focus, Plot, and
Point of View, pages 6-8
17
Common Core State Standards • Grade 6
Program References
Story > Teamwork Story > Step 3 Writing > Begin Writing >
Draft > Write the Ending
Revise > Organization
Story > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Ending
Revise > Organization
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Plan > Gather Reasons and Evidence
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing > Draft > Write the Body
Paragraphs
Poem > Dream Poem > Step 3 Writing > Begin Writing > Revise > Voice—Word Choice
All the workshops address this standard.
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and
including grade 6 on page 52.)
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Multi-Paragraph Essay > Community Connection > Step 3 Writing > Begin Writing > Edit > Peer and Teacher
Review
Poem > Dream Poem > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
18
Continued...
Common Core State Standards • Grade 6
6. Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in
a single sitting.
Program References
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the
writing process.
Research to Build and Present Knowledge
Research Report > Culture > Step 2 Reading-Writing Connection > Vietnam >
Compile Information and Develop a Controlling Idea, pages 4-5
Use Evidence to Support Conclusions, pages 12-13
Use Quotations to Support Ideas, pages 14-15
Research Report > Culture > Step 3 Writing > Begin Writing >
7. Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry
when appropriate.
Plan > Do Preliminary Research
Plan > Write Research Questions
Plan > Write a Research Plan
Plan > Gather and Evaluate Sources
Plan > Create Note Cards
Plan > Write Your Thesis Statement
Research Report > Space Exploration > Step 2 Reading-Writing Connection > Business in Space >
Compile Information and Develop a Controlling Idea, pages 4-5
Use Evidence to Support Conclusions, pages 13-14
Use Quotations to Support Ideas, pages 15-16
Research Report > Space Exploration > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Write Research Questions
Plan > Write a Research Plan
Plan > Gather and Evaluate Sources
Plan > Create Note Cards
Plan > Write Your Thesis Statement
Continued...
19
Common Core State Standards • Grade 6
Program References
Research Report > Culture > Step 2 Reading-Writing Connection > Vietnam >
Compile Information and Develop a Controlling Idea, pages 4-5
Document Sources, pages 8-9
Summarize Research Findings, pages 10-11
Use Evidence to Support Conclusions, pages 12-13
Use Quotations to Support Ideas, pages 14-15
Research Report > Culture > Step 3 Writing > Begin Writing >
8. Gather relevant information from multiple print and
digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing
basic bibliographic information for sources.
Plan > Do Preliminary Research
Plan > Write Research Questions
Plan > Gather and Evaluate Sources
Plan > Create Source Cards
Plan > Create Note Cards
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Space Exploration > Step 2 Reading-Writing Connection > Business in Space >
Compile Information and Develop a Controlling Idea, pages 4-5
Document Sources, pages 8-10
Summarize Research Findings, pages 11-12
Use Evidence to Support Conclusions, pages 13-14
Use Quotations to Support Ideas, pages 15-16
Research Report > Space Exploration > Step 3 Writing > Begin Writing >
20
Plan > Do Preliminary Research
Plan > Write Research Questions
Plan > Gather and Evaluate Sources
Plan > Create Source Cards
Plan > Create Note Cards
Draft > Present Findings
Draft > Create a Works Cited List
Continued...
Common Core State Standards • Grade 6
Program References
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Write Research Questions
Plan > Gather and Evaluate Sources
Plan > Create Source Cards
Plan > Create Note Cards
Draft > Present Findings
Draft > Create a Works Cited List
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Research Report > Culture > Step 3 Writing > Begin Writing > Plan > Gather and Evaluate Sources
Research Report > Space Exploration > Step 3 Writing > Begin Writing > Plan > Gather and Evaluate Sources
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Gather and Evaluate Sources
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Multi-Paragraph Essay >
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Community Connection > After Reading Open-Ended Response, page 3
Historical Event > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Persuasive Essay >
Community Issue > After Reading Open-Ended Response, page 3
Social Issue > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Personal Narrative >
School Experience > After Reading Open-Ended Response, page 3
Fairness Experience > After Reading Open-Ended Response, page 3
Continued...
21
Common Core State Standards • Grade 6
Program References
Teacher Resources > Reading-Writing Teacher Guides > Story >
Hero Story > After Reading Open-Ended Response, page 3
Teamwork Story > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Dream Poem > After Reading Open-Ended Response, page 3
Courage Poem > After Reading Open-Ended Response, page 3
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
a. Apply grade 6 Reading standards to literature (e.g.,
“Compare and contrast texts in different forms or
genres [e.g., stories and poems; historical novels
and fantasy stories] in terms of their approaches to
similar themes and topics”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Story >
Hero Story > After Reading Open-Ended Response, page 3
Teamwork Story > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Dream Poem > After Reading Open-Ended Response, page 3
Courage Poem > After Reading Open-Ended Response, page 3
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
b. Apply grade 6 Reading standards to literary
nonfiction (e.g., “Trace and evaluate the argument
and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from
claims that are not”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Multi-Paragraph Essay >
Community Connection > After Reading Open-Ended Response, page 3
Historical Event > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Persuasive Essay >
22
Community Issue > After Reading Open-Ended Response, page 3
Social Issue > After Reading Open-Ended Response, page 3
Common Core State Standards • Grade 6
Program References
Teacher Resources > Reading-Writing Teacher Guides > Personal Narrative >
School Experience > After Reading Open-Ended Response, page 3
Fairness Experience > After Reading Open-Ended Response, page 3
Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 6, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 62–309
Resources > Grammar and Composition > CCSS Grammar Practice > Pronouns: Case and Form
a. Ensure that pronouns are in the proper case
(subjective, objective, possessive).
Resources > Grammar and Composition > eHandbook >
b. Use intensive pronouns (e.g., myself, ourselves).
Grade 6, Student Edition > 4.1 Personal Pronouns, pages 125–126
Grade 6, Student Edition > 4.4 Possessive Pronouns, pages 131–132
Resources > Grammar and Composition > CCSS Grammar Practice > Pronouns: Intensive Pronouns
23
Common Core State Standards • Grade 6
Program References
Resources > Grammar and Composition > CCSS Grammar Practice > Pronouns: Number, Person, and
Antecedents
c. Recognize and correct inappropriate shifts in
pronoun number and person.
Resources > Grammar and Composition > eHandbook >
d. Recognize and correct vague pronouns (i.e., ones
with unclear or ambiguous antecedents).*
Resources > Grammar and Composition > CCSS Grammar Practice > Pronouns: Number, Person, and
Antecedents
Resources > Grammar and Composition > eHandbook >
e. Recognize variations from standard English in their
own and others’ writing and speaking, and identify
and use strategies to improve expression in
conventional language.
24
Grade 6, Student Edition > 4.2 Using Pronouns, pages 126–128
Grade 6, Student Edition > 4.5 Indefinite Pronouns, pages 132–133
Grade 6, Student Edition > 4.3 Pronouns and Antecedents, pages 128–129
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Grammar.
Common Core State Standards • Grade 6
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 6, Student Edition >
Chapter 11 Capitalization, pages 234–245
Chapter 12 Punctuation, pages 246–271
14.1 Spelling Rules, pages 287–295
14.2 Improving Your Spelling, pages 295–298
Resources > Grammar and Composition > CCSS Grammar Practice > Restrictive and Nonrestrictive Elements
a. Use punctuation (commas, parentheses, dashes) to
set off nonrestrictive/parenthetical elements.
Resources > Grammar and Composition > eHandbook >
Grade 6, Student Edition > 12.2 Using Commas I, pages 250–253
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Mechanics and Spelling.
b. Spell correctly.
In addition, the eHandbook provides lessons on spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 6, Student Edition >
14.1 Spelling Rules, pages 287–295
14.2 Improving Your Spelling, pages 295–298
25
Common Core State Standards • Grade 6
Program References
Knowledge of Language
3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit and > Revise.
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Revise > Voice—
Sentence Fluency.
a. Vary sentence patterns for meaning, reader/ listener
interest, and style.
In addition, the eHandbook provides lessons on sentence combining. See the following:
Resources > Grammar and Composition > eHandbook > Grade 6, Student Edition > Chapter 13 Sentence
Combining, pages 272–286
b. Maintain consistency in style and tone.
26
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Revise.
Common Core State Standards • GRADE 7
This chart lists the Grade 7 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 7
Program References
Writing
Text Types and Purposes
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Should Naturalized Citizens Be
President? >
Clear Thesis, pages 6-7
Evidence, pages 14-15
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
1. Write arguments to support claims with clear reasons
and relevant evidence.
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Persuasive Essay > Environmental Issue > Step 2 Reading-Writing Connection > Remarks at the Signing >
Clear Thesis, pages 6-7
Evidence, pages 14-15
Persuasive Essay > Environmental Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
27
Common Core State Standards • Grade 7
Program References
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Should Naturalized Citizens Be
President? >
Clear Thesis, pages 6-7
Other Views, pages 8-9
Counter-Arguments, pages 12-13
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
a. Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and
evidence logically.
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Introduction
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Environmental Issue > Step 2 Reading-Writing Connection > Remarks at the Signing >
Clear Thesis, pages 6-7
Other Views, pages 8-9
Counter-Arguments, pages 12-13
Persuasive Essay > Environmental Issue > Step 3 Writing > Begin Writing >
28
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Introduction
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Continued...
Common Core State Standards • Grade 7
Program References
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Introduction
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
29
Common Core State Standards • Grade 7
Program References
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Should Naturalized Citizens Be
President? >
Clear Thesis, pages 6-7
Other Views, pages 8-9
Reader Concerns, pages 10-11
Counter-Arguments, pages 12-13
Evidence, pages 14-15
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources
and demonstrating an understanding of the
topic or text.
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Environmental Issue > Step 2 Reading-Writing Connection > Remarks at the Signing >
Clear Thesis, pages 6-7
Other Views, pages 8-9
Reader Concerns, pages 10-11
Counter-Arguments, pages 12-13
Evidence, pages 14-15
Persuasive Essay > Environmental Issue > Step 3 Writing > Begin Writing >
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
30
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Common Core State Standards • Grade 7
Program References
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
reasons, and evidence.
Draft > Write the Body: Word Choice
Revise > Voice—Word Choice
Persuasive Essay > Environmental Issue > Step 3 Writing > Begin Writing >
Draft > Write the Body: Word Choice
Revise > Voice—Word Choice
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body: Word Choice
Revise > Voice—Word Choice
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
Draft > Write the Body: Word Choice
Revise > Voice—Word Choice
Persuasive Essay > Environmental Issue > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style.
Draft > Write the Body: Word Choice
Revise > Voice—Word Choice
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body: Word Choice
Revise > Voice—Word Choice
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Persuasive Essay > Environmental Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
31
Common Core State Standards • Grade 7
Program References
Multi-Paragraph Essay > Historical Topic > Step 2 Reading-Writing Connection > Knights and Smiths >
Introduction and Author’s Purpose, pages 6-7
Organization, pages 8-10
Synthesize Ideas, pages 11-12
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing >
2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through
the selection, organization, and analysis
of relevant content.
Plan > Identify Your Controlling Idea
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Multi-Paragraph Essay > Health/Science Essay > Step 2 Reading-Writing Connection > Learning from Bears >
Introduction and Author’s Purpose, pages 6-7
Organization, pages 8-9
Synthesize Ideas, pages 10-11
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
32
Plan > Identify Your Controlling Idea
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Common Core State Standards • Grade 7
Program References
Multi-Paragraph Essay > Historical Topic > Step 2 Reading-Writing Connection > Knights and Smiths >
Introduction and Author’s Purpose, pages 6-7
Organization, pages 8-10
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing >
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information,
using strategies such as definition, classification,
comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful
to aiding comprehension.
Plan > Identify Your Controlling Idea
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Incorporate Visual Elements
Publish > Multimedia Presentation
Multi-Paragraph Essay > Health/Science Essay > Step 2 Reading-Writing Connection > Learning from Bears >
Introduction and Author’s Purpose, pages 6-7
Organization, pages 8-9
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Incorporate Visual Elements
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Incorporate Visual Elements
Persuasive Essay > Community Issue > Step 3 Writing > Publish > Multimedia Presentation
Research Report > Animal/Ecosystem > Step 3 Writing > Publish > Multimedia Presentation
33
Common Core State Standards • Grade 7
Program References
Multi-Paragraph Essay > Historical Topic > Step 2 Reading-Writing Connection > Knights and Smiths >
Synthesize Ideas, pages 11–12
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing >
b. Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information
and examples.
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Multi-Paragraph Essay > Health/Science Essay > Step 2 Reading-Writing Connection > Learning from Bears >
Synthesize Ideas, pages 10-11
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing >
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
34
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Common Core State Standards • Grade 7
Program References
Multi-Paragraph Essay > Historical Topic > Step 2 Reading-Writing Connection > Knights and Smiths >
Sentence Structures, Rhetorical Devices, and Transitions, pages 13–15
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing >
c. Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
Draft > Use Transistions
Revise > Voice—Word Choice
Multi-Paragraph Essay > Health/Science Essay > Step 2 Reading-Writing Connection > Learning from Bears >
Sentence Structures, Rhetorical Devices, and Transitions, pages 12-13
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing >
Draft > Use Transistions
Revise > Voice—Word Choice
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Use Transistions
Revise > Voice—Word Choice
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing >
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Draft > Maintain a Formal Style
Revise > Voice—Word Choice
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing >
Draft > Maintain a Formal Style
Revise > Voice—Word Choice
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Maintain a Formal Style
Revise > Voice—Word Choice
35
Common Core State Standards • Grade 7
Program References
Multi-Paragraph Essay > Historical Topic > Step 2 Reading-Writing Connection > Knights and Smiths >
Sentence Structures, Rhetorical Devices, and Transitions, pages 13–15
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing > Draft > Maintain a Formal Style
e. Establish and maintain a formal style.
Multi-Paragraph Essay > Health/Science Essay > Step 2 Reading-Writing Connection > Learning from Bears >
Sentence Structures, Rhetorical Devices, and Transitions, pages 12-13
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing > Draft > Maintain a Formal
Style
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Maintain a Formal Style
Multi-Paragraph Essay > Historical Topic > Step 2 Reading-Writing Connection > Knights and Smiths >
Conclusion, pages 16–17
Multi-Paragraph Essay > Historical Topic > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
Multi-Paragraph Essay > Health/Science Essay > Step 2 Reading-Writing Connection > Learning from Bears >
Conclusion, pages 14-15
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing > Draft > Write the
Conclusion
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
36
Common Core State Standards • Grade 7
Program References
Story > Unlikely Hero Story > Step 2 Reading-Writing Connection > Rikki-tikki-tavi >
Well-Paced Action and Engaging Story Line, pages 6-8
Specific, Believable Setting, pages 9-10
Interesting Characters, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Unlikely Hero Story > Step 3 Writing > Begin Writing >
3. Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
Plan > Develop Interesting Characters
Plan > Create the Main Events
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Story > External Conflict > Step 2 Reading-Writing Connection > Thank You, M’am >
Well-Paced Action and Engaging Story Line, pages 6-8
Specific, Believable Setting, pages 9-10
Interesting Characters, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > External Conflict > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Create the Main Events
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Create the Main Events
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
37
Common Core State Standards • Grade 7
Program References
Story > Unlikely Hero Story > Step 2 Reading-Writing Connection > Rikki-tikki-tavi >
Well-Paced Action and Engaging Story Line, pages 6-8
Specific, Believable Setting, pages 9-10
Interesting Characters, pages 11-12
Story > Unlikely Hero Story > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Create the Main Events
Plan > Describe the Setting
Draft > Write the Opening
Draft > Write the Body
Story > External Conflict > Step 2 Reading-Writing Connection > Thank You, M’am >
a. Engage and orient the reader by establishing a
context and point of view and introducing a narrator
and/or characters; organize an event sequence that
unfolds naturally and logically.
Well-Paced Action and Engaging Story Line, pages 6-8
Specific, Believable Setting, pages 9-10
Interesting Characters, pages 11-12
Story > External Conflict > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Create the Main Events
Plan > Describe the Setting
Draft > Write the Opening
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
38
Plan > Identify Key Elements
Plan > Develop Interesting Characters
Plan > Create the Main Events
Plan > Describe the Setting
Draft > Write the Opening
Draft > Write the Body
Common Core State Standards • Grade 7
Program References
Story > Unlikely Hero Story > Step 2 Reading-Writing Connection > Rikki-tikki-tavi >
Well-Paced Action and Engaging Story Line, pages 6-8
Specific, Believable Setting, pages 9-10
Interesting Characters, pages 11-12
Story > Unlikely Hero Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Create the Story Line and Action
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write Dialogue
Draft > Write the Body
Story > External Conflict > Step 2 Reading-Writing Connection > Thank You, M’am >
b. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events,
and/or characters.
Well-Paced Action and Engaging Story Line, pages 6-8
Specific, Believable Setting, pages 9-10
Interesting Characters, pages 11-12
Story > External Conflict > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Create the Story Line and Action
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write Dialogue
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Create the Story Line and Action
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write Dialogue
Draft > Write the Body
39
Common Core State Standards • Grade 7
Program References
Story > Unlikely Hero Story > Step 3 Writing > Begin Writing >
c. Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
Plan > Create the Main Events
Revise > Voice—Sentence Fluency
Story > External Conflict > Step 3 Writing > Begin Writing >
Plan > Create the Main Events
Revise > Voice—Sentence Fluency
Story > Challenge > Step 3 Writing > Begin Writing >
40
Plan > Create the Main Events
Revise > Voice—Sentence Fluency
Common Core State Standards • Grade 7
Program References
Story > Unlikely Hero Story > Step 2 Reading-Writing Connection > Rikki-tikki-tavi >
Well-Paced Action and Engaging Story Line, pages 6-8
Interesting Characters, pages 11-12
Story > Unlikely Hero Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Body
Story > External Conflict > Step 2 Reading-Writing Connection > Thank You, M’am >
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action
and convey experiences and events.
Well-Paced Action and Engaging Story Line, pages 6-8
Interesting Characters, pages 11-12
Story > External Conflict > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write the Body
Story > Unlikely Hero Story > Step 3 Writing > Begin Writing > Draft > Write the Ending
e. Provide a conclusion that follows from and reflects
on the narrated experiences or events.
Story > External Conflict > Step 3 Writing > Begin Writing > Draft > Write the Ending
Story > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Ending
41
Common Core State Standards • Grade 7
Program References
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Draft > Write the Body: Analyze
Audience
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing > Draft > Write the Body
Paragraphs
Poem > Important Person > Step 3 Writing > Begin Writing > Plan > Identify Poetic Techniques
All the workshops address this standard.
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Multi-Paragraph Essay > Health/Science Essay > Step 3 Writing > Begin Writing > Edit > Peer and Teacher
Review
Poem > Important Person > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
42
Common Core State Standards • Grade 7
Program References
6. Use technology, including the Internet, to produce and
publish writing and link to and cite sources as well as
to interact and collaborate with others, including
linking to and citing sources.
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the writing
process.
Research to Build and Present Knowledge
Research Report > State History > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Create Note Cards
Research Report > Animal/Ecosystem > Step 3 Writing > Begin Writing >
7. Conduct short research projects to answer a question,
drawing on several sources and generating additional
related, focused questions for further research
and investigation.
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Create Note Cards
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Create Note Cards
43
Common Core State Standards • Grade 7
Program References
Research Report > State History > Step 2 Reading-Writing Connection > Spindletop >
Integrate Citations, pages 6-7
Paraphrase or Summarize Findings, pages 8-9
Integrate Direct Quotations, pages 10-11
Marshall Evidence, pages 12-13
Research Report > State History > Step 3 Writing > Begin Writing >
8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format
for citation.
Plan > Do Preliminary Research
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Create Note Cards
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Animal/Ecosystem > Step 2 Reading-Writing Connection > A Misunderstood Mammal >
Integrate Citations, pages 6-7
Paraphrase or Summarize Findings, pages 8-9
Integrate Direct Quotations, pages 10-11
Marshall Evidence, pages 12-13
Research Report > Animal/Ecosystem > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Create Note Cards
Draft > Present Findings
Draft > Create a Works Cited List
44
Continued...
Common Core State Standards • Grade 7
Program References
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Create Note Cards
Draft > Present Findings
Draft > Create a Works Cited List
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Research Report > State History > Step 3 Writing > Begin Writing > Plan > Gather Sources
Research Report > Animal/Ecosystem > Step 3 Writing > Begin Writing > Plan > Gather Sources
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Gather Sources
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Multi-Paragraph Essay >
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Historical Topic > After Reading Open-Ended Response, page 3
Health/Science Essay > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Persuasive Essay >
Community Issue > After Reading Open-Ended Response, page 3
Environmental Issue > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Personal Narrative >
Important Life Event > After Reading Open-Ended Response, page 3
Friends and Family > After Reading Open-Ended Response, page 3
Continued...
45
Common Core State Standards • Grade 7
Program References
Teacher Resources > Reading-Writing Teacher Guides > Story >
Unlikely Hero Story > After Reading Open-Ended Response, page 3
External Conflict > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Important Person > After Reading Open-Ended Response, page 3
Sport/Activity Poem > After Reading Open-Ended Response, page 3
Response > Literary Response > Step 3 Writing > Begin Writing
a. Apply grade 7 Reading standards to literature (e.g.,
“Compare and contrast a fictional portrayal of a
time, place, or character and a historical account
of the same period as a means of understanding how
authors of fiction use or alter history”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Story >
Unlikely Hero Story > After Reading Open-Ended Response, page 3
External Conflict > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
46
Important Person > After Reading Open-Ended Response, page 3
Sport/Activity Poem > After Reading Open-Ended Response, page 3
Common Core State Standards • Grade 7
Program References
Response > Expository Response > Step 3 Writing > Begin Writing
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Multi-Paragraph Essay >
b. Apply grade 7 Reading standards to literary
nonfiction (e.g. “Trace and evaluate the argument
and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant
and sufficient to support the claims”).
Historical Topic > After Reading Open-Ended Response, page 3
Health/Science Essay > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Persuasive Essay >
Community Issue > After Reading Open-Ended Response, page 3
Environmental Issue > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Personal Narrative >
Important Life Event > After Reading Open-Ended Response, page 3
Friends and Family > After Reading Open-Ended Response, page 3
Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes,
and audiences.
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
47
Common Core State Standards • Grade 7
Program References
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 7, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 62–321
Resources > Grammar and Composition > CCSS Grammar Practice > Phrases and Clauses
Resources > Grammar and Composition > eHandbook > Grade 7, Student Edition >
a. Explain the function of phrases and clauses in
general and their function in specific sentences.
7.1 Prepositions and Prepositional Phrases, pages 174–176
Chapter 8 Clauses and Complex Sentences, pages 190–204
Chapter 9 Verbals, pages 205–214
11.4 Diagraming Adjective, Adverbs, and Prepositional Phrases, pages 232–233
11.8 Diagraming Complex Sentences with Adjective and Adverb Clauses, pages 238–239
Chapter 14 Sentence Combining, pages 284–298
Resources > Grammar and Composition > CCSS Grammar Practice > Sentence Types
b. Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
48
Resources > Grammar and Composition > eHandbook > Grade 7, Student Edition >
1.6 Simple, Compound, and Run-on Sentences, pages 74–76
Chapter 8 Clauses and Complex Sentences, pages 190–204
Chapter 14 Sentence Combining, pages 284-298
Common Core State Standards • Grade 7
Program References
Resources > Grammar and Composition > CCSS Grammar Practice > Phrases and Clauses
c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and
dangling modifiers.
Resources > Grammar and Composition > eHandbook > Grade 7, Student Edition >
7.1 Prepositions and Prepositional Phrases, pages 174–176
Chapter 8 Clauses and Complex Sentences, pages 190–204
Chapter 9 Verbals, pages 205–214
Chapter 14 Sentence Combining, pages 284–298
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 7, Student Edition >
a. Use a comma to separate coordinate adjectives
(e.g.,It was a fascinating, enjoyable movie but
not He wore an old[,] green shirt).
Chapter 12 Capitalization, pages 246–257
Chapter 13 Punctuation, pages 258–283
15.1 Spelling Rules, pages 299–307
15.2 Improving Your Spelling, pages 307–310
Resources > Grammar and Composition > CCSS Grammar Practice > Coordinate Adjectives
49
Common Core State Standards • Grade 7
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
b. Spell correctly.
In addition, the eHandbook provides lessons on spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 7, Student Edition >
15.1 Spelling Rules, pages 299–307
15.2 Improving Your Spelling, pages 307–310
Knowledge of Language
3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Resources > Grammar and Composition > CCSS Grammar Practice > Sentence Types
This standard is addressed in every writing workshop during Step 3 > Begin Writing >
a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness
and redundancy.
Revise > Voice—Word Choice
Revise > Voice—Sentence Fluency
In addition, the workshops provide specific instruction related to precise and concise use of language. For
example:
Personal Narrative > Important Life Event > Step 3 Writing > Begin Writing > Plan > Use Sensory Details
Poem > Sport/Activity Poem > Step 3 Writing > Begin Writing > Plan > Create Figurative Language
50
Common Core State Standards • GRADE 8
This chart lists the Grade 8 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 8
Program References
Writing
Text Types and Purposes
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Should the Penny Be Retired? >
Supporting Evidence, pages 12-13
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
1. Write arguments to support claims with clear reasons
and relevant evidence.
Plan > Gather Reasons and Evidence
Draft > Write the Body: Organization
Persuasive Essay > Social Issue > Step 2 Reading-Writing Connection > The Trouble with Television >
Supporting Evidence, pages 12-13
Persuasive Essay > Social Issue > Step 3 Writing > Begin Writing >
Plan > Gather Reasons and Evidence
Draft > Write the Body: Organization
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Gather Reasons and Evidence
Draft > Write the Body: Organization
51
Common Core State Standards • Grade 8
Program References
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Should the Penny Be Retired? >
Clear Thesis, pages 6-7
Considering Other Viewpoints and Concerns, pages 8-9
Counter-Arguments, pages 10-11
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Introduction
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Social Issue > Step 2 Reading-Writing Connection > The Trouble with Television >
a. Introduce claim(s), acknowledge and distinguish
the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically. Clear Thesis, pages 6-7
Views and Concerns of Others, pages 8-9
Counter-Arguments, pages 10-11 Persuasive Essay > Social Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Introduction
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
52
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Introduction
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Common Core State Standards • Grade 8
Program References
Persuasive Essay > Community Issue > Step 2 Reading-Writing Connection > Should the Penny Be Retired? >
Supporting Evidence, pages 12-13
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources
and demonstrating an understanding of the
topic or text.
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Social Issue > Step 2 Reading-Writing Connection > The Trouble with Television >
Supporting Evidence, pages 12-13
Persuasive Essay > Social Issue > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis
Plan > Gather Reasons and Evidence
Plan > Analyze Your Audience
Draft > Write the Body: Organization
Draft > Write the Body: Analyze Audience
53
Common Core State Standards • Grade 8
Program References
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
Draft > Write the Body: Organization
Draft > Write the Body: Word Choice
Revise > Voice: Word Choice
Persuasive Essay > Social Issue > Step 3 Writing > Begin Writing >
Draft > Write the Body: Organization
Draft > Write the Body: Word Choice
Revise > Voice: Word Choice
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body: Organization
Draft > Write the Body: Word Choice
Revise > Voice: Word Choice
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing >
Draft > Write the Body: Word Choice
Revise > Voice: Word Choice
Persuasive Essay > Social Issue > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style.
Draft > Write the Body: Word Choice
Revise > Voice: Word Choice
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing >
54
Draft > Write the Body: Word Choice
Revise > Voice: Word Choice
Common Core State Standards • Grade 8
Program References
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Persuasive Essay > Social Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Persuasive Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
55
Common Core State Standards • Grade 8
Program References
Multi-Paragraph Essay > Social Issue > Step 2 Reading-Writing Connection > Homeless >
Purpose and Controlling Idea, pages 8-9
Organization and Details, pages 10-11
Accurately Synthesizing Ideas from Several Sources, pages 12-13
Multi-Paragraph Essay > Social Issue > Step 3 Writing > Begin Writing >
2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through
the selection, organization, and analysis
of relevant content.
Plan > Identify Your Controlling Idea
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Multi-Paragraph Essay > Current Event > Step 2 Reading-Writing Connection > Coming to America >
Purpose or Controlling Idea, pages 8-9
Logical Organization, pages 10-11
Synthesize Ideas from Several Sources, pages 12-13
Multi-Paragraph Essay > Current Event > Step 3 Writing > Begin Writing >
Plan > Identify Your Controlling Idea
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Multi-Paragraph Essay > Challenge > Step 3 Writing > Begin Writing >
56
Plan > Identify Your Controlling Idea
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Common Core State Standards • Grade 8
Program References
Multi-Paragraph Essay > Social Issue > Step 2 Reading-Writing Connection > Homeless >
Introduction, pages 6-7
Purpose and Controlling Idea, pages 8-9
Organization and Details, pages 10-11
Multi-Paragraph Essay > Social Issue > Step 3 Writing >
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
Plan > Identify Your Controlling Idea
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Incorporate Visual Elements
Publish > Multimedia Presentation
Multi-Paragraph Essay > Current Event > Step 2 Reading-Writing Connection > Coming to America >
Effective Introduction, pages 6-7
Purpose or Controlling Idea, pages 8-9
Logical Organization, pages 10-11
Multi-Paragraph Essay > Current Event > Step 3 Writing >
Plan > Identify Your Controlling Idea
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Incorporate Visual Elements
Continued...
57
Common Core State Standards • Grade 8
Program References
Multi-Paragraph Essay > Challenge > Step 3 Writing >
Plan > Identify Your Controlling Idea
Plan > Gather Evidence
Plan > Synthesize Ideas
Draft > Write the Introduction
Draft > Write the Body Paragraphs
Draft > Incorporate Visual Elements
Persuasive Essay > Community Issue > Step 3 Writing > Publish > Multimedia Presentation
Research Report > Earth/Space Science > Step 3 Writing > Publish > Multimedia Presentation
Multi-Paragraph Essay > Social Issue > Step 2 Reading-Writing Connection > Homeless > Accurately
Synthesizing Ideas from Several Sources, pages 12-13
Multi-Paragraph Essay > Social Issue > Step 3 Writing >
b. Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations, or
other information and examples.
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Revise > Development of Ideas
Multi-Paragraph Essay > Current Event > Step 2 Reading-Writing Connection > Homeless > Accurately
Synthesizing Ideas from Several Sources, pages 12-13
Multi-Paragraph Essay > Current Event > Step 3 Writing >
58
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Revise > Development of Ideas
Continued...
Common Core State Standards • Grade 8
Program References
Multi-Paragraph Essay > Challenge > Step 3 Writing >
Plan > Gather Facts and Details
Plan > Synthesize Ideas
Draft > Write the Body Paragraphs
Revise > Development of Ideas
Multi-Paragraph Essay > Social Issue > Step 2 Reading-Writing Connection > Homeless > Sentence
Structures, Rhetorical Devices, and Transitions, pages 14-15
Multi-Paragraph Essay > Social Issue > Step 3 Writing >
c. Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
Draft > Use Transitions
Revise > Voice: Word Choice
Multi-Paragraph Essay > Current Event > Step 2 Reading-Writing Connection > Coming to America > Sentence
Structures, Rhetorical Devices, and Transitions, pages 14-15
Multi-Paragraph Essay > Current Event > Step 3 Writing >
Draft > Use Transitions
Revise > Voice: Word Choice
Multi-Paragraph Essay > Challenge > Step 3 Writing >
Draft > Use Transitions
Revise > Voice: Word Choice
Multi-Paragraph Essay > Social Issue > Step 3 Writing >
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Draft > Maintain a Formal Style
Revise > Voice: Word Choice
Multi-Paragraph Essay > Current Event > Step 3 Writing >
Draft > Maintain a Formal Style
Revise > Voice: Word Choice
Continued...
59
Common Core State Standards • Grade 8
Program References
Multi-Paragraph Essay > Challenge > Step 3 Writing >
Draft > Maintain a Formal Style
Revise > Voice: Word Choice
Multi-Paragraph Essay > Social Issue > Step 3 Writing
Draft > Maintain a Formal Style
Revise > Voice: Word Choice
Multi-Paragraph Essay > Current Event > Step 3 Writing
e. Establish and maintain a formal style.
Draft > Maintain a Formal Style
Revise > Voice: Word Choice
Multi-Paragraph Essay > Challenge > Step 3 Writing
60
Draft > Maintain a Formal Style
Revise > Voice: Word Choice
Common Core State Standards • Grade 8
Program References
Multi-Paragraph Essay > Social Issue > Step 2 Reading-Writing Connection > Homeless > Conclusion, pages
16-17
Multi-Paragraph Essay > Social Issue > Step 3 Writing >
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
Draft > Write the Conclusion
Revise > Organization
Multi-Paragraph Essay > Current Event > Step 2 Reading-Writing Connection > Coming to America > Effective
Concluding Paragraph, pages 16-17
Multi-Paragraph Essay > Current Event > Step 3 Writing >
Draft > Write the Conclusion
Revise > Organization
Multi-Paragraph Essay > Challenge > Step 3 Writing >
Draft > Write the Conclusion
Revise > Organization
61
Common Core State Standards • Grade 8
Program References
Story > Real Life Story > Step 2 Reading-Writing Connection > Raymond’s Run >
Interesting Characters, pages 6-8
Engaging Story Line and Pacing, pages 9-10
Setting, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Real Life Story > Step 3 Writing > Begin Writing >
3. Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
Plan > Develop Interesting Characters
Plan > Develop the Plot
Plan > Describe the Setting
Story > Mystery/Suspense > Step 2 Reading-Writing Connection > The Tell-Tale Heart >
Interesting Characters, pages 6-8
Engaging Story Line and Pacing, pages 9-10
Setting, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Mystery/Suspense > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Develop the Plot
Plan > Describe the Setting
Story > Challenge > Step 3 Writing > Begin Writing >
62
Plan > Develop Interesting Characters
Plan > Develop the Plot
Plan > Describe the Setting
Common Core State Standards • Grade 8
Program References
Story > Real Life Story > Step 2 Reading-Writing Connection > Raymond’s Run >
Interesting Characters, pages 6-8
Engaging Story Line and Pacing, pages 9-10
Setting, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Real Life Story > Step 3 Writing > Begin Writing >
Plan > Determine Point of View
Plan > Develop Interesting Characters
Plan > Develop the Plot
Draft > Write the Opening
Draft > Write the Body
Story > Mystery/Suspense > Step 2 Reading-Writing Connection > The Tell-Tale Heart >
a. Engage and orient the reader by establishing a
context and point of view and introducing a narrator
and/or characters; organize an event sequence that
unfolds naturally and logically.
Interesting Characters, pages 6-8
Engaging Story Line and Pacing, pages 9-10
Setting, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Mystery/Suspense > Step 3 Writing > Begin Writing >
Plan > Determine Point of View
Plan > Develop Interesting Characters
Plan > Develop the Plot
Draft > Write the Opening
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Determine Point of View
Plan > Develop Interesting Characters
Plan > Develop the Plot
Draft > Write the Opening
Draft > Write the Body
63
Common Core State Standards • Grade 8
Program References
Story > Real Life Story > Step 2 Reading-Writing Connection > Raymond’s Run >
Interesting Characters, pages 6-8
Engaging Story Line and Pacing, pages 9-10
Setting, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Real Life Story > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write Dialogue
Draft > Write the Body
Story > Mystery/Suspense > Step 2 Reading-Writing Connection > The Tell-Tale Heart >
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
Interesting Characters, pages 6-8
Engaging Story Line and Pacing, pages 9-10
Setting, pages 11-12
Literary Strategies and Devices, pages 13-14
Story > Mystery/Suspense > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write Dialogue
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
64
Plan > Develop Interesting Characters
Plan > Describe the Setting
Plan > Use Literary Strategies and Techniques
Draft > Write Dialogue
Draft > Write the Body
Common Core State Standards • Grade 8
Program References
Story > Real Life Story > Step 3 Writing > Begin Writing >
c. Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts from
one time frame or setting to another, and show the
relationships among experiences and events.
Plan > Develop the Plot
Draft > Write the Body
Story > Mystery/Suspense > Step 3 Writing > Begin Writing >
Plan > Develop the Plot
Draft > Write the Body
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop the Plot
Draft > Write the Body
Story > Real Life Story > Step 2 Reading-Writing Connection > Raymond’s Run >
Interesting Characters, pages 6-8
Setting, pages 11-12
Story > Real Life Story > Step 3 Writing > Begin Writing >
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action
and convey experiences and events.
Plan > Develop Interesting Characters
Plan > Describe the Setting
Draft > Write the Body
Story > Mystery/Suspense > Step 2 Reading-Writing Connection > The Tell-Tale Heart >
Interesting Characters, pages 6-8
Setting, pages 11-12
Story > Mystery/Suspense > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Draft > Write the Body
Continued...
65
Common Core State Standards • Grade 8
Program References
Story > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Interesting Characters
Plan > Describe the Setting
Draft > Write the Body
Story > Real Life Story > Step 2 Reading-Writing Connection > Raymond’s Run > Engaging Story Line and
Pacing, pages 9-10
Story > Real Life Story > Step 3 Writing > Begin Writing > Draft > Write the Ending
e. Provide a conclusion that follows from and reflects
on the narrated experiences or events.
Story > Mystery/Suspense > Step 2 Reading-Writing Connection > The Tell-Tale Heart > Engaging Story Line
and Pacing, pages 9-10
Story > Mystery/Suspense > Step 3 Writing > Begin Writing > Draft > Write the Ending
Story > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Ending
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Revise > Development of Ideas
Research Report > U.S. History > Step 3 Writing > Begin Writing > Draft > Write Topic Sentences
Poem > Advice Poem > Step 3 Writing > Begin Writing > Plan > Create Figurative Language
66
Common Core State Standards • Grade 8
Program References
All the workshops address this standard.
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Persuasive Essay > Community Issue > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Research Report > U.S. History > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Poem > Advice Poem > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
6. Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas efficiently as well as to interact
and collaborate with others.
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the writing
process.
67
Common Core State Standards • Grade 8
Program References
Research to Build and Present Knowledge
Research Report > U.S. History > Step 2 Reading-Writing Connection > Juneteenth > Standards Writing
Practice, page 5
Research Report > U.S. History > Step 3 Writing > Begin Writing >
7. Conduct short research projects to answer a question
(including a self-generated question), drawing on
several sources and generating additional related,
focused questions that allow for multiple avenues
of exploration.
Plan > Formulate a Major Research Question
Plan > Gather Sources
Research Report > Earth/Space Science > Step 2 Reading-Writing Connection > An Orbiting Junkyard >
Standards Writing Practice, page 5
Research Report > Earth/Space Science > Step 3 Writing > Begin Writing >
Plan > Formulate a Major Research Question
Plan > Gather Sources
Research Report > Challenge > Step 3 Writing > Begin Writing >
68
Plan > Formulate a Major Research Question
Plan > Gather Sources
Common Core State Standards • Grade 8
Program References
Research Report > U.S. History > Step 2 Reading-Writing Connection > Juneteenth >
Integrate Citations, pages 6-8
Paraphrase or Summarize Information, pages 9-10
Integrate Quotations, pages 11-12
Marshall Evidence, pages 13-14
Draw Conclusions and Give Relevant Reasons, pages 15-16
Research Report > U.S. History > Step 3 Writing > Begin Writing >
8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format
for citation.
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Note Cards
Plan > Create a Works Cited List
Research Report > Earth/Space Science > Step 2 Reading-Writing Connection > An Orbiting Junkyard >
Integrate Citations, pages 6-8
Paraphrase or Summarize Information, pages 9-10
Integrate Quotations, pages 11-12
Marshall Evidence, pages 13-14
Draw Conclusions and Give Relevant Reasons, pages 15-16
Research Report > Earth/Space Science > Step 3 Writing > Begin Writing >
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Note Cards
Plan > Create a Works Cited List
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Note Cards
Plan > Create a Works Cited List
69
Common Core State Standards • Grade 8
Program References
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Gather Evidence
Research Report > U.S. History > Step 3 Writing > Begin Writing > Plan > Gather Sources
Research Report > Earth/Space Science > Step 3 Writing > Begin Writing > Plan > Gather Sources
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Gather Sources
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Multi-Paragraph Essay >
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Social Issue > After Reading Open-Ended Response, page 3
Current Events > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Persuasive Essay >
Community Issue > After Reading Open-Ended Response, page 3
Social Issue > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Personal Narrative >
Positive Change > After Reading Open-Ended Response, page 3
Facing Challenge > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Story >
Real Life Story > After Reading Open-Ended Response, page 3
Mystery/Suspense > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
70
Advice Poem > After Reading Open-Ended Response, page 3
Narrative Poem > After Reading Open-Ended Response, page 3
Common Core State Standards • Grade 8
Program References
Response > Literary Response > Step 3 Writing > Begin Writing
a. Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such
as the Bible, including describing how the material
is rendered new”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Story >
Real Life Story > After Reading Open-Ended Response, page 3
Mystery/Suspense > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Advice Poem > After Reading Open-Ended Response, page 3
Narrative Poem > After Reading Open-Ended Response, page 3
Response > Expository Response > Step 3 Writing > Begin Writing
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Multi-Paragraph Essay >
b. Apply grade 8 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence
is relevant and sufficient; recognize when irrelevant
evidence is introduced”).
Social Issue > After Reading Open-Ended Response, page 3
Current Events > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Persuasive Essay >
Community Issue > After Reading Open-Ended Response, page 3
Social Issue > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Personal Narrative >
Positive Change > After Reading Open-Ended Response, page 3
Facing Challenge > After Reading Open-Ended Response, page 3
71
Common Core State Standards • Grade 8
Program References
Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes,
and audiences.
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 8, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 62–321
a. Explain the function of verbals (gerunds,
participles, infinitives) in general and their function in particular sentences. Resources > Grammar and Composition > CCSS Grammar Practice > Verbals
Resources > Grammar and Composition > eHandbook > Grade 8, Student Edition > Chapter 9 Verbals, pages
205–214
Resources > Grammar and Composition > CCSS Grammar Practice > Active and Passive Voice
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
72
Resources > Grammar and Composition > eHandbook > Grade 8, Student Edition > 3.10 Active and Passive
Voice, pages 111–112
Resources > Grammar and Composition > CCSS Grammar Practice > Verb Moods
Common Core State Standards • Grade 8
d. Recognize and correct inappropriate shifts in verb
voice and mood.
Program References
Resources > Grammar and Composition > CCSS Grammar Practice > Active and Passive Voice
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 8, Student Edition >
Chapter 12 Capitalization, pages 246–257
Chapter 13 Punctuation, pages 258–283
15.1 Spelling Rules, pages 299–307
15.2 Improving Your Spelling, pages 307–310
Resources > Grammar and Composition > CCSS Grammar Practice > Commas, Ellipses, and Dashes
a. Use punctuation (comma, ellipsis, dash) to indicate
a pause or break.
b. Use an ellipsis to indicate an omission.
Resources > Grammar and Composition > eHandbook > Grade 8, Student Edition >
13.2 Using Commas I, pages 262–265
13.3 Using Commas II, pages 265–266
13.8 Using Hyphens, Dashes, and Parentheses, pages 275–276
Response > Literary Response > Step 1 Reading-Writing Connection > Two Kinds of Champions > Grammar
Practice, pages 16-17
Response > Expository Response > Step 1 Reading-Writing Connection > Home Is More Than Real Estate >
Grammar Practice, pages 16-17
73
Common Core State Standards • Grade 8
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
c. Spell correctly.
In addition, the eHandbook provides lessons on spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 8, Student Edition >
15.1 Spelling Rules, pages 299–307
15.2 Improving Your Spelling, pages 307–310
Knowledge of Language
74
3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Resources > Grammar and Composition > CCSS Grammar Practice > Active and Passive Voice
a. Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve
particular effects (e.g., emphasizing the actor or
the action; expressing uncertainty or describing a
state contrary to fact).
Resources > Grammar and Composition > CCSS Grammar Practice > Verb Moods
Common Core State Standards • GRADE 9
This chart lists the Grade 9 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 9
Program References
Writing
Text Types and Purposes
Argumentative Essay > Social Issue > Step 2 Reading-Writing Connection > That One Man’s Profit Is
Another’s Loss >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing >
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Plan > Develop Your Thesis
Plan > Review Your Argument
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > I Have a Dream >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Continued...
75
Common Core State Standards • Grade 9
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Social Issue > Step 2 Reading-Writing Connection > That One Man’s Profit Is
Another’s Loss >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Appropriate Organizing Structure, pages 12-13
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing >
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among claim(s), counterclaims, reasons,
and evidence.
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > I Have a Dream >
76
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Appropriate Organizing Structure, pages 12-13
Analysis of Data, Facts, and Ideas, pages 14-15
Continued...
Common Core State Standards • Grade 9
Program References
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
77
Common Core State Standards • Grade 9
Program References
Argumentative Essay > Social Issue > Step 2 Reading-Writing Connection > That One Man’s Profit Is
Another’s Loss >
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing >
b. Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
Plan > Review Your Argument
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > I Have a Dream >
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Review Your Argument
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
78
Plan > Review Your Argument
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Common Core State Standards • Grade 9
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
Program References
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing > Draft > Write the Body—Organization
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing > Write the Body—Organization
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing > Write the Body—Organization
Argumentative Essay > Social Issue > Step 2 Reading-Writing Connection > That One Man’s Profit Is
Another’s Loss >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Appropriate Organizing Structure, pages 12-13
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Draft > Write the Introduction
Draft > Write the Body—Organization
Revise > Voice—Word Choice
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > I Have a Dream >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-Arguments, pages 10-11
Appropriate Organizing Structure, pages 12-13
Analysis of Data, Facts, and Ideas, pages 14-15
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Organization
Revise > Voice—Word Choice
Continued...
79
Common Core State Standards • Grade 9
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Organization
Revise > Voice—Word Choice
Argumentative Essay > Social Issue > Step 2 Reading-Writing Connection > That One Man’s Profit Is
Another’s Loss > Appropriate Organizing Structure, pages 12-13
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > I Have a Dream > Appropriate
Organizing Structure, pages 12-13
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing > Write the Conclusion
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing > Write the Conclusion
80
Common Core State Standards • Grade 9
Program References
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow >
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-11
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Transitions Between Paragraphs, pages 16-17
Effective Concluding Paragraph, pages 22-23
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing >
2. Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
Plan > Identify Cause-and-Effect Relationships
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Synthesize Ideas and Information
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack >
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-11
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Transitions Between Paragraphs, pages 16-17
Effective Concluding Paragraph, pages 22-23
Analytical Essay > Problem-Solution > Step 3 Writing > Begin Writing >
Plan > Identify Problems and Solutions
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Synthesize Ideas and Information
Continued...
81
Common Core State Standards • Grade 9
Program References
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Problems and Solutions
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Synthesize Ideas and Information
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow >
a. Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding
comprehension. 82
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-11
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Transitions Between Paragraphs, pages 16-17
Effective Concluding Paragraph, pages 22-23
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing >
Plan > Identify Cause-and-Effect Relationships
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Use Graphics
Draft > Synthesize Ideas and Information
Publish > Multimedia Presentation
Continued...
Common Core State Standards • Grade 9
Program References
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack >
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-11
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Transitions Between Paragraphs, pages 16-17
Effective Concluding Paragraph, pages 22-23
Analytical Essay > Problem-Solution > Step 3 Writing > Begin Writing >
Plan > Identify Problems and Solutions
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Use Graphics
Draft > Synthesize Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Problems and Solutions
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Use Graphics
Draft > Synthesize Ideas and Information
Research Report > World History > Step 3 Writing > Begin Writing > Publish > Multimedia Presentation
83
Common Core State Standards • Grade 9
Program References
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow >
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Rhetorical Devices, pages 20-21
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing >
b. Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audience’s knowledge
of the topic.
Plan > Research the Topic and Gather Evidence
Draft > Synthesize Ideas and Information
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack >
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Rhetorical Devices, pages 20-21
Analytical Essay > Problem-Solution > Step 3 Writing > Begin Writing >
Plan > Research the Topic and Gather Evidence
Draft > Synthesize Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
84
Plan > Research the Topic and Gather Evidence
Draft > Synthesize Ideas and Information
Common Core State Standards • Grade 9
Program References
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow > Transitions Between
Paragraphs, pages 16-17
c. Use appropriate and varied transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas
and concepts.
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing > Draft > Organize Your Paragraphs
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack > Transitions
Between Paragraphs, pages 16-17
Analytical Essay > Problem-Solving > Step 3 Writing > Begin Writing > Draft > Organize Your Paragraphs
Analytical Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Organize Your Paragraphs
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing >
d. Use precise language and domain-specific
vocabuary to manage the complexity of the topic.
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Analytical Essay > Problem-Solution > Step 3 Writing > Begin Writing >
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
85
Common Core State Standards • Grade 9
Program References
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow >
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-11
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Transitions Between Paragraphs, pages 16-17
Variety of Sentence Structures, pages 18-19
Rhetorical Devices, pages 20-21
Effective Concluding Paragraph, pages 22-23
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing >
Draft > Write an Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack >
86
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-11
Relevant Information, pages 12-13
Valid Inferences, pages 14-15
Transitions Between Paragraphs, pages 16-17
Variety of Sentence Structures, pages 18-19
Rhetorical Devices, pages 20-21
Effective Concluding Paragraph, pages 22-23
Continued...
Common Core State Standards • Grade 9
Program References
Analytical Essay > Problem-Solution > Step 3 Writing > Begin Writing >
Draft > Write an Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write an Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow > Effective Concluding
Paragraph, pages 22-23
f. 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).
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing > Draft > Write a Concluding Paragraph
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack > Effective
Concluding Paragraph, pages 22-23
Analytical Essay > Problem-Solution > Step 3 Writing > Begin Writing > Draft > Write a Concluding Paragraph
Analytical Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write a Concluding Paragraph
87
Common Core State Standards • Grade 9
Program References
Narrative > Triumph Story > Step 2 Reading-Writing Connection > American History >
Conflict and Resolution, pages 6-8
Interesting and Believable Characters, pages 9-11
Literary Strategies and Devices, pages 12-13
Narrative > Triumph Story > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details for Setting and Mood
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Black Boy >
3. Write narratives to develop real or imagined
experiences or events using effective technique, well
chosen details, and well-structured event sequences.
Conflict and Resolution, pages 6-8
Interesting People, pages 9-10
Literary Strategies and Devices, pages 11–12
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Portray Interesting People
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details for Setting and Mood
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
88
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details for Setting and Mood
Draft > Write the Body
Common Core State Standards • Grade 9
Program References
Narrative > Triumph Story > Step 2 Reading-Writing Connection > American History >
Conflict and Resolution, pages 6-8
Interesting and Believable Characters, pages 9-11
Literary Strategies and Devices, pages 12-13
Narrative > Triumph Story > Step 3 Writing > Begin Writing >
a. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth
progression of experiences or events.
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Black Boy >
Conflict and Resolution, pages 6-8
Interesting People, pages 9-10
Literary Strategies and Devices, pages 11–12
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Portray Interesting People
Plan > Map Out the Conflict and Resolution
Draft > Write the Opening
Draft > Write the Body
Continued...
89
Common Core State Standards • Grade 9
Program References
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Draft > Write the Opening
Draft > Write the Body
Narrative > Triumph Story > Step 2 Reading-Writing Connection > American History >
Conflict and Resolution, pages 6-8
Interesting and Believable Characters, pages 9-11
Literary Strategies and Devices, pages 12-13
Narrative > Triumph Story > Step 3 Writing > Begin Writing >
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details for Setting and Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Black Boy >
90
Conflict and Resolution, pages 6-8
Interesting People pages 9-10
Literary Strategies and Devices, pages 11–12
Continued...
Common Core State Standards • Grade 9
Program References
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Portray Interesting People
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details for Setting and Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details for Setting and Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Triumph Story > Step 2 Reading-Writing Connection > American History >
c. Use a variety of techniques to sequence events so
that they build on one another to create a
coherent whole.
Conflict and Resolution, pages 6-8
Literary Strategies and Devices, pages 12-13
Narrative > Triumph Story > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Draft > Write the Opening
Draft > Write the Body
Draft > Write the Ending
Continued...
91
Common Core State Standards • Grade 9
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Black Boy >
Conflict and Resolution, pages 6-8
Literary Strategies and Devices, pages 11–12
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Draft > Write the Opening
Draft > Write the Body
Draft > Write the Ending
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Draft > Write the Opening
Draft > Write the Body
Draft > Write the Ending
Narrative > Triumph Story > Step 2 Reading-Writing Connection > American History >
d. Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
Narrative > Triumph Story > Step 3 Writing > Begin Writing >
92
Conflict and Resolution, pages 6-8
Interesting and Believable Characters, pages 9-11
Literary Strategies and Devices, pages 12-13
Plan > Create Characters
Plan > Use Sensory Details for Setting and Mood
Draft > Write the Opening
Draft > Write the Body
Continued...
Common Core State Standards • Grade 9
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Black Boy >
Conflict and Resolution, pages 6-8
Interesting People, pages 9-10
Literary Strategies and Devices, pages 11–12
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Portray Interesting People
Plan > Use Sensory Details for Setting and Mood
Draft > Write the Opening
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Use Sensory Details for Setting and Mood
Draft > Write the Opening
Draft > Write the Body
Narrative > Triumph Story > Step 2 Reading-Writing Connection > American History > Conflict and
Resolution, pages 6-8
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
Narrative > Triumph Story > Step 3 Writing > Begin Writing > Draft > Write the Ending
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Black Boy > Conflict and Resolution,
pages 6-8
Narrative> Personal Narrative > Step 3 Writing > Begin Writing > Draft > Write the Ending
Narrative > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Ending
93
Common Core State Standards • Grade 9
Program References
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing > Plan > Identify Cause-and-Effect
Relationships
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing > Draft > Write the Body—Organization
Poem > Nature Poem > Step 3 Writing > Begin Writing > Revise > Voice—Word Choice
All the workshops address this standard.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Analytical Essay > Cause-Effect > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Argumentative Essay > Social Issue > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Poem > Nature Poem > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technology’s capacity
to link to other information and to display information
flexibly and dynamically.
94
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the writing
process.
Common Core State Standards • Grade 9
Program References
Research to Build and Present Knowledge
Research Report > World History > Step 2 Reading-Writing Connection > The Strike That Shook the World >
Marshal Evidence in Support of a Clear Thesis Statement, pages 4-6
Research Report > World History > Step 3 Writing > Begin Writing >
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
7. Conduct short as well as more sustained research
projects to answer a question (including a self
generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Research Report > Biology > Step 2 Reading-Writing Connection > The Secret of Life > Marshal Evidence in
Support of a Clear Thesis Statement, pages 4-6
Research Report > Biology > Step 3 Writing > Begin Writing >
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
95
Common Core State Standards • Grade 9
Program References
Research Report > World History > Step 2 Reading-Writing Connection > The Strike That Shook the World >
Marshal Evidence in Support of a Clear Thesis Statement, pages 4-6
Logical Progression of Ideas and a Clearly Stated Point of View, pages 10-12
Examine the Quality of the Research, pages 15-16
Use of a Style Manual to Format Citations and Document Sources, pages 17-18
Research Report > World History > Step 3 Writing > Begin Writing >
8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Plan > Conduct Preliminary Research
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Research Report > Biology > Step 2 Reading-Writing Connection > The Secret of Life >
Marshal Evidence in Support of a Clear Thesis Statement, pages 4-6
Logical Progression of Ideas and a Clearly Stated Point of View, pages 10-12
Examine the Quality of the Research, pages 15-16
Use of a Style Manual to Format Citations and Document Sources, pages 17-18
96
Continued...
Common Core State Standards • Grade 9
Program References
Research Report > Biology > Step 3 Writing > Begin Writing >
Plan > Conduct Preliminary Research
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Conduct Preliminary Research
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
97
Common Core State Standards • Grade 9
Program References
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Analyze the Text and Gather
Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Analyze the Text and Gather
Evidence
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Analyze the Text and Gather Evidence
Research Report > World History > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > Biology > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Take Notes
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Cause-Effect > After Reading Open-Ended Response, page 3
Problem-Solution > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
Social Issue > After Reading Open-Ended Response, page 3
Social Problem > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Narrative>
Triumph Story > After Reading Open-Ended Response, page 3
Personal Narrative > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Nature Poem > After Reading Open-Ended Response, page 3
Life Lesson Poem > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Love at First Sight > After Reading OpenEnded Response, page 3
98
Common Core State Standards • Grade 9
Program References
Response > Literary Response > Step 3 Writing > Begin Writing
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Narrative >
a. Apply grades 9–10 Reading standards to literature
(e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g.,
how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play
by Shakespeare]”).
Triumph Story > After Reading Open-Ended Response, page 3
Personal Narrative > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Nature Poem > After Reading Open-Ended Response, page 3
Life Lesson Poem > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Love at First Sight > After Reading OpenEnded Response, page 3
Response > Expository Response > Step 3 Writing > Begin Writing
b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence
is relevant and sufficient; identify false statements
and fallacious reasoning”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
Cause-Effect > After Reading Open-Ended Response, page 3
Problem-Solution > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
Social Issue > After Reading Open-Ended Response, page 3
Social Problem > After Reading Open-Ended Response, page 3
Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
99
Common Core State Standards • Grade 9
Program References
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 90–429
Resources > Grammar and Composition > CCSS Grammar Practice > Parallel Construction
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition > 12.4 Combining Sentences
Using Coordination, pages 372–373
a. Use parallel structure.
Analytical Essay > Cause-Effect > Step 2 Reading-Writing Connection > Sea of Sorrow > Rhetorical Devices,
pages 20–21
Analytical Essay > Problem-Solution > Step 2 Reading-Writing Connection > Alien Attack > Rhetorical
Devices, pages 20–21
Resources > Grammar and Composition > CCSS Grammar Practice > Clauses and Phrases
b. Use various types of phrases (noun, verb,
adjectival, participial, prepositional, absolute) and clauses (independent, dependent; noun),and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Revise > Voice—
Sentence Fluency.
In addition, the eHandbook provides numerous lessons and exercises on phrases, clauses, and sentence
variety. See the following:
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition >
100
Chapter 3 Phrases, pages 145–159
Chapter 4 Clauses and Sentence Structure, pages 160–183
Chapter 12 Sentence Combining, pages 363–381
Common Core State Standards • Grade 9
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition >
a. Use a semicolon (and perhaps a conjunctive adverb)
to link two or more closely related
independent clauses.
Chapter 10 Capitalizing, pages 291–311
Chapter 11 Punctuation, Abbreviations, and Numbers, pages 312–362
Chapter 13 Spelling and Vocabulary, pages 382–429
Resources > Grammar and Composition > CCSS Grammar Practice > Semicolons and Colons
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition > 11.5 The Semicolon,
pages 318-320
Resources > Grammar and Composition > CCSS Grammar Practice > Semicolons and Colons
b. Use a colon to introduce a list or quotation.
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition > 11.4 The Colon, pages
316-318
This standard is addressed in every writing workshop during the Step 3 > Begin Writing > Edit > Correct
Errors in Mechanics and Spelling.
c. Spell correctly.
In addition, the eHandbook provides a chapter on spelling:
Resources > Grammar and Composition > eHandbook > Grade 9, Student Edition > Chapter 13 Spelling and
Vocabulary, pages 382–429
101
Common Core State Standards • Grade 9
Program References
Knowledge of Language
3. Apply knowledge of language to understand
how language functions in different contexts, to
make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Research Report > World History > Step 2 Reading-Writing Connection > The Strike That Shook the World >
Use of a Style Manual to Format Citations and Document Sources, pages 17-18
Research Report > World History > Step 3 Writing > Begin Writing >
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Biology > Step 2 Reading-Writing Connection > The Secret of Life > Use of a Style Manual
to Format Citations and Document Sources, pages 17-18
a. Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
Research Report > Biology > Step 3 Writing > Begin Writing >
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Challenge > Step 3 Writing > Begin Writing >
102
Draft > Present Findings
Draft > Create a Works Cited List
Common Core State Standards • GRADE 10
This chart lists the Grade 10 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 10
Program References
Writing
Text Types and Purposes
Argumentative Essay > Political Issue > Step 2 Reading-Writing Connection > On Women’s Right to Vote >
Clear Thesis or Position, pages 6-7
Analysis of Data, Facts, and Ideas, pages 14-15
Range of Appropriate Appeals, pages 16-17
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing >
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Plan > Review Your Arguments
Draft > Write the Body—Evidence
Draft > Write the Body—Appeals
Argumentative Essay > Life Advice > Step 2 Reading-Writing Connection > The Leader in the Mirror >
Clear Thesis or Position, pages 6-7
Analysis of Data, Facts, and Ideas, pages 14-15
Range of Appropriate Appeals, pages 16-17
Argumentative Essay > Life Advice > Step 3 Writing > Begin Writing > Plan > Review Your Arguments
Draft > Write the Body—Evidence
Draft > Write the Body—Appeals
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Review Your Arguments
Draft > Write the Body—Evidence
Draft > Write the Body—Appeals
103
Common Core State Standards • Grade 10
Program References
Argumentative Essay > Political Issue > Step 2 Reading-Writing Connection > On Women’s Right to Vote >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-arguments, pages 10-11
Appropriate Organizing Structure, pages 12-13
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing >
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among claim(s), counterclaims, reasons,
and evidence.
Plan > Develop Your Thesis
Plan > Review Your Arguments
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Life Advice > Step 2 Reading-Writing Connection > On Women’s Right to Vote >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-arguments, pages 10-11
Appropriate Organizing Structure, pages 12-13
Argumentative Essay > Life Advice > Step 3 Writing > Begin Writing >
104
Plan > Develop Your Thesis
Plan > Review Your Arguments
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Anticipate Objections
Continued...
Common Core State Standards • Grade 10
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Arguments
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Anticipate Objections
105
Common Core State Standards • Grade 10
Program References
Argumentative Essay > Political Issue > Step 2 Reading-Writing Connection > On Women’s Right to Vote >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-arguments, pages 10-11
Analysis of Data, Facts, and Ideas, pages 14-15
Range of Appropriate Appeals, pages 16-17
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing >
b. Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
Plan > Develop Your Thesis
Plan > Review Your Arguments
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Draft > Write the Body—Appeals
Argumentative Essay > Life Advice > Step 2 Reading-Writing Connection > On Women’s Right to Vote >
Clear Thesis or Position, pages 6-7
Consideration of Information and Views, pages 8-9
Counter-arguments, pages 10-11
Analysis of Data, Facts, and Ideas, pages 14-15
Range of Appropriate Appeals, pages 16-17
Argumentative Essay > Life Advice > Step 3 Writing > Begin Writing >
106
Plan > Develop Your Thesis
Plan > Review Your Arguments
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Draft > Write the Body—Appeals
Continued...
Common Core State Standards • Grade 10
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Arguments
Draft > Write the Body—Evidence
Draft > Write the Body—Anticipate Objections
Draft > Write the Body—Appeals
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing >
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
Draft > Write the Body—Organization
Revise > Voice—Sentence Fluency
Argumentative Essay > Life Advice > Step 3 Writing > Begin Writing >
Draft > Write the Body—Organization
Revise > Voice—Sentence Fluency
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body—Organization
Revise > Voice—Sentence Fluency
107
Common Core State Standards • Grade 10
Program References
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Draft > Write the Introduction
Draft > Write the Body—Organization
Revise > Voice—Word Choice
Argumentative Essay > Life Advice > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Organization
Revise > Voice—Word Choice
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Organization
Revise > Voice—Word Choice
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Argumentative Essay > Life Advice > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
108
Common Core State Standards • Grade 10
Program References
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo >
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-12
Relevant Evidence and Well-Chosen Details, pages 13-14
Relative Value of Support for Thesis Statement, pages 15-16
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing >
2. Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Synthesize Ideas and Information
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort >
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-12
Relevant Evidence and Well-Chosen Details, pages 13-14
Relative Value of Support for Thesis Statement, pages 15-16
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Synthesize Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Draft > Organize Your Paragraphs
Draft > Synthesize Ideas and Information
109
Common Core State Standards • Grade 10
Program References
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo >
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-12
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing >
a. Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
Plan > Identify Your Thesis Statement
Draft > Organize Your Paragraphs
Draft > Consider Using Graphics
Publish > Multimedia Presentation
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort >
Effective Introductory Paragraph, pages 6-7
Controlling Idea or Thesis, pages 8-9
Appropriate Organizing Structure, pages 10-12
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Draft > Organize Your Paragraphs
Draft > Consider Using Graphics
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Draft > Organize Your Paragraphs
Draft > Consider Using Graphics
Research Report > U.S. History > Step 3 Writing > Begin Writing > Publish > Multimedia Presentation
110
Common Core State Standards • Grade 10
Program References
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo >
Relevant Evidence and Well-Chosen Details, pages 13-14
Relevant Value of Support for Thesis Statement, pages 15-16
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing >
b. Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audience’s knowledge
of the topic.
Plan > Research the Topic and Gather Evidence
Draft > Synthesize Ideas and Information
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort >
Relevant Evidence and Well-Chosen Details, pages 13-14
Relevant Value of Support for Thesis Statement, pages 15-16
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing >
Plan > Research the Topic and Gather Evidence
Draft > Synthesize Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Research the Topic and Gather Evidence
Draft > Synthesize Ideas and Information
111
Common Core State Standards • Grade 10
Program References
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo >
c. Use appropriate and varied transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas
and concepts.
Variety of Sentence Structures, pages 16-17
Rhetorical Devices, pages 19-20
Transitions Between Paragraphs, pages 21-22
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing > Draft > Organize Your Paragraphs
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort >
Variety of Sentence Structures, pages 16-17
Rhetorical Devices, pages 19-20
Transitions Between Paragraphs, pages 21-22
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing > Draft > Organize Your Paragraphs
Analytical Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Organize Your Paragraphs
112
Common Core State Standards • Grade 10
Program References
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo >
Rhetorical Devices, pages 19-20
Transitions Between Paragraphs, pages 21-22
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing >
d. Use precise language and domain-specific
vocabulary to manage the complexity of the topic.
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort >
Rhetorical Devices, pages 19-20
Transitions Between Paragraphs, pages 21-22
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing >
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
113
Common Core State Standards • Grade 10
Program References
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing >
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Draft > Write an Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing >
Draft > Write an Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write an Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo > Effective
Concluding Paragraph, pages 23-24
f. 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).
Analytical Essay > Science/Nature Essay > Step 3 Writing > Begin Writing > Draft > Write a Concluding
Paragraph
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort > Effective
Concluding Paragraph, pages 23-24
Analytical Essay > Study Analysis > Step 3 Writing > Begin Writing > Draft > Write a Concluding Paragraph
Analytical Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write a Concluding Paragraph
114
Common Core State Standards • Grade 10
Program References
Narrative > Family Story > Step 2 Reading-Writing Connection > Tuesday Siesta >
Conflict and Resolution, pages 6-7
Interesting and Believable Characters, pages 8-9
Literary Strategies and Devices, pages 10-11
Sensory Details, pages 12-13
Narrative > Family Story > Step 3 Writing > Begin Writing >
3. Write narratives to develop real or imagined
experiences or events using effective technique, well
chosen details, and well-structured event sequences.
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details to Define Mood
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Straw into Gold: The Metamorphosis
of the Everyday >
Conflict and Resolution, pages 6-7
Interesting People, pages 8-9
Literary Strategies and Devices, pages 10-11
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Create Interesting People
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details to Define Mood
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details to Define Mood
115
Common Core State Standards • Grade 10
Program References
Narrative > Family Story > Step 2 Reading-Writing Connection > Tuesday Siesta >
Conflict and Resolution, pages 6-7
Interesting and Believable Characters, pages 8-9
Narrative > Family Story > Step 3 Writing > Begin Writing >
a. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth
progression of experiences or events.
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Straw into Gold: The Metamorphosis
of the Everyday >
Conflict and Resolution, pages 6-7
Interesting People, pages 8-9
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Draft > Write the Opening
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
116
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Draft > Write the Opening
Draft > Write the Body
Common Core State Standards • Grade 10
Program References
Narrative > Family Story > Step 2 Reading-Writing Connection > Tuesday Siesta >
Conflict and Resolution, pages 6-7
Interesting and Believable Characters, pages 8-9
Literary Strategies and Devices, pages 10-11
Sensory Details, pages 12-13
Narrative > Family Story > Step 3 Writing > Begin Writing >
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details to Define Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Straw into Gold: The Metamorphosis
of the Everyday >
Conflict and Resolution, pages 6-7
Interesting People, pages 8-9
Literary Strategies and Devices, pages 10-11
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Create Interesting People
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details to Define Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Continued...
117
Common Core State Standards • Grade 10
Program References
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Plan > Use Sensory Details to Define Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Family Story > Step 2 Reading-Writing Connection > Tuesday Siesta >
Conflict and Resolution, pages 6-7
Literary Strategies and Devices, pages 10-11
Narrative > Family Story > Step 3 Writing > Begin Writing >
c. Use a variety of techniques to sequence events so
that they build on one another to create a
coherent whole.
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Straw into Gold: The Metamorphosis
of the Everyday >
Conflict and Resolution, pages 6-7
Literary Strategies and Devices, pages 10-11
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices to Enhance the Plot
Draft > Write the Body
118
Common Core State Standards • Grade 10
Program References
Narrative > Family Story > Step 2 Reading-Writing Connection > Tuesday Siesta >
Conflict and Resolution, pages 6-7
Interesting and Believable Characters, pages 8-9
Sensory Details, pages 12-13
Narrative > Family Story > Step 3 Writing > Begin Writing >
d. Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
Plan > Create Characters
Plan > Use Sensory Details to Define Mood
Draft > Write the Opening
Draft > Write the Body
Revise > Voice—Word Choice
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > Straw into Gold: The Metamorphosis
of the Everyday >
Conflict and Resolution, pages 6-7
Interesting People, pages 8-9
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Create Interesting People
Plan > Use Sensory Details to Define Mood
Draft > Write the Opening
Draft > Write the Body
Revise > Voice—Word Choice
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Use Sensory Details to Define Mood
Draft > Write the Opening
Draft > Write the Body
119
Common Core State Standards • Grade 10
Program References
Narrative > Family Story > Step 3 Writing > Begin Writing >
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
Plan > Map Out the Conflict and Resolution
Draft > Write the Ending
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Draft > Write the Ending
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Draft > Write the Ending
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing > Revise > Development of Ideas
Research Report > U.S. History > Step 3 Writing > Begin Writing > Draft > Write Topic Sentences
Poem > Ode > Step 3 Writing > Begin Writing > Plan > Use Poetic Techniques
120
Common Core State Standards • Grade 10
Program References
All the workshops address this standard.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Argumentative Essay > Political Issue > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Research Report > U.S. History > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Poem > Ode > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technology’s capacity
to link to other information and to display information
flexibly and dynamically.
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the
writing process.
121
Common Core State Standards • Grade 10
Program References
Research to Build and Present Knowledge
Research Report > U.S. History > Step 2 Reading-Writing Connection > Defining Moment > Marshal Evidence
in Support of a Clear Thesis Statement, pages 4-6
Research Report > U.S. History > Step 3 Writing > Begin Writing >
7. Conduct short as well as more sustained research
projects to answer a question (including a self-
generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > Chemistry > Step 2 Reading-Writing Connection > Refrigeration Safety > Marshal Evidence
in Support of a Clear Thesis Statement, pages 4-6
Research Report > Chemistry > Step 3 Writing > Begin Writing >
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > Challenge > Step 3 Writing > Begin Writing >
122
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Common Core State Standards • Grade 10
Program References
Research Report > U.S. History > Step 2 Reading-Writing Connection > Defining Moment >
Marshal Evidence in Support of a Clear Thesis Statement, pages 4-6
Logical Progression of Ideas and A Clearly Stated Point of View, pages 9-11
Examine the Quality of the Research, pages 14-15
Use of Style Manuals to Format Citations and Document Sources, pages 16-17
Research Report > U.S. History > Step 3 Writing > Begin Writing >
8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following
a standard format for citation.
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Research Report > Chemistry > Step 2 Reading-Writing Connection > Refrigeration Safety >
Marshal Evidence in Support of a Clear Thesis Statement, pages 4-6
Logical Progression of Ideas and A Clearly Stated Point of View, pages 9-11
Examine the Quality of the Research, pages 14-15
Use of Style Manuals to Format Citations and Document Sources, pages 16-17
Research Report > Chemistry > Step 3 Writing > Begin Writing >
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Continued...
123
Common Core State Standards • Grade 10
Program References
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Analyze the Story and Gather
Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Analyze the Essay and Gather
Evidence
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Analyze the Text and Gather Evidence
Research Report > U.S. History > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > Chemistry > Step 3 Writing > Begin Writing > Plan > Take Notes
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Take Notes
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
Science/Nature Essay > After Reading Open-Ended Response, page 3
Study Analysis > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
124
Political Issue > After Reading Open-Ended Response, page 3
Life Advice > After Reading Open-Ended Response, page 3
Continued...
Common Core State Standards • Grade 10
Program References
Teacher Resources > Reading-Writing Teacher Guides > Narrative >
Family Story > After Reading Open-Ended Response, page 3
Personal Narrative > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Ode > After Reading Open-Ended Response, page 3
Haiku > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Tragic Scene > After Reading Open-Ended
Response, page 3
Response > Literary Response > Step 3 Writing > Begin Writing
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Narrative >
a. Apply grades 9–10 Reading standards to literature
(e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g.,
how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play
by Shakespeare]”).
Family Story > After Reading Open-Ended Response, page 3
Personal Narrative > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Ode > After Reading Open-Ended Response, page 3
Haiku > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Tragic Scene > After Reading Open-Ended
Response, page 3
125
Common Core State Standards • Grade 10
Program References
Response > Expository Response > Step 3 Writing > Begin Writing
Research Report > U.S. History > Step 3 Writing > Begin Writing
Research Report > Chemistry > Step 3 Writing > Begin Writing
b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence
is relevant and sufficient; identify false statements
and fallacious reasoning”).
Research Report > Challenge > Step 3 Writing > Begin Writing
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
Science/Nature Essay > After Reading Open-Ended Response, page 3
Study Analysis > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
Political Issue > After Reading Open-Ended Response, page 3
Life Advice > After Reading Open-Ended Response, page 3
Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
126
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
Common Core State Standards • Grade 10
Program References
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 90-429
Resources > Grammar and Composition > CCSS Grammar Practice > Parallel Construction
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition > 12.4 Combining
Sentences Using Coordination, pages 372-373
a. Use parallel structure.
Analytical Essay > Science/Nature Essay > Step 2 Reading-Writing Connection > The Tucson Zoo > Rhetorical
Devices, pages 19-20
Analytical Essay > Study Analysis > Step 2 Reading-Writing Connection > Cold Comfort > Rhetorical Devices,
pages 19-20
Resources > Grammar and Composition > CCSS Grammar Practice > Clauses and Phrases
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute)
and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Revise > Voice—
Sentence Fluency.
In addition, the eHandbook provides numerous lessons and exercises on phrases, clauses, and sentence
variety. See the following:
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition >
Chapter 3 Phrases, pages 145-149
Chapter 4 Clauses and Sentence Structure, pages 160-183
Chapter 12 Sentence Combining, pages 363-381
127
Common Core State Standards • Grade 10
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition >
a. Use a semicolon (and perhaps a conjunctive adverb)
to link two or more closely related
independent clauses.
Chapter 10 Capitalizing, pages 291-311
Chapter 11 Punctuation, Abbreviations, and Numbers, pages 312-362
Chapter 13 Spelling and Vocabulary, pages 382–429
Resources > Grammar and Composition > CCSS Grammar Practice > Semicolons and Colons
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition >
11.5 The Semicolon, pages 318-320
Resources > Grammar and Composition > CCSS Grammar Practice > Semicolons and Colons
b. Use a colon to introduce a list or quotation.
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition > 11.4 The Colon, pages
316-318
This standard is addressed in every writing workshop during the Step 3 > Begin Writing > Edit > Correct
Errors in Mechanics and Spelling.
c. Spell correctly.
In addition, the eHandbook provides a chapter on spelling:
Resources > Grammar and Composition > eHandbook > Grade 10, Student Edition > Chapter 13 Spelling and
Voccabulary, pages 382-429
128
Common Core State Standards • Grade 10
Program References
Knowledge of Language
3. Apply knowledge of language to understand
how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Research Report > U.S. History > Step 2 Reading-Writing Connection > Defining Moment > Use of Style
Manuals to Format Citations and Document Sources, pages 16-17
Research Report > U.S. History > Step 3 Writing > Begin Writing >
a. Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Chemistry > Step 2 Reading-Writing Connection > Refrigeration Safety > Use of Style
Manuals to Format Citations and Document Sources, pages 16-17
Research Report > Chemistry > Step 3 Writing > Begin Writing >
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Challenge > Step 3 Writing > Begin Writing >
Draft > Present Findings
Draft > Create a Works Cited List
129
Common Core State Standards • GRADE 11
This chart lists the Grade 11 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 11
Program References
Writing
Text Types and Purposes
Argumentative Essay > Support Cause/Action > Step 2 Reading-Writing Connection > On the Eve of the
Historic Dandi March >
Clear Thesis or Position, pages 6-7
Analysis of Sources, pages 12-13
Argumentative Essay > Support Cause/Action > Step 3 Writing > Begin Writing >
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Plan > Develop Your Thesis
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Argumentative Essay > Policy Pro/Con > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Clear Thesis or Position, pages 6-7
Analysis of Sources, pages 12-13
Argumentative Essay > Policy Pro/Con > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
130
Plan > Develop Your Thesis
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Common Core State Standards • Grade 11
Program References
Argumentative Essay > Support Cause/Action > Step 2 Reading-Writing Connection > On the Eve of the
Historic Dandi March >
Clear Thesis or Position, pages 6-7
Representation of Divergent Views, pages 8-9
Appropriate Organizing Structure, pages 10-11
Argumentative Essay > Support Cause/Action > Step 3 Writing > Begin Writing >
a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically
sequences claim(s), counterclaims, reasons,
and evidence.
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Policy Pro/Con > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Clear Thesis or Position, pages 6-7
Representation of Divergent Views, pages 8-9
Appropriate Organizing Structure, pages 10-11
Argumentative Essay > Policy Pro/Con > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Anticipate Objections
Continued...
131
Common Core State Standards • Grade 11
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Organize Your Argument
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Anticipate Objections
Argumentative Essay > Support Cause/Action > Step 2 Reading-Writing Connection > On the Eve of the
Historic Dandi March >
b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and
limitations of both in a manner that anticipates
the audience’s knowledge level, concerns, values,
and possible biases.
Clear Thesis or Position, pages 6-7
Representation of Divergent Views, pages 8-9
Analysis of Sources, pages 12-13
Argumentative Essay > Support Cause/Action > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Identify Valid and Reliable Sources
Plan > Review Your Argument
Draft > Write the Body—Anticipate Objections
Draft > Write the Body—Persuasive Language
Argumentative Essay > Policy Pro/Con > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
132
Clear Thesis or Position, pages 6-7
Representation of Divergent Views, pages 8-9
Analysis of Sources, pages 12-13
Continued...
Common Core State Standards • Grade 11
Program References
Argumentative Essay > Policy Pro/Con > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Identify Valid and Reliable Sources
Plan > Review Your Argument
Draft > Write the Body—Anticipate Objections
Draft > Write the Body—Persuasive Language Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Identify Valid and Reliable Sources
Plan > Review Your Argument
Draft > Write the Body—Anticipate Objections
Draft > Write the Body—Persuasive Language Argumentative Essay > Support Cause/Action > Step 3 Writing > Begin Writing >
c. Use words, phrases, and clauses as well as varied
syntax 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.
Draft > Write the Body—Organization
Revise > Voice—Sentence Fluency
Argumentative Essay > Policy Pro/Con > Step 3 Writing > Begin Writing >
Draft > Write the Body—Organization
Revise > Voice—Sentence Fluency
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body—Organization
Revise > Voice—Sentence Fluency
133
Common Core State Standards • Grade 11
Program References
Argumentative Essay > Support Cause/Action > Step 2 Reading-Writing Connection > On the Eve of the
Historic Dandi March > Persuasive Language, pages 14-15
Argumentative Essay > Support Cause/Action > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Draft > Write the Introduction
Draft > Write the Body—Persuasive Language
Revise > Voice—Word Choice
Argumentative Essay > Policy Pro/Con > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Persuasive Language, pages 14-15
Argumentative Essay > Policy Pro/Con > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Persuasive Language
Revise > Voice—Word Choice
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Draft > Write the Introduction
Draft > Write the Body—Persuasive Language
Revise > Voice—Word Choice
Argumentative Essay > Support Cause/Action > Step 3 Writing > Begin Writing > Draft > Write the
Conclusion
Argumentative Essay > Policy Pro/Con > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
134
Common Core State Standards • Grade 11
Program References
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
Controlling Idea or Thesis Statement, pages 6-7
Clear Organizational Schema, pages 10-12
Relevant and Substantial Evidence and Well-chosen Details, pages 13-14
Multiple Relevant Perspectives, pages 15-16
Primary and Secondary Sources, pages 17-18
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing >
2. Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
Plan > Identify Your Thesis Statement
Plan > Gather and Evaluate Sources
Plan > Research the Topic and Gather Evidence
Plan > Present/Analyze Relevant Perspectives
Draft > Organize Your Paragraphs
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom >
Controlling Idea or Thesis Statement, pages 6-7
Clear Organizational Schema, pages 10-11
Relevant and Substantial Evidence and Well-chosen Details, pages 12-13
Multiple Relevant Perspectives, pages 14-15
Primary and Secondary Sources, pages 16-17
Analytical Essay > Compare-Contrast > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Gather and Evaluate Sources
Plan > Research the Topic and Gather Evidence
Plan > Present/Analyze Relevant Perspectives
Draft > Organize Your Paragraphs
Continued...
135
Common Core State Standards • Grade 11
Program References
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Gather and Evaluate Sources
Plan > Research the Topic and Gather Evidence
Plan > Present/Analyze Relevant Perspectives
Draft > Organize Your Paragraphs
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
a. Introduce a topic; organize complex ideas,
concepts, and information so that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g.,figures, tables), and multimedia when
useful to aiding comprehension.
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing >
Draft > Organize Your Paragraphs
Draft > Consider Using Graphics
Draft > Write an Effective Introductory Paragraph
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom >
136
Controlling Idea or Thesis Statement, pages 6-7
Effective Introductory Paragraph, pages 8-9
Clear Organizational Schema, pages 10-12
Transitions Between Paragraphs, pages 21-22
Controlling Idea or Thesis Statement, pages 6-7
Effective Introductory Paragraph, pages 8-9
Clear Organizational Schema, pages 10-11
Transitions Between Paragraphs, pages 20-21
Continued...
Common Core State Standards • Grade 11
Program References
Analytical Essay > Compare-Contrast > Step 3 Writing > Begin Writing >
Draft > Organize Your Paragraphs
Draft > Consider Using Graphics
Draft > Write an Effective Introductory Paragraph
Publish > Multimedia Presentation
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Organize Your Paragraphs
Draft > Consider Using Graphics
Draft > Write an Effective Introductory Paragraph
Research Report > U.S. History > Step 3 Writing > Begin Writing > Plan > Use Graphics or Illustrations
Research Report > U.S. Geography > Step 3 Writing > Begin Writing > Plan > Use Graphics or Illustrations
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Use Graphics or Illustrations
137
Common Core State Standards • Grade 11
Program References
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
Relevant and Substantial Evidence and Well-chosen Details, pages 13-14
Multiple Relevant Perspectives, pages 15-16
Primary and Secondary Sources, pages 17-18
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing >
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information
and examples appropriate to the audience’s
knowledge of the topic.
Plan > Research the Topic and Gather Evidence
Draft > Synthesis Ideas and Information
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom >
Relevant and Substantial Evidence and Well-chosen Details, pages 12-13
Multiple Relevant Perspectives, pages 14-15
Primary and Secondary Sources, pages 16-17
Analytical Essay > Compare-Contrast > Step 3 Writing > Begin Writing >
Plan > Research the Topic and Gather Evidence
Draft > Synthesis Ideas and Information
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
138
Plan > Research the Topic and Gather Evidence
Draft > Synthesis Ideas and Information
Common Core State Standards • Grade 11
Program References
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
Effective Introductory Paragraph, pages 8-9
Clear Organizational Schema, pages 10-12
Variety of Sentence Structures, pages 19-20
Transitions Between Paragraphs, pages 21-22
Concluding Paragraph, pages 25-26
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing >
c. Use appropriate and varied transitions and syntax
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
Draft > Organize Your Paragraphs
Draft > Vary Your Syntax
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom >
Effective Introductory Paragraph, pages 8-9
Clear Organizational Schema, pages 10-11
Variety of Sentence Structures, pages 18-19
Transitions Between Paragraphs, pages 20-21
Concluding Paragraph, pages 24-25
Analytical Essay > Compare-Contrast > Step 3 Writing > Begin Writing >
Draft > Organize Your Paragraphs
Draft > Vary Your Syntax
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Organize Your Paragraphs
Draft > Vary Your Syntax
139
Common Core State Standards • Grade 11
Program References
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
Rhetorical Devices, pages 23-24
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing >
d. Use precise language, domain-specific vocabulary,
and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom > Rhetorical Devices, pages 22-23
Analytical Essay > Compare-Contrast > Step 3 Writing > Begin Writing >
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
140
Draft > Synthesize Ideas and Information
Revise > Voice—Word Choice
Common Core State Standards • Grade 11
Program References
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Effective Introductory Paragraph, pages 8-9
Variety of Sentence Structures, pages 19-20
Transitions Between Paragraphs, pages 21-22
Rhetorical Devices, pages 23-24
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing
Draft > Write an Effective Introductory Paragraph
Draft > Synthesize Ideas and Information
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom >
Effective Introductory Paragraph, pages 8-9
Variety of Sentence Structures, pages 18-19
Transitions Between Paragraphs, pages 20-21
Rhetorical Devices, pages 22-23
141
Common Core State Standards • Grade 11
Program References
Analytical Essay > Political/Social Essay > Step 2 Reading-Writing Connection > From Civil Disobedience >
Concluding Paragraph, pages 25-26
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing > Draft > Write an Effective
Concluding Paragraph
f. 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).
Analytical Essay > Compare-Contrast > Step 2 Reading-Writing Connection > From My Bondage and My
Freedom > Concluding Paragraph, pages 24-25
Analytical Essay > Compare-Contrast > Step 3 Writing > Begin Writing > Draft > Write an Effective
Concluding Paragraph
Analytical Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write an Effective Concluding
Paragraph
142
Common Core State Standards • Grade 11
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Conflict and Resolution, pages 6-7
Engage and Orient the Reader, pages 8-9
Narrative Techniques, pages 10-11
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Narrative > Impact Story > Step 2 Reading-Writing Connection > A Wagner Matinee >
3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Conflict and Resolution, pages 6-7
Complex Characters, pages 8-9
Non-stereotypical Characters, pages 10-11
Literary Strategies, pages 12-13
Literary Devices, pages 14-15
Sensory Details that Define Mood, pages 16-17
Narrative > Impact Story > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Continued...
143
Common Core State Standards • Grade 11
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Conflict and Resolution, pages 6-7
Engage and Orient the Reader, pages 8-9
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
a. Engage and orient the reader by setting out a
problem, situation, or observation and its
significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters;
create a smooth progression of experiences
or events.
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write the Opening
Draft > Write the Body
Narrative > Impact Story > Step 2 Reading-Writing Connection > A Wagner Matinee >
Conflict and Resolution, pages 6-7
Complex Characters, pages 8-9
Non-stereotypical Characters, pages 10-11
Narrative > Impact Story > Step 3 Writing > Begin Writing >
144
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write the Opening
Draft > Write the Body
Continued...
Common Core State Standards • Grade 11
Program References
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Engage and Orient the Reader, pages 8-9
Narrative Techniques, pages 10-11
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Body
145
Common Core State Standards • Grade 11
Program References
Narrative > Impact Story > Step 2 Reading-Writing Connection > A Wagner Matinee >
Complex Characters, pages 8-9
Non-stereotypical Characters, pages 10-11
Literary Strategies, pages 12-13
Literary Devices, pages 14-15
Sensory Details that Define Mood, pages 16-17
Narrative > Impact Story > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
146
Plan > Create Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Body
Common Core State Standards • Grade 11
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Narrative Techniques, pages 10-11
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
c. Use a variety of techniques to sequence events so
that they build on one another to create a
coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Literacy Devices to Enhance the Plot
Plan > Use Sensory Details to Define the Mood
Narrative > Impact Story > Step 2 Reading-Writing Connection > A Wagner Matinee >
Literary Strategies, pages 12-13
Literary Devices, pages 14-15
Sensory Details that Define Mood, pages 16-17
Narrative > Impact Story > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Literacy Devices to Enhance the Plot
Plan > Use Sensory Details to Define the Mood
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Plan > Use Narrative Techniques
Plan > Use Literacy Devices to Enhance the Plot
Plan > Use Sensory Details to Define the Mood
147
Common Core State Standards • Grade 11
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From Long Walk to Freedom >
Engage and Orient the Reader, pages 8-9
Narrative Techniques, pages 10-11
Sensory Details, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > From Long Walk to Freedom >
Plan > Create Characters
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Narrative > Impact Story > Step 2 Reading-Writing Connection > A Wagner Matinee >
d. Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
Complex Characters, pages 8-9
Non-stereotypical Characters, pages 10-11
Literary Strategies and Devices, pages 12-13
Literary Devices, pages 14-15
Sensory Details that Define Mood, pages 16-17
Narrative > Impact Story > Step 3 Writing > Begin Writing >
Plan > Create Characters
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Narrative > Challenge > Step 3 Writing > Begin Writing >
148
Plan > Create Characters
Plan > Use Narrative Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Common Core State Standards • Grade 11
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From Long Walk to Freedom > Conflict
and Resolution, pages 6-7
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
Plan > Map Out the Conflict and Resolution
Draft > Write the Ending
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > A Wagner Matinee > Conflict and
Resolution, pages 6-7
Narrative > Impact Story > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Draft > Write the Ending
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Map Out the Conflict and Resolution
Draft > Write the Ending
149
Common Core State Standards • Grade 11
Program References
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing > Plan > Research the Topic and
Gather Evidence
Research Report > U.S. History > Step 3 Writing > Begin Writing > Plan > Organize Information
Narrative > Personal Narrative > Step 3 Writing > Begin Writing > Draft > Write the Body
150
Common Core State Standards • Grade 11
Program References
All the workshops address this standard.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
(Editing for conventions should demonstrate command
of Language standards 1–3 up to and including grade
11–12 on page 54.)
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Analytical Essay > Political/Social Essay > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Research Report > U.S. History > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Narrative > Personal Narrative > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, in response to ongoing feedback, including
new arguments or information.
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the
writing process.
Continued...
151
Common Core State Standards • Grade 11
Program References
Research to Build and Present Knowledge
Research Report > U.S. History > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > U.S. Geography > Step 3 Writing > Begin Writing >
7. Conduct short as well as more sustained research
projects to answer a question (including a self-
generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > Challenge > Step 3 Writing > Begin Writing >
152
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Plan > Write Your Thesis Statement
Draft > Present Findings
Continued...
Common Core State Standards • Grade 11
Program References
Research Report > U.S. History > Step 2 Reading-Writing Connection > A Splendid Little War >
Use a Style Manual, pages 12-13
Research Report > U.S. History > Step 3 Writing > Begin Writing >
8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and
limitations of each source in terms of the task,
purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and
following a standard format for citation.
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Research Report > U.S. Geography > Step 2 Reading-Writing Connection > The Boll Weevil >
Use a Style Manual, pages 12-13
Research Report > U.S. Geography > Step 3 Writing > Begin Writing >
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
153
Common Core State Standards • Grade 11
Program References
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Create Source Cards
Plan > Take Notes
Plan > Organize Information
Draft > Present Findings
Draft > Follow MLA Style
Draft > Create a Works Cited List
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Analyze the Story and Gather
Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Analyze the Article and Gather
Evidence
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Analyze the Article and Gather Evidence
Research Report > U.S. History > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > U.S. Geography > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Take Notes
154
Common Core State Standards • Grade 11
Program References
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
Political/Social Essay > After Reading Open-Ended Response, page 3
Compare-Contrast > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
Support Cause/Action > After Reading Open-Ended Response, page 3
Policy Pro/Con > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Narrative >
Personal Narrative > After Reading Open-Ended Response, page 3
Impact Story > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Praise Poem > After Reading Open-Ended Response, page 3
Memory/Plan Poem > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Historical Scene > After Reading Open-Ended
Response, page 3
155
Common Core State Standards • Grade 11
Program References
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Analyze the Story and Gather
Evidence
a. Apply grades 11–12 Reading standards to literature
(e.g., “Demonstrate knowledge of eighteenth-,
nineteenth-, and early-twentieth-century
foundational works of American literature, including
how two or more texts from the same period treat
similar themes or topics”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Narrative >
Personal Narrative > After Reading Open-Ended Response, page 3
Impact Story > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Praise Poem > After Reading Open-Ended Response, page 3
Memory/Plan Poem > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Historical Scene > After Reading Open-Ended
Response, page 3
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Analyze the Article and Gather
Evidence
b. Apply grades 11–12 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts, including the
application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy
[e.g., The Federalist, presidential addresses]”).
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
156
Political/Social Essay > After Reading Open-Ended Response, page 3
Compare-Contrast > After Reading Open-Ended Response, page 3
Support Cause/Action > After Reading Open-Ended Response, page 3
Policy Pro/Con > After Reading Open-Ended Response, page 3
Common Core State Standards • Grade 11
Program References
Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 11, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 94-437
a. Apply the understanding that usage is a matter of
convention, can change over time, and is
sometimes contested.
b. Resolve issues of complex or contested usage,
consulting references (e.g., Merriam-Webster’s
Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
Resources > Grammar and Composition > CCSS Grammar Practice > Usage
Resources > Grammar and Composition > eHandbook > Grade 11, Student Edition > Usage Glossary, pages
44-85
Resources > Grammar and Composition > CCSS Grammar Practice > Usage
Resources > Grammar and Composition > eHandbook > Grade 11, Student Edition > Usage Glossary, pages
44-85
157
Common Core State Standards • Grade 11
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors
in Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 11, Student Edition >
Chapter 10 Capitalizing, pages 296-316
Chapter 11 Punctuation, Abbreviations, and Numbers, pages 317-369
Chapter 13 Spelling and Vocabulary, pages 390-437
Resources > Grammar and Composition > CCSS Grammar Practice > Hyphenation Conventions
a. Observe hyphenation conventions.
This standard is also addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct
Errors in Mechanics and Spelling.
In addition, the eHandbook provides lessons and exercises on hyphenation. See the following:
Resources > Grammar and Composition > eHandbook > Grade 11, Student Edition > 11.13 The Hyphen, pages
357-360
158
Common Core State Standards • GRADE 12
This chart lists the Grade 12 Common Core State Standards and shows which pages in Glencoe Writer’s Workspace teach or review each standard.
Common Core State Standards • Grade 12
Program References
Writing
Text Types and Purposes
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > A Vindication of the Rights of
Woman >
Clear Thesis or Position, pages 6-8
Analysis of Sources, pages 13-14
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Plan > Develop Your Thesis
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Draft > Write the Body—Evidence
Argumentative Essay > Call to Action > Step 2 Reading-Writing Connection > Be Ye Men of Valor >
Clear Thesis or Position, pages 6-8
Analysis of Sources, pages 13-14
Argumentative Essay > Call to Action > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Draft > Write the Body—Evidence
Continued...
159
Common Core State Standards • Grade 12
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Draft > Write the Body—Evidence
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > A Vindication of the Rights of
Woman >
Clear Thesis or Position, pages 6-8
Representation of Divergent Views, pages 9-10
Appropriate Structure, pages 11-12
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
a. Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically
sequences claim(s), counterclaims, reasons,
and evidence.
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Create an Organizing Structure
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Evidence
Argumentative Essay > Call to Action > Step 2 Reading-Writing Connection > Be Ye Men of Valor >
Clear Thesis or Position, pages 6-8
Representation of Divergent Views, pages 9-10
Appropriate Structure, pages 11-12
Argumentative Essay > Call to Action > Step 3 Writing > Begin Writing >
160
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Create an Organizing Structure
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Evidence
Continued...
Common Core State Standards • Grade 12
Program References
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Develop Your Thesis
Plan > Review Your Argument
Plan > Create an Organizing Structure
Draft > Write the Introduction
Draft > Write the Body—Organization
Draft > Write the Body—Evidence
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > A Vindication of the Rights of
Woman >
b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and
limitations of both in a manner that anticipates
the audience’s knowledge level, concerns, values,
and possible biases.
Clear Thesis or Position, pages 6-8
Representation of Divergent Views, pages 9-10
Analysis of Sources, pages 13-14
Awareness of Audience Response, pages 17-18
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Draft > Write the Body—Evidence
Argumentative Essay > Call to Action > Step 2 Reading-Writing Connection > Be Ye Men of Valor >
Clear Thesis or Position, pages 6-8
Representation of Divergent Views, pages 9-10
Analysis of Sources, pages 13-14
Awareness of Audience Response, pages 17-18
Continued...
161
Common Core State Standards • Grade 12
Program References
Argumentative Essay > Call to Action > Step 3 Writing > Begin Writing >
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Draft > Write the Body—Evidence
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Authoritative Sources
Plan > Review Your Argument
Draft > Write the Body—Evidence
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > A Vindication of the Rights of
Woman > Appropriate Structure, pages 11-12
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
c. Use words, phrases, and clauses as well as varied
syntax 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.
Plan > Create an Organizing Structure
Draft > Write the Body—Organization
Argumentative Essay > Call to Action > Step 2 Reading-Writing Connection > Be Ye Men of Valor >
Appropriate Structure, pages 11-12
Argumentative Essay > Call to Action > Step 3 Writing > Begin Writing >
Plan > Create an Organizing Structure
Draft > Write the Body—Organization
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
162
Plan > Create an Organizing Structure
Draft > Write the Body—Organization
Continued...
Common Core State Standards • Grade 12
Program References
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > A Vindication of the Rights of
Woman > Awareness of Audience Response, pages 17-18
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing >
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Draft > Write the Introduction
Draft > Write the Body—Persuasive Language
Revise > Voice—Word Choice
Edit > Correct Errors in Grammar
Edit > Correct Errors in Mechanics and Spelling
Argumentative Essay > Call to Action > Step 2 Reading-Writing Connection > Be Ye Men of Valor > Awareness
of Audience Response, pages 17-18
Argumentative Essay > Call to Action > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Persuasive Language
Revise > Voice—Word Choice
Edit > Correct Errors in Grammar
Edit > Correct Errors in Mechanics and Spelling
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Introduction
Draft > Write the Body—Persuasive Language
Revise > Voice—Word Choice
Edit > Correct Errors in Grammar
Edit > Correct Errors in Mechanics and Spelling
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
e. Provide a concluding statement or section that
follows from and supports the argument presented.
Argumentative Essay > Call to Action > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
Argumentative Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write the Conclusion
163
Common Core State Standards • Grade 12
Program References
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 >
Controlling Idea or Thesis Statement, pages 6-7
Clear Organizational Schema, pages 10-11
Relevant and Substantial Evidence and Well-Chosen Details, pages 12-13
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Plan > Gather Evidence and Evaluate Sources
Plan > Present/Analyze Relevant Perspectives
Plan > Revise Your Thesis and Create Outline
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own >
2. Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
Controlling Idea or Thesis Statement, pages 6-7
Clear Organizational Schema, pages 10-12
Relevant and Substantial Evidence and Well-Chosen Details, pages 13-14
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Plan > Gather Evidence and Evaluate Sources
Plan > Present/Analyze Relevant Perspectives
Plan > Revise Your Thesis and Create Outline
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
164
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Plan > Gather Evidence and Evaluate Sources
Plan > Present/Analyze Relevant Perspectives
Plan > Revise Your Thesis and Create Outline
Common Core State Standards • Grade 12
Program References
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 >
Controlling Idea or Thesis Statement, pages 6-7
Effective Introductory Paragraph, pages 8-9
Clear Organizational Schema, pages 10-11
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing >
a. Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
Plan > Identify Your Thesis Statement
Plan > Revise Your Thesis and Create Outline
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Consider Using Graphics
Publish > Multimedia Presentation
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own >
Controlling Idea or Thesis Statement, pages 6-7
Effective Introductory Paragraph, pages 8-9
Clear Organizational Schema, pages 10-12
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Revise Your Thesis and Create Outline
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Consider Using Graphics
Continued...
165
Common Core State Standards • Grade 12
Program References
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Revise Your Thesis and Create Outline
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Consider Using Graphics
Research Report > British History > Step 3 Writing > Begin Writing > Publish > Multimedia Presentation
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 >
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information
and examples appropriate to the audience’s
knowledge of the topic.
Relevant and Substantial Evidence and Well-Chosen Details, pages 12-13
Relevant Perspectives and Contradictory Views, pages 14-15
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Plan > Gather Evidence and Evaluate Sources
Plan > Present/Analyze Relevant Perspectives
Plan > Revise Your Thesis and Create Outline
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own >
166
Relevant and Substantial Evidence and Well-Chosen Details, pages 13-14
Relevant Perspectives and Contradictory Views, pages 15-16
Continued...
Common Core State Standards • Grade 12
Program References
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Plan > Gather Evidence and Evaluate Sources
Plan > Present/Analyze Relevant Perspectives
Plan > Revise Your Thesis and Create Outline
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Your Thesis Statement
Plan > Research the Topic and Gather Evidence
Plan > Gather Evidence and Evaluate Sources
Plan > Present/Analyze Relevant Perspectives
Plan > Revise Your Thesis and Create Outline
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 > Transitions
Between Paragraphs, pages 18-19
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing >
c. Use appropriate and varied transitions and syntax
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
Draft > Write the Body of Your Essay
Revise > Organization—Transitions
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own > Transitions
Between Paragraphs, pages 18-19
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing >
Draft > Write the Body of Your Essay
Revise > Organization—Transitions
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write the Body of Your Essay
Revise > Organization—Transitions
167
Common Core State Standards • Grade 12
Program References
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 > Rhetorical
Devices, pages 20-21
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing >
d. Use precise language, domain–specific vocabulary,
and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Write an Effective Concluding Paragraph
Revise > Voice—Word Choice
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own > Rhetorical
Devices, pages 23-24
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing >
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Write an Effective Concluding Paragraph
Revise > Voice—Word Choice
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Write an Effective Concluding Paragraph
Revise > Voice—Word Choice
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 > Varied
Sentence Structures, pages 16-17
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing >
168
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Write an Effective Concluding Paragraph
Revise > Voice—Word Choice
Continued...
Common Core State Standards • Grade 12
Program References
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own > Varied
Sentence Structures, pages 19-20
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing >
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Write an Effective Concluding Paragraph
Revise > Voice—Word Choice
Analytical Essay > Challenge > Step 3 Writing > Begin Writing >
Draft > Write an Effective Introductory Paragraph
Draft > Write the Body of Your Essay
Draft > Write an Effective Concluding Paragraph
Revise > Voice—Word Choice
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 > Concluding
Paragraph, pages 22-23
f 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).
Analytical Essay > Tradition Analysis > Step 3 Writing > Begin Writing > Draft > Write an Effective
Concluding Paragraph
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own > Concluding
Paragraph, pages 25-26
Analytical Essay > Social Problem > Step 3 Writing > Begin Writing > Draft > Write an Effective Concluding
Paragraph
Analytical Essay > Challenge > Step 3 Writing > Begin Writing > Draft > Write an Effective Concluding
Paragraph
169
Common Core State Standards • Grade 12
Program References
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts >
Conflict and Resolution, pages 6-8
Theme, pages 9-10
Complex and Non-Stereotypical Characters, pages 11-12
Literary Strategies and Devices, pages 13-14
Sensory Details, pages 15-16
Narrative > Disaster Story > Step 3 Writing > Begin Writing >
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well–chosen details, and well–structured
event sequences.
Plan > Choose a Story Idea
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Plan > Use Sensory Details to Define the Mood
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
Conflict and Resolution, pages 6-7
Theme, pages 8-9
Complex and Non-Stereotypical Characters, pages 10-11
Literary Strategies and Devices, pages 12-13
Sensory Details Defining Mood or Tone, pages 14-15
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
170
Plan > Choose a Story Idea
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Plan > Use Sensory Details to Create the Mood
Continued...
Common Core State Standards • Grade 12
Program References
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Choose a Story Idea
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Plan > Use Sensory Details to Define the Mood
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts >
Conflict and Resolution, pages 6-8
Theme, pages 9-10
Complex and Non-Stereotypical Characters, pages 11-12
Literary Strategies and Devices, pages 13-14
Sensory Details, pages 15-16
Narrative > Disaster Story > Step 3 Writing > Begin Writing >
a. Engage and orient the reader by setting out a
problem, situation, or observation and its
significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters;
create a smooth progression of experiences
or events.
Plan > Choose a Story Idea
Plan > Identify Key Elements
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
Conflict and Resolution, pages 6-7
Theme, pages 8-9
Complex and Non-Stereotypical Characters, pages 10-11
Literary Strategies and Devices, pages 12-13
Sensory Details Defining Mood or Tone, pages 14-15
Continued...
171
Common Core State Standards • Grade 12
Program References
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Choose a Story Idea
Plan > Identify Key Elements
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Draft > Write the Opening
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Choose a Story Idea
Plan > Identify Key Elements
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Draft > Write the Opening
Draft > Write the Body
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts >
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Narrative > Disaster Story > Step 3 Writing > Begin Writing >
172
Conflict and Resolution, pages 6-8
Theme, pages 9-10
Complex and Non-Stereotypical Characters, pages 11-12
Literary Strategies and Devices, pages 13-14
Sensory Details, pages 15-16
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Body
Continued...
Common Core State Standards • Grade 12
Program References
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
Conflict and Resolution, pages 6-7
Theme, pages 8-9
Complex and Non-Stereotypical Characters, pages 10-11
Literary Strategies and Devices, pages 12-13
Sensory Details Defining Mood or Tone, pages 14-15
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Body
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Create Complex Characters
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Body
173
Common Core State Standards • Grade 12
Program References
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts >
Conflict and Resolution, pages 6-8
Literary Strategies and Devices, pages 13-14
Narrative > Disaster Story > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Draft > Write the Opening
Draft > Write the Body
Draft > Write the Ending
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
c. Use a variety of techniques to sequence events so
that they build on one another to create a
coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
Conflict and Resolution, pages 6-7
Literary Strategies and Devices, pages 12-13
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Draft > Write the Opening
Draft > Write the Body
Draft > Write the Ending
Narrative > Challenge > Step 3 Writing > Begin Writing >
174
Plan > Identify Key Elements
Plan > Map Out the Conflict and Resolution
Plan > Use Literary Devices and Techniques
Draft > Write the Opening
Draft > Write the Body
Draft > Write the Ending
Common Core State Standards • Grade 12
Program References
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts >
Conflict and Resolution, pages 6-8
Theme, pages 9-10
Complex and Non-Stereotypical Characters, pages 11-12
Literary Strategies and Devices, pages 13-14
Sensory Details, pages 15-16
Narrative > Disaster Story > Step 3 Writing > Begin Writing >
d. Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
Plan > Identify Key Elements
Plan > Create Complex Characters
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
Conflict and Resolution, pages 6-7
Theme, pages 8-9
Complex and Non-Stereotypical Characters, pages 10-11
Literary Strategies and Devices, pages 12-13
Sensory Details Defining Mood or Tone, pages 14–15
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Create Complex Characters
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Continued...
175
Common Core State Standards • Grade 12
Program References
Narrative > Challenge > Step 3 Writing > Begin Writing >
Plan > Identify Key Elements
Plan > Create Complex Characters
Plan > Use Sensory Details to Define the Mood
Draft > Write Dialogue
Draft > Write the Opening
Draft > Write the Body
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts > Conflict and
Resolution, pages 6-8
Narrative > Disaster Story > Step 3 Writing > Begin Writing >
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
Plan > Decide on a Theme
Draft > Write the Ending
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
Conflict and Resolution, pages 6-7
Narrative > Personal Narrative > Step 3 Writing > Begin Writing >
Plan > Decide on a Theme
Draft > Write the Ending
Narrative > Challenge > Step 3 Writing > Begin Writing >
176
Plan > Decide on a Theme
Draft > Write the Ending
Common Core State Standards • Grade 12
Program References
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade–specific
expectations for writing types are defined in standards
1–3 above.)
All the workshops address this standard. Each workshop guides students through the development,
organization, and style of writing in ways that are appropriate for the writing task, purpose, and audience
during the Plan, Draft, and Revise stages. For example:
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing > Draft > Write the Body—Evidence
Research Report > British History > Step 3 Writing > Begin Writing > Plan > Organize Information
Poem > Dramatic Monologue > Step 3 Writing > Begin Writing > Plan > Use Poetic Conventions
All the workshops address this standard.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is
most significant for a specific purpose and audience.
(Editing for conventions should demonstrate command
of Language standards 1–3 up to and including grades
11–12 on page 54.)
Using the commenting feature, a teacher can read and comment on student writing at any stage of the
writing process. The program notifies students when new comments are entered and students can view the
comments by selecting the Comments tab from within the Workshop Editor.
In addition, each workshop contains a Peer and Teacher Review step. For example:
Argumentative Essay > Social Problem > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Research Report > British History > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
Poem > Dramatic Monologue > Step 3 Writing > Begin Writing > Edit > Peer and Teacher Review
6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback, including
new arguments or information.
All workshops address this standard. Writer’s Workspace is an online program that students can use to
produce writing and that teachers can use to view and comment on student work at any stage of the writing
process.
177
Common Core State Standards • Grade 12
Program References
Research to Build and Present Knowledge
Research Report > British History > Step 2 Reading-Writing Connection > Victorian Social Critics and the
Great Exhibition >
Provide an Analysis that Develops and Supports Personal Opinions, pages 4-5
Develop an Argument, pages 11-12
Write an Essay of Sufficient Complexity to Address the Topic,
pages 17-18
Research Report > British Geography > Step 2 Reading-Writing Connection > Moors in Fiction, Moors in Fact >
7. Conduct short as well as more sustained research
projects to answer a question (including a self-
generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Provide an Analysis that Develops and Supports Personal Opinions, pages 4-6
Develop an Argument, pages 11-12
Write an Essay of Sufficient Complexity to Address the Topic,
pages 17-18
Research Report > British History > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > British Geography > Step 3 Writing > Begin Writing >
178
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Write Your Thesis Statement
Draft > Present Findings
Continued...
Common Core State Standards • Grade 12
Program References
Research Report > Challenge > Step 3 Writing > Begin Writing >
Plan > Do Preliminary Research
Plan > Formulate a Major Research Question
Plan > Write Your Thesis Statement
Draft > Present Findings
Research Report > British History > Step 2 Reading-Writing Connection > Victorian Social Critics and the
Great Exhibition >
8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and
limitations of each source in terms of the task,
purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and
following a standard format for citation.
Develop an Argument, pages 11-12
Use a Style Manual, pages 13-14
Write an Essay of Sufficient Complexity to Address the Topic,
pages 17-18
Research Report > British Geography > Step 2 Reading-Writing Connection > Moors in Fiction, Moors in Fact >
Develop an Argument, pages 11-12
Use a Style Manual, pages 13-14
Write an Essay of Sufficient Complexity to Address the Topic,
pages 17-18
Research Report > British History > Step 3 Writing > Begin Writing >
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Draft > Present Findings
Draft > Create a Works Cited List
Continued...
179
Common Core State Standards • Grade 12
Program References
Research Report > British Geography > Step 3 Writing > Begin Writing >
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Draft > Present Findings
Draft > Create a Works Cited List
Research Report > Challenge > Step 3 Writing > Begin Writing >
180
Plan > Write a Research Plan
Plan > Gather Sources
Plan > Evaluate Sources
Plan > Take Notes
Draft > Present Findings
Draft > Create a Works Cited List
Common Core State Standards • Grade 12
Program References
Response > Literary Response > Step 3 Writing > Begin Writing > Plan > Analyze the Story and Gather
Evidence
Response > Expository Response > Step 3 Writing > Begin Writing > Plan > Analyze the Essay and Gather
Evidence
Response > Challenge > Step 3 Writing > Begin Writing > Plan > Analyze the Selection and Gather Evidence
Research Report > British History > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > British Geography > Step 3 Writing > Begin Writing > Plan > Take Notes
Research Report > Challenge > Step 3 Writing > Begin Writing > Plan > Take Notes
From Teacher Portal:
Teacher Resources > Reading-Writing Teacher Guides > Analytical Essay >
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Tradition Analysis > After Reading Open-Ended Response, page 3
Analyzing a Problem > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Argumentative Essay >
Social Problem > After Reading Open-Ended Response, page 3
Call to Action > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Narrative >
Disaster Story > After Reading Open-Ended Response, page 3
Personal Narrative > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Poem >
Love Poem > After Reading Open-Ended Response, page 3
Dramatic Monologue > After Reading Open-Ended Response, page 3
Teacher Resources > Reading-Writing Teacher Guides > Script > Tragic Scene > After Reading Open-Ended
Response, page 3
181
Common Core State Standards • Grade 12
Program References
Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Writer’s Workspace offers many opportunities for students to write for both short and extended time frames,
practicing writing for a range of genres.
Language
Conventions of Standard English
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Grammar.
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
In addition, the eHandbook provides numerous lessons and exercises on grammar and usage. See the
following:
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition > Part 2 Grammar, Usage,
and Mechanics, pages 94-437
a. Apply the understanding that usage is a matter of
convention, can change over time, and is
sometimes contested.
b. Resolve issues of complex or contested usage,
consulting references (e.g., Merriam–Webster’s
Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
182
Resources > Grammar and Composition > CCSS Grammar Practice > Usage
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition > Usage Glossary, pages
44-85
Resources > Grammar and Composition > CCSS Grammar Practice > Usage
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition > Usage Glossary, pages
44-85
Common Core State Standards • Grade 12
Program References
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
In addition, the eHandbook provides numerous lessons and exercises on capitalization, punctuation, and
spelling. See the following:
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition >
Chapter 10 Capitalizing, pages 296-316
Chapter 11 Punctuation, Abbreviations, and Numbers, pages 317-369
Chapter 13 Spelling and Vocabulary, pages 390-437
Resources > Grammar and Composition > CCSS Grammar Practice > Hyphenation
a. Observe hyphenation conventions.
This standard is also addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct
Errors in Mechanics and Spelling.
In addition, the eHandbook provides lessons and exercises on hyphenation. See the following:
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition > 11.13 The Hyphen, pages
357-360
This standard is addressed in every writing workshop during Step 3 > Begin Writing > Edit > Correct Errors in
Mechanics and Spelling.
b. Spell correctly.
In addition, the eHandbook provides a spelling unit. See the following:
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition > Chapter 13 Spelling and
Vocabulary, pages 390-437
183
Common Core State Standards • Grade 12
Program References
Knowledge of Language
Argumentative Essay > Social Problem > Step 2 Reading-Writing Connection > A Vindication of the Rights of
Woman > Persuasive Language, pages 15-16
3. Apply knowledge of language to understand
how language functions in different contexts, to
make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Argumentative Essay > Call to Action > Step 2 Reading-Writing Connection > Be Ye Men of Valor > Effective
Language, pages 15-16
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 > Rhetorical
Devices, pages 20-21
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own > Rhetorical
Devices, pages 23-24
Narrative > Disaster Story > Step 2 Reading-Writing Connection > A Mild Attack of Locusts > Sensory Details,
pages 15-16
Narrative > Personal Narrative > Step 2 Reading-Writing Connection > From the Diary of Samuel Pepys >
Sensory Details Defining Mood or Tone, pages 14-15
184
Common Core State Standards • Grade 12
Program References
Resources > Grammar and Composition > CCSS Grammar Practice > Syntax
Analytical Essay > Tradition Analysis > Step 2 Reading-Writing Connection > Meditation 17 >
a. Vary syntax for effect, consulting references (e.g.,
Tufte’s Artful Sentences) for guidance as needed;
apply an understanding of syntax to the study of
complex texts when reading.
Varied Sentence Structures, pages 16-17
Rhetorical Devices, pages 20-21
Analytical Essay > Social Problem > Step 2 Reading-Writing Connection > A Room of One’s Own >
Varied Sentence Structures, pages 19-20
Rhetorical Devices, pages 23-24
This standard is also met in every workshop under Revise > Voice—Sentence Fluency.
In addition, the eHandbook provides the following coverage:
Resources > Grammar and Composition > eHandbook > Grade 12, Student Edition >
Chapter 12 Sentence Combining 370-389
185
09/11
LA 11 W 8622