Common Core State Standards for English Language Arts
¡ A s í s e d ic e ! Glencoe Spanish 1
© 2012
Anchor Standards for Reading STANDARDS
PAGE REFERENCES
Novice students: Key Ideas and Details Comprehend main ideas in developmentally appropriate oral/visual narratives based on familiar themes and highly predictable contexts with appropriate support. Interpret informational texts with strong visual support such as graphs and charts. 1. Read closely to determine what the text says Student Edition: p. 16, Act. 3; p. 42, Reading explicitly and to make logical inferences from it; cite Checks; p. 43, Act. A–C; p. 45, Act. A–B; p. 76, specific textual evidence when writing or speaking Reading Checks; p. 77, Act. A–D; p. 79, to support conclusions drawn from the text. ¿Comprendes? activity; p. 111, Act. A–C; p. 112, Reading Checks; p. 115, ¿Comprendes? activity; p. 145, Act. A–D; p. 146, Reading Checks; p. 147, Act. A-D; p. 149, ¿Comprendes? activity; p. 179, Act. A–C; p. 180, Reading Checks; p. 181, Act. A– D; p. 183, ¿Comprendes? activity; p. 213, Act. A– D; p. 214, Reading Checks; p. 215, Act. C, E (#1– 3); p. 217, Act. A–B; p. 249, Act. A–C; p. 250, Reading Checks; p. 251, Act. A–C; p. 253, ¿Comprendes? activity; p. 282, Reading Checks; p. 283, Act. A–D; p. 285, ¿Comprendes? activity; p. 315, Act. A–C; p. 316, Reading Checks; p. 317, Act. A–E; p. 319, ¿Comprendes? activity; p. 349, Act. A-C; p. 350, Reading Checks; p. 351, Act. A– D; p. 352, Reading Check; p. 353, ¿Comprendes? activity; p. 384, Reading Checks; p. 385, Act. A–D; p. 387, ¿Comprendes? activity Teacher Wraparound Edition: p. 44, Core Instruction (Step 3); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 214, Core Instruction (Step 4); p. 318, Core Instruction (Step 3); p. 350, Core Instruction (Step Common Core State Standards for English Language Arts
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3); p. 399, Core Instruction (Step 3); p. 404, Tips for Success 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Student Edition: p. 36, Act. 9; p. 41, Act. C; p. 61, Act. 4 Expansión; p. 67, Act. 2 Expansión; p. 145, Act. D; p. 179, Act. B; p. 207, Act. 9 Expansión; p. 213, Act. B; p. 249, Act. B; p. 281, Act. B; p. 315, Act. B; p. 344, Act. 8 Expansión; p. 349, Act. B; p. 350, Después de leer; p. 383, Act. B Teacher Wraparound Edition: p. 38, Act. 16; p. 42, Differentiation (Advanced Learners); p. 77, Differentiation (All Learners); p. 110, Differentiation; p. 147, Writing Development; p. 180, Writing Development; p. 182, Differentiation; p. 192C, Chapter Project (Expansion); p. 215, Differentiation (Advanced Learners); p. 385, Differentiation; p. 399, Core Instruction (Step 4)
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Student Edition: p. 385, Act. D; p. 405, Act. B (#4) Teacher Wraparound Edition: p. 215, Act. B, D
Intermediate students: Key Ideas and Details Understand the main themes and significant details on primarily familiar topics from authentic multimedia and print sources, both informational and narratives with clear storylines. When presented with an inference based on an authentic text, identify if the inference is logical or illogical by citing specific textual evidence to support conclusions drawn from the text. 1. Read closely to determine what the text says Student Edition: p. 82, Act. 2; p. 135, Act. 6; p. explicitly and to make logical inferences from it; cite 142, Act. 16 specific textual evidence when writing or speaking to support conclusions drawn from the text. Teacher Wraparound Edition: p. 82, Learning from Realia; p. 135, Learning from Realia eScape: http://blog.glencoe.com/escape/exploremore-angel-falls-venezuela/, Explore more: Angel Falls, Venezuela (#1) 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Student Edition: Teacher Wraparound Edition: eScape: http://blog.glencoe.com/escape/exploremore-let%e2%80%99s-visit-montevideo-uruguay/, Explore more: Let’s visit Montevideo, Uruguay! (#1)
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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Advanced students: Key Ideas and Details Determine the main ideas and significant details of discussions, lectures, and presentations on current or past events from the target culture or other content areas. Common Core State Standards for English Language Arts
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Interpret the principal elements of technical, informational, and narrative literary texts on topics of current and historical importance to the target culture. 1. Read closely to determine what the text says Student Edition: explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking Teacher Wraparound Edition: to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and Student Edition: analyze their development; summarize the key supporting details and ideas. Teacher Wraparound Edition: 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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Novice students: Craft and Structure Identify people and objects in their environment or from other school subjects based on oral and written description. Recognize that cognates and previously learned structures enhance comprehension of spoken and written language.
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Identify and appreciate differences in cultural perspectives within a defined range of topics (defined by the curriculum). 4. Interpret words and phrases as they are used in Student Edition: p. 76, Reading Strategy; p. 77, a text, including determining technical, connotative, Act. C; p. 113, Act. B and figurative meanings, and analyze how specific word choices shape meaning or tone. Teacher Wraparound Edition: p. 145, Conexiones 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Student Edition: p. 350, El avión en la América del Sur, Reading Strategy, Antes de leer, Durante la lectura, Después de leer Teacher Wraparound Edition:
6. Assess how point of view or purpose shapes the content and style of a text.
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Intermediate students: Craft and Structure Determine meaning by using vocabulary knowledge, background knowledge, and possibly some contextual clues. Understand the relationship among languages based on their awareness of cognates, idioms, and parallel structures.
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Identify and appreciate differences in cultural perspectives in a broader range of topics and begin to appreciate such differences not only in topic areas presented in the curriculum; they do not judge nonAmerican cultural practices according to American conventions, but begin to appreciate the values and perspectives of the target culture from within its own cultural system. 4. Interpret words and phrases as they are used in Student Edition: p. 39, Refrán; p. 73, p. 76, a text, including determining technical, connotative, Durante la lectura; Refrán; p. 109, Refrán; p. 143, and figurative meanings, and analyze how specific Refrán; p. 177, Refrán; p. 211, Refrán; p. 214, Common Core State Standards for English Language Arts
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word choices shape meaning or tone.
Antes de leer; p. 247, Refrán; p. 279, Refrán; p. 313, Refrán; p. 347, Refrán; p. 350, Durante la lectura; p. 381, Refrán Teacher Wraparound Edition: p. 39, Refrán; p. 73, Refrán; p. 109, Refrán; p. 143, Refrán; p. 177, Refrán; p. 279, Refrán; p. 347, Refrán
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.
Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:
Advanced students: Craft and Structure Interpret the cultural nuances of meaning in authentic written and spoken technical, informational, and literary texts. Analyze the relationship between word order and meaning and how this reflects the ways in which cultures organize information and view the world. Identify and appreciate cultural differences in a broad range of topic areas well beyond what has formally been presented to them in the curriculum, appreciating target culture perspectives and practices from within the target culture’s own system. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.
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Teacher Wraparound Edition:
Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:
Novice students: Integration of Knowledge and Ideas Use content knowledge learned in other subject areas to comprehend spoken and written messages in authentic texts, within familiar topics and highly predictable contexts, and with strong visual support. 7. Integrate and evaluate content presented in Student Edition: p. 146, Reading Strategy, Antes diverse media and formats, including visually and de leer, Durante la lectura quantitatively, as well as in words. Teacher Wraparound Edition: p. 350, Core Instruction (Step 2); p. 352, Differentiation 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to Common Core State Standards for English Language Arts
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compare the approaches the authors take. Teacher Wraparound Edition: Intermediate students: Integration of Knowledge and Ideas Integrate and evaluate multiple sources of information including idiomatic phrases in order to collaborate or problem solve. 7. Integrate and evaluate content presented in Student Edition: diverse media and formats, including visually and quantitatively, as well as in words. Teacher Wraparound Edition: 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:
Advanced students: Integration of Knowledge and Ideas Analyze how cultural perspectives influence texts on similar themes or topics. Analyze the origins of idioms as reflections of culture, citing examples from the technical, informational, and literary texts from the target culture and the student’s own culture. Identify the threads of the text’s argument with supporting details. 7. Integrate and evaluate content presented in Student Edition: diverse media and formats, including visually and quantitatively, as well as in words. Teacher Wraparound Edition: 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:
Novice students: Range of Reading and Level of Text Complexity Comprehend the principal message contained in various media such as illustrated texts, posters, or advertisements, in familiar contexts and with strong visual support. 10. Read and comprehend complex literary and Student Edition: pp. 42–43, Amigos latinos en informational texts independently and proficiently. Estados Unidos, Act. A–C; pp. 44–45, Dos personajes importantes, Act. A–B; pp. 76–77, Una familia ecuatoriana, Act. A–D; pp. 78–79, Mascotas, ¿Comprendes? activity; pp. 112–113, Escuelas aquí y en Latinoamérica, Act. A–C; pp. 114–115, ¿Quiénes trabajan?, ¿Comprendes? activity; pp. 146–147, La comida en otras partes, Act. A–D; pp. 148–149, Una merienda ¿Dónde?, ¿Comprendes? activity; pp. 180–181, Los deportes de equipo, Act, A–D; pp. 182–183, Roberto Clemente, ¿Comprendes? activity; pp. 214–215, El Periquillo Sarniento, Act. A–E; pp. 216–217, Common Core State Standards for English Language Arts
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Lazarillo de Tormes, Act. A–B; pp. 250–251, Un día en una playa de España, Act. A–C; pp. 252–253, Julio en Argentina, ¿Comprendes? activity; pp. 282–283, Un día de cultura latina, Act. A–D; pp. 284–285, Domingo, día 18 de febrero, ¿Comprendes? activity; pp. 316–317, Mercados indígenas, Act. A–E; pp. 318–319, De compras, ¿Comprendes? activity; pp. 350–351, El avión en la América del Sur, Act. A–D; pp. 352–353, Un viaje interesante, ¿Comprendes? activity; pp. 384– 385, Los mochileros, Act. A–D; pp. 386–387, El camping, ¿Comprendes? activity Teacher Wraparound Edition: p. 42, Core Instruction (Step 5); p. 44, Core Instruction (Step 3); p. 78, Core Instruction (Step 3); p. 112, Core Instruction (Step 5); p. 146, Core Instruction (Step 5); p. 148, Core Instruction (Step 3); p. 214, Core Instruction (Step 4); p. 318, Core Instruction (Step 3); p. 350, Core Instruction (Step 3); p. 399, Core Instruction (Step 3); p. 404, Tips for Success Intermediate students: Range of Reading and Level of Text Complexity Interpret the message in increasingly complex texts by using background knowledge and strategies (e.g., redundancy, restatement, and paraphrase). 10. Read and comprehend complex literary and Student Edition: pp. 399–401, El Cid, Act. A–E; informational texts independently and proficiently. pp. 403–405, Iztaccíhuatl y Popocatépetl, Act. A–D; pp. 407–409, La camisa de Margarita, Act. A–F Teacher Wraparound Edition: p. 399, Core Instruction (Step 3); p. 404, Tips for Success eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 3 > Reading Comprehension; Capítulo 6 > Reading Comprehension; Capítulo 10 > Reading Comprehension Advanced students: Range of Reading and Level of Text Complexity Interpret the meaning of technical, informational, and literary texts by using background knowledge and contextual clues. 10. Read and comprehend complex literary and Student Edition: informational texts independently and proficiently. Teacher Wraparound Edition:
Anchor Standards for Writing
Common Core State Standards for English Language Arts
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STANDARDS
PAGE REFERENCES
Novice students: Text Types and Purposes Use simple sentences on very familiar topics to write: • about products and/or practices of their own culture to peers in the target culture • short notes, messages, and brief reports about themselves, people, and things in their environment • illustrated stories about activites or events in their environment • create charts identifying pros and cons of an argument 1. Write arguments to support claims in an analysis Student Edition: of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Teacher Wraparound Edition: eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 10 > Formal Writing 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Student Edition: p. 49, Tarea; p. 68, Act. 6; p. 83, Tarea, p. 109, Act. 16; p. 119, Tarea; p. 139, Act. 9; p. 153, Tarea; p. 199, Act. 7; p. 289, Tarea Teacher Wraparound Edition: p. 18C, Chapter Project; p. 54C, Chapter Project; p. 72, Writing Development; p. 88C, Chapter Project; p. 124C, Chapter Project; p. 246, Writing Development; p. 262C, Chapter Project; p. 294C, Chapter Project eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 1 > Informal Writing; Capítulo 3 > Formal Writing
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Student Edition: p. 157, Act. 7; p. 257, Tarea; p. 346, Act. 13; p. 391, Tarea Teacher Wraparound Edition: p. 158C, Chapter Project (#3); p. 192C, Chapter Project; p. 226C, Chapter Project (Expansion) eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 6 > Informal Writing; Capítulo 7 > Informal Writing
Intermediate students: Text Types and Purposes Use strings (a series) of sentences on familiar and some unfamiliar topics to write: • about products and/or practices of their own culture to peers in the target culture • stories or reports about personal experiences, or other school subjects to share with classmates and/or members of the target cultures Common Core State Standards for English Language Arts
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• summaries of plots and characters from selected pieces of age-appropriate literature • descriptive texts • state an opinion 1. Write arguments to support claims in an analysis Student Edition: of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Teacher Wraparound Edition: 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Student Edition: p. 147, Writing Development; p. 187, Tarea; p. 221, Tarea; p. 323, Tarea; p. 357, Tarea Teacher Wraparound Edition: p. 362C, Chapter Project
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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Advanced students: Text Types and Purposes Use paragraph length discourse with cohesive devices to narrate and describe across time frames to write: • analyses of expressive products of the culture from a variety of sources and genres • original pieces and narratives • detailed texts on a broad variety of concrete social and professional topics 1. Write arguments to support claims in an analysis Student Edition: of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Teacher Wraparound Edition: 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:
Novice students: Production and Distribution of Writing Are accurate with memorized language, but exhibit decreased accuracy when attempting to create with the language. They make corrections and edit their work when they receive feedback when writing short notes, messages, stories, or reports about people and things in their environment using a variety of media, including print and digital tools. 4. Produce clear and coherent writing in which the Student Edition: p. 49, Tarea; p. 68, Act. 6; p. 83, development, organization, and style are Tarea, p. 109, Act. 16; p. 119, Tarea; p. 139, Act. 9; appropriate to task, purpose, and audience. p. 153, Tarea; p. 157, Act. 7; p. 199, Act. 7; p. 257, Tarea; p. 289, Tarea; p. 346, Act. 13; p. 391, Tarea Teacher Wraparound Edition: p. 18C, Chapter Project; p. 54C, Chapter Project; p. 72, Writing Development; p. 88C, Chapter Project; p. 124C, Chapter Project; p. 158C, Chapter Project; p. 192C, Chapter Project; p. 226C, Chapter Project; p. 246, Common Core State Standards for English Language Arts
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Writing Development; p. 262C, Chapter Project; p. 294C, Chapter Project 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Student Edition: p. 49, Tarea (Write, Bullet 6); p. 83, Tarea (Write, Bullet 5); p. 187, Tarea (Write, Bullet 6); p. 323, Tarea (Write, Bullet 6) Teacher Wraparound Edition: p. 18C, Chapter Project (#3); p. 88C, Chapter Project (#4); p. 158C, Chapter Project (#4); p. 192C, Chapter Project (#2); p. 262C, Chapter Project (#3–4); p. 294C, Chapter Project (#3); p. 362C, Chapter Project (#4)
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Student Edition: Teacher Wraparound Edition: p. 18C, Chapter Project (Expansion); p. 158C, Chapter Project (Technology Expansion); p. 192C, Chapter Project (Technology Expansion) eScape: http://blog.glencoe.com/escape/%c2%bfhacer-surfen-el-salvador-%c2%a1claro-que-si/, ¿Hacer surf en El Salvador? ¡Claro que sí!, Explore more (#1)
Intermediate students: Production and Distribution of Writing Write primarily in present time, but also (with preparation) in past and future time. They may show inaccuracies as well as some interference from the native language when attempting to write about less familiar material. They are increasingly aware of errors and are able to self-edit. Use a variety of media, including print and digital tools when writing reports, articles, summaries, or original stories on topics related to personal interest or study. 4. Produce clear and coherent writing in which the Student Edition: development, organization, and style are appropriate to task, purpose, and audience. Teacher Wraparound Edition: 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Student Edition:
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Teacher Wraparound Edition:
Teacher Wraparound Edition:
Advanced students: Production and Distribution of Writing Write in a variety of time frames on varied complex topics. They are generally accurate, but may show some inaccuracies when writing with multiple frames or other complex structures. Students are able to apply familiar structures to new situations and less familiar topics. They demonstrate conscious efforts at self-editing. Use a variety of media, including print and digital tools. Use information from a variety of sources in the target language including sources produced by writers in the target culture for target culture readers and listeners as well as sources produced by writers in the base culture (e.g., émigré community, for émigré readers and listeners) in order to create their own Common Core State Standards for English Language Arts
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arguments, drawing appropriately on their research for evidence. Explain target culture texts to monolingual English speakers, with appropriate interpretation of cultural nuance and cultural perspective when writing for known audiences: • analyses of expressive products of the culture from a variety of sources and genres • original pieces and narratives • detailed texts on a broad variety of concrete social and professional topics 4. Produce clear and coherent writing in which the Student Edition: development, organization, and style are appropriate to task, purpose, and audience. Teacher Wraparound Edition: 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Student Edition:
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Student Edition:
Teacher Wraparound Edition:
Teacher Wraparound Edition:
Novice students: Research to Build and Present Knowledge Utilize one or two sources: • when creating surveys, completing graphic organizers • when skimming and scanning websites 7. Conduct short as well as more sustained Student Edition: p. 307, Act. 4 research projects based on focused questions, demonstrating understanding of the subject under Teacher Wraparound Edition: p. 45, Conexiones investigation. (Bullet 2); p. 226D, Carnaval, Connection to Fine Art; p. 294D, Connection to Fine Art (Expansion); p. 328D, Un lugar misterioso, Connection to Fine Art; p. 344, GeoVistas eScape: http://blog.glencoe.com/escape/%c2%bfhacer-surfen-el-salvador-%c2%a1claro-que-si/, ¿Hacer surf en El Salvador? ¡Claro que sí!, Explore more (#1); http://blog.glencoe.com/escape/snapshot-¡no-essolo-una-bebida/, ¡No es solo una bebida!, Explore more (#1); http://blog.glencoe.com/escape/espanay-el-futbol-%c2%a1diversion-pasion-obsesion/, España y el fútbol, Explore more (#4); http://blog.glencoe.com/escape/mitad-del-mundo/, Mitad del mundo, Explore more (#1) 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Student Edition:
Teacher Wraparound Edition: p. 362C, Chapter Project (#2)
Teacher Wraparound Edition:
Common Core State Standards for English Language Arts
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eScape: http://blog.glencoe.com/escape/%c2%bfhacer-surfen-el-salvador-%c2%a1claro-que-si/, ¿Hacer surf en El Salvador? ¡Claro que sí!, Explore more (#1); http://blog.glencoe.com/escape/snapshot-¡no-essolo-una-bebida/, ¡No es solo una bebida!, Explore more (#1); http://blog.glencoe.com/escape/espanay-el-futbol-%c2%a1diversion-pasion-obsesion/, España y el fútbol, Explore more (#4); http://blog.glencoe.com/escape/mitad-del-mundo/, Mitad del mundo, Explore more (#1); http://blog.glencoe.com/escape/el-caballo-salvaje/, El caballo salvaje, Explore more (#2) Intermediate students: Research to Build and Present Knowledge Utilize a few sources and occasionally reference these sources accurately: • when exploring local and global issues to prepare summaries or short reports utilizing digital tools • when investigating cultural perspectives through individual or collaborative research on products and practices 7. Conduct short as well as more sustained Student Edition: research projects based on focused questions, demonstrating understanding of the subject under Teacher Wraparound Edition: p. 283, investigation. Differentiation; p. 353, Conexiones 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Student Edition: Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition: p. 353, Conexiones
Advanced students: Research to Build and Present Knowledge Utilize a variety of sources and reference these sources accurately, including international and domestic sources in the target language (e.g., heritage/immigrant community newspapers, radio and TV broadcasts, or websites): • when summarizing texts intended for native speakers to support analysis, reflection, and research related to global issues while integrating cross-cultural perspectives • when identifying and weighing relevant evidence to address globally significant researchable questions • when evaluating the reliability of different sources of target culture information and acquiring the skills to cite sources appropriately both for target culture expectations and for U.S. cultural expectations. 7. Conduct short as well as more sustained Student Edition: research projects based on focused questions, demonstrating understanding of the subject under Teacher Wraparound Edition: investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core State Standards for English Language Arts
Student Edition: Teacher Wraparound Edition:
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9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Student Edition: Teacher Wraparound Edition:
Novice students: Range of Writing Use a limited range of vocabulary on previously studied topics: • when writing a response to video or text prompts • when researching, organizing, and presenting in a highly structured format 10. Write routinely over extended time frames (time Student Edition: p. 49, Tarea; p. 68, Act. 6; p. 83, for research, reflection, and revision) and shorter Tarea, p. 109, Act. 16; p. 119, Tarea; p. 139, Act. 9; time frames (a single sitting or a day or two) for a p. 153, Tarea; p. 157, Act. 7; p. 199, Act. 7; p. 257, range of tasks, purposes, and audiences. Tarea; p. 289, Tarea; p. 346, Act. 13; p. 391, Tarea Teacher Wraparound Edition: p. 18C, Chapter Project; p. 54C, Chapter Project; p. 72, Writing Development; p. 88C, Chapter Project; p. 124C, Chapter Project; p. 158C, Chapter Project; p. 192C, Chapter Project; p. 226C, Chapter Project; p. 246, Writing Development; p. 262C, Chapter Project; p. 294C, Chapter Project eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 1 > Informal Writing; Capítulo 4 > Informal Writing; Capítulo 8 > Informal Writing eScape: http://blog.glencoe.com/escape/%c2%bfhacer-surfen-el-salvador-%c2%a1claro-que-si/, ¿Hacer surf en El Salvador? ¡Claro que sí!, Explore more (#1); http://blog.glencoe.com/escape/espana-y-el-futbol%c2%a1diversion-pasion-obsesion/, España y el fútbol, Explore more (#4) Intermediate students: Range of Writing Demonstrate a command of an expanding number of words and phrases and of a limited number of idiomatic expressions and culturally appropriate vocabulary. Begin to use outside sources to expand their vocabulary. They show partial control of newly acquired expressions: • when writing e-mails, texts, or other short messages, when working collaboratively to communicate successfully messages, or when working collaboratively to research contemporary issues • when developing creative products • when working collaboratively to communicate messages so that target culture audiences can understand the information 10. Write routinely over extended time frames (time Student Edition: for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a Teacher Wraparound Edition: range of tasks, purposes, and audiences. Advanced students: Range of Writing Demonstrate control of an extensive vocabulary, including a number of idiomatic and culturally authentic Common Core State Standards for English Language Arts
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expressions. They expand their vocabulary by using outside sources. They may use more specialized and precise terms. Use complex syntax and paragraph structure, and show coherence and cohesion of writing: • when presenting information, concepts, or ideas of global significance, and/or developing creative products 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.
Student Edition: Teacher Wraparound Edition:
Anchor Standards for Speaking and Listening STANDARDS
PAGE REFERENCES
Novice students: Comprehension and Collaboration During highly predictable interactions on very familiar topics, communicate by using basic statements. Communication often requires support from others to maintain the conversation and obtain comprehensibility. Demonstrate limited awareness of and imitate some culturally appropriate behaviors. Share likes and dislikes in conversation with others. Give and follow simple instructions to participate in meaningful activities within and across cultures. Ask and answer questions about topics, such as family, school events, and celebrations in person or via letters, e-mail, and multimedia. Collaborate to solve simple real life problems. Interpret visual or auditory cues of the target language, such as gestures or intonation. 1. Prepare for and participate effectively in a range Student Edition: p. 5, Act. 5; p. 29, Act. 5; p. 37, of conversations and collaborations with diverse Act. 13; p. 48, Act. 1–3; p. 65, Act. 7; p. 72, Act. 13; partners, building on others’ ideas and expressing p. 82, Act. 1–2, 4; p. 99, Act. 5; p. 118, Act. 2–3; p. their own clearly and persuasively. 135, Act. 6; p. 141, Act. 13; p. 142, Act. 15–16; p. 152, Act. 1–3; p. 174, Act. 11; p. 176, Act. 16–17; p. 186, Act. 1–3; p. 199, Act. 10; p. 203, Act. 6; p. 220, Act. 4; p. 233, Act. 5; p. 246, Act. 19; p. 256, Act. 2–3; p. 273, Act. 8; p. 276, Act. 6; p. 288, Act. 1–4; p. 301, Act. 7; p. 307, Act. 5; p. 322, Act. 1–3; p. 339, Act. 4, 6; p. 342, Act. 5; p. 345, Act. 10; p. 373, Act. 5; p. 379, Act. 11; p. 380, Act. 13; p. 390, Act. 1, 3–4 Teacher Wraparound Edition: p. 38, Multiple Intelligences; p. 43, Comunidades (Bullet 2); p. 99, Act. 5; p. 101, Glencoe Technology; p. 144, Differentiation; p. 157, Differentiation (bodilykinesthetic learners); p. 178, Differentiation; p. 248, Differentiation; p. 262C, Chapter Project (Expansion); p. 280, Differentiation; p. 307, Differentiation; p. 328D, Un lugar misterioso; p. 376, Conexionesp. 333, Teaching Options; p. 346, Differentiation (bodily-kinesthetic and interpersonal Common Core State Standards for English Language Arts
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learners); p. 348, Differentiation; p. 362C, Chapter Project (Expansion); p. 376, Teaching Options eScape: http://blog.glencoe.com/escape/horacioquiroga-escritor-uruguayo/, Horacio Quiroga, escritor uruguayo, Share what you know (#3) 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Student Edition: p. 41, Act. C–D; p. 75, Act. C–D; p. 77, Act. D; p. 111, Act. C; p. 113, Act. C; p. 145, Act. C–D; p. 179, Act. C; p. 180, Durante la lectura, Después de leer; p. 181, Act. D; p. 207, Act. 9 Expansión; p. 215, Act. B, D–E; p. 217, Act. B; p. 249, Act. B–C; p. 251, Act. B–C; p. 281, Act. C–D; p. 282, Después de leer; p. 283, Act. C–D; p. 315, Act. C; p. 316, Durante la lectura; p. 317, Act. C–E; p. 349, Act. C; p. 350, Después de leer; p. 351, Act. D; p. 385, Act. C Teacher Wraparound Edition: p. 43, ¿Comprendes? Act. A; p. 44, Teaching Options; p. 77, ¿Comprendes? Act. A–B; p. 235, Glencoe Technology (Video in the Classroom: Diálogo en vivo); p. 271, Glencoe Technology (Video in the Classroom: Diálogo en vivo); p. 343, Glencoe Technology; p. 345, Act. 10
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Student Edition: Teacher Wraparound Edition: eStudio® (TE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 (click this title on left) > Files > Resources > Video Script and Activities > pp. 24– 25, Chapter 4: Diálogo en vivo (Act. 6–7); p. 28, Chapter 4: Cultura en vivo (Act. 12)
Intermediate students: Comprehension and Collaboration During conversations on familiar topics, express their own thoughts using sentences and strings of sentences. Use increasingly culturally appropriate behaviors during interactions. Compare, contrast, and express preferences, opinions, and perspectives on events, experiences, and other familiar subjects. Give and follow directions, ask for clarifcation as needed to participate in interactions within and across cultures. Not only answer, but also ask questions; not only respond, but also initiate communication. Exchange information about personally meaningful events and experiences and cross-disciplinary themes. Collaborate to propose solutions to common real life problems. 1. Prepare for and participate effectively in a range Student Edition: p. 165, Act. 4, 6; p. 356, Act. 3 of conversations and collaborations with diverse partners, building on others’ ideas and expressing Common Core State Standards for English Language Arts
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their own clearly and persuasively.
Teacher Wraparound Edition: p. 124D, Connection to Fine Art eScape: http://blog.glencoe.com/escape/sandracisneros/, Sandra Cisneros, Explore more (#1); http://blog.glencoe.com/escape/el-mate/, El mate, Share what you know (#2)
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Student Edition: Teacher Wraparound Edition: p. 285, Glencoe Technology (Video in the Classroom: Cultura en vivo) eScape: http://blog.glencoe.com/escape/sandracisneros/, Sandra Cisneros, Explore more (#1)
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Student Edition: Teacher Wraparound Edition:
Advanced students: Comprehension and Collaboration During conversations and discussions on a range of topics, narrate and describe in connected discourse. Respect cultural behaviors during interactions. Exchange, support, and discuss opinions and individual perspectives on global issues or historical themes. Respect cultural norms during cross-cultural interactions. Share analyses and personal reactions to informational and straightforward literary texts. Develop and propose solutions to issues and concrete problems that are common to communities near and far. 1. Prepare for and participate effectively in a range Student Edition: of conversations and collaborations with diverse partners, building on others’ ideas and expressing Teacher Wraparound Edition: their own clearly and persuasively. 2. Integrate and evaluate information presented in Student Edition: diverse media and formats, including visually, quantitatively, and orally. Teacher Wraparound Edition: 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Student Edition: Teacher Wraparound Edition:
Novice students: Presentation of Knowledge and Ideas Communicate message when presenting rehearsed material on familiar topics. Present with a variety of media, including digital media or visual displays, short oral messages or reports about familiar people, places, things, or events in their community. Develop a simple presentation on familiar topics keeping audience, context, and purpose in mind.
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•
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Student Edition: p. 25, Act. 5; p. 48, Act. 4; p. 65, Act. 7; p. 75, Act. C; p. 77, Act. D; p. 82, Act. 3; p. 99, Act. 5; p. 118, Act. 4; p. 147, Act. B, D; p. 186, Act. 5; p. 191, Act. 5; p. 256, Act. 1, 4; p. 283, Act. D; p. 317, Act. C; p. 322, Act. 5 Teacher Wraparound Edition: p. 24, Heritage Speakers; p. 65, Heritage Speakers; p. 70, Comunidades; p. 158C, Chapter Project (#5); p. 199, Act. 7; p. 367, Heritage Speakers eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 2 > Formal Oral Presentation; Capítulo 4 > Formal Oral Presentation; Capítulo 5 > Formal Oral Presentation eScape: http://blog.glencoe.com/escape/sharewhat-you-know-san-francisco-el-alto-guatemala/, Share what you know: San Francisco El Alto, Guatemala
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Student Edition: p. 61, Act. 7; p. 177, Act. 18
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Student Edition: p. 48, Act. 1, 4; p. 61, Act. 4 Expansión; p. 82, Act. 2–4; p. 113, Act. C; p. 118, Act. 1–2, 4; p. 152, Act. 4; p. 179, Act. B; p. 186, Act. 1–5; p. 205, Act. 5; p. 217, Act. B; p. 220, Act. 1–4; p. 256, Act. 1–4; p. 261, Act. 7; p. 273, Act. 7– 8; p. 288, Act. 1–4; p. 322, Act. 1–5; p. 356, Act. 1– 5; p. 390, Act. 1–5; p. 395, Act. 7
Teacher Wraparound Edition: p. 18C, Chapter Project; p. 38, Multiple Intelligences; p. 43, GeoVistas; p. 48, Tips for Success; p. 83, Differentiation; p. 118, Tips for Success; p. 152, Tips for Success; p. 158C, Chapter Project (#5); p. 186, Tips for Success; p. 220, Tips for Success; p. 288, Tips for Success; p. 322, Tips for Success; p. 356, Tips for Success; p. 390, Tips for Success
Teacher Wraparound Edition: p. 42, Heritage Speakers; p. 158C, Chapter Project; p. 226C, Chapter Project; p. 339, Act. 6, Differentiation; p. 348, Differentiation eStudio® (SE): http://estudio.quia.com > username: estudiodemo; password: demo > ¡Así se dice! Level 1 Pre-AP Workbook (click this title on right) > Capítulo 1 > Formal Oral Presentation; Capítulo 3 > Formal Oral Presentation; Capítulo 7 > Common Core State Standards for English Language Arts
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Formal Oral Presentation Intermediate students: Presentation of Knowledge and Ideas Express their own thoughts with sufficient accuracy that sympathetic listeners understand most of what is presented. Prepare messages and reports using digital media and visual displays on topics of interest to others in communities near and far. •
Develop a presentation on an academic or cultural topic keeping audience, context, and purpose in mind. 4. Present information, findings, and supporting Student Edition: evidence such that listeners can follow the line of reasoning and the organization, development, and Teacher Wraparound Edition: style are appropriate to task, purpose, and audience. eScape: http://blog.glencoe.com/escape/sandracisneros/, Sandra Cisneros, Explore more (#2); http://blog.glencoe.com/escape/el-caballo-salvaje/, El caballo salvaje, Explore more (#1); http://blog.glencoe.com/escape/horacio-quirogaescritor-uruguayo/, Horacio Quiroga, escritor uruguayo, Share what you know (#1) 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Student Edition: Teacher Wraparound Edition: eScape: http://blog.glencoe.com/escape/exploremore-tikal-and-copan-a-tale-of-two-mayan-cities/, Explore more: Tikal and Copán: A tale of two Mayan cities (#1)
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Student Edition: Teacher Wraparound Edition:
Advanced students: Presentation of Knowledge and Ideas Report, narrate, and describe with a high degree of facility when making oral presentations on familiar and well researched topics. Express their own thoughts with sufficient accuracy that all target culture listeners understand. Present a synthesis of research on a current event from the perspective of both U.S. and target cultures using digital media and visual displays. Develop an extended presentation on an academic, cultural, or career topic keeping audience, context, purpose in mind. 4. Present information, findings, and supporting Student Edition: evidence such that listeners can follow the line of reasoning and the organization, development, and Teacher Wraparound Edition: style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Common Core State Standards for English Language Arts
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6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Student Edition: Teacher Wraparound Edition:
Anchor Standards for Language STANDARDS
PAGE REFERENCES
Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Teacher Wraparound Edition: Student Edition: Teacher Wraparound Edition:
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.
Common Core State Standards for English Language Arts
Student Edition:
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Student Edition: p. 5, Act. 5; p. 29, Act. 5; p. 37, Act. 13; pp. 40–41, Conversación, Act. A–D; pp. 42–43, Amigos latinos en Estados Unidos, Act. A– C; pp. 44–45, Dos personajes importantes, Act. A– B; p. 48, Act. 1–3; p. 65, Act. 7; p. 72, Act. 13; pp. 74–75, Conversación, Act. A–D; pp. 76–77, Una familia ecuatoriana, Act. A–D; pp. 78–79, Mascotas, ¿Comprendes? activity; p. 82, Act. 1–2, 4; p. 99, Act. 5; pp. 110–111, Conversación, Act. A–C; pp. 112–113, Escuelas aquí y en Latinoamérica, Act. A–C; pp. 114–115, ¿Quiénes trabajan?, ¿Comprendes? activity; p. 118, Act. 2–3; p. 119, Tarea; p. 135, Act. 6; p. 141, Act. 13; p. 142, Act. 15–16; pp. 144–145, Conversación, Act. A–D; pp. 146–147, La comida en otras partes, Act. A–D; pp. 148–149, Una merienda ¿Dónde?, ¿Comprendes? activity; p. 152, Act. 1–3; p. 153, Tarea; p. 174, Act. 11; p. 176, Act. 16–17; pp. 178– 179, Conversación, Act. A–C; pp. 180–181, Los deportes de equipo, Act, A–D; pp. 182–183, Roberto Clemente, ¿Comprendes? activity; p. 186, Act. 2, 5; p. 199, Act. 10; p. 203, Act. 6; pp. 212– 213, Conversación, Act. A–D; pp. 214–215, El Periquillo Sarniento, Act. A–E; pp. 216–217, Lazarillo de Tormes, Act. A–B; p. 220, Act. 4; p. 233, Act. 5; p. 246, Act. 19; pp. 248–249, Conversación, Act. A–B; pp. 250–251, Un día en una playa de España, Act. A–C; pp. 252–253, Julio en Argentina, ¿Comprendes? activity; p. 256, Act. 2–3; p. 257, Tarea; p. 273, Act. 8; p. 276, Act. 6; ¡Así se dice! © 2012
pp. 280–281, Conversación, Act. A–D; pp. 282– 283, Un día de cultura latina, Act. A–D; pp. 284– 285, Domingo, día 18 de febrero, ¿Comprendes? activity; p. 288, Act. 1–4; p. 289, Tarea; p. 301, Act. 7; p. 307, Act. 5; pp. 314–315, Conversación, Act. A–C; pp. 316–317, Mercados indígenas, Act. A–E; pp. 318–319, De compras, ¿Comprendes? activity; p. 322, Act. 3–4; p. 339, Act. 4, 6; p. 342, Act. 5; p. 345, Act. 10; pp. 348–349, Conversación, Act. A– C; pp. 350–351, El avión en la América del Sur, Act. A–D; pp. 352–353, Un viaje interesante, ¿Comprendes? activity; p. 356, Act. 2–3; p. 357, Tarea; p. 373, Act. 5; p. 379, Act. 11; p. 380, Act. 13; pp. 382–383, Conversación, Act. A–D; pp. 384– 385, Los mochileros, Act. A–D; pp. 386–387, El camping, ¿Comprendes? activity; p. 390, Act. 1, 3– 4; pp. 399–401, El Cid Act. A–E; pp. 403–405, Iztaccíhuatl y Popocatépetl Act. A–D; pp. 407–409, La camisa de Margarita Act. A–F Teacher Wraparound Edition: p. 38, Multiple Intelligences; p. 43, Comunidades (Bullet 2); p. 99, Act. 5; p. 101, Glencoe Technology; p. 144, Differentiation; p. 157, Differentiation (bodilykinesthetic learners); p. 178, Differentiation; p. 248, Differentiation; p. 262C, Chapter Project (Expansion); p. 280, Differentiation; p. 307, Differentiation; p. 328D, Un lugar misterioso; p. 376, Conexionesp. 333, Teaching Options; p. 346, Differentiation (bodily-kinesthetic and interpersonal learners); p. 348, Differentiation; p. 362C, Chapter Project (Expansion); p. 376, Teaching Options Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Common Core State Standards for English Language Arts
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Student Edition: p. 42, Amigos latinos en Estados Unidos (footnotes); p. 44, Dos personajes importantes (footnotes); p. 60, Nota; p. 76, Reading Strategy, Durante la lectura, Después de leer; p. 77, Act. C; p. 78, Mascotas (footnotes); p. 112, Reading Strategy, Durante la lectura, Después de leer, Reading Checks (middle, bottom); p. 113, Act. B; p. 114, ¿Quiénes trabajan? (footnotes); p. 143, Cultura; p. 146, La comida en otras partes (footnotes); p. 148, Una merienda ¿Dónde? (footnotes); p. 180, Los deportes de equipo (footnotes); p. 182, Roberto Clemente (footnotes) ; p. 183, ¿Comprendes? activity (#4); p. 197, ¿Lo sabes?; p. 214, El Periquillo Sarniento (footnotes); p. 216, Lazarillo de Tormes (footnotes); p. 250, Un día en una playa de España (footnotes); p. 252, Julio en Argentina (footnotes); p. 253, ¿Comprendes? activity (#1–2); p. 276, Act. 4 Expansión; p. 282, Un día de cultura latina ¡Así se dice! © 2012
(footnotes); p. 318, De compras (footnotes); p. 350, El avión en la América del Sur (footnotes); p. 352, Un viaje interesante (footnotes); p. 353, ¿Comprendes? activity (#5) ; p. 386, El camping (footnotes); pp. 399–400, El Cid (sidenotes); p. 402, Reading Tip; pp. 403–404, Iztaccíhuatl y Popocatépetl (sidenotes); p. 406, Nota; pp. 407– 408, La camisa de Margarita (sidenotes) Teacher Wraparound Edition: p. 45, Conexiones (Bullet 1); p. 59, About the Spanish Language (Bullet 3); p. 76, Core Instruction (Step 1); p. 82, Learning from Realia; p. 112, Core Instruction (Step 3); p. 131, Conexiones; p. 144, About the Spanish Language (Bullet 1); p. 145, Conexiones; p. 197, About the Spanish Language; p. 212, Differentiation (Bullet 2); p. 252, Differentiation (Advanced Learners); p. 267, About the Spanish Language (Bullet 2); p. 407, Core Instruction (Step 7, Section 1C); p. 408, Section 4 (C) 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Student Edition: p. 24, Act. 2; p. 39, Refrán; p. 73, Refrán; p. 87, Act. 5; p. 109, Refrán; p. 143, Refrán; p. 177, Refrán; p. 191, Act. 6; p. 198, Act. 3; p. 211, Refrán; p. 225, Act. 6; p. 247, Refrán; p. 273, Act. 4; p. 278, Quick Start; p. 279, Refrán; p. 313, Refrán; p. 320, Act. 2; p. 347, Refrán; p. 381, Refrán; p. 395, Act. 6 Teacher Wraparound Edition: p. 39, Refrán; p. 73, Refrán; p. 96, Quick Start; p. 109, Refrán; p. 143, Refrán; p. 177, Refrán; p. 211, Refrán; p. 247, Refrán; p. 279, Refrán; p. 313, Refrán; p. 347, Refrán; p. 381, Refrán; p. 407, Core Instruction (Step 7, Section 1C); p. 408, Section 4 (C)
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Common Core State Standards for English Language Arts
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Student Edition: p. 181, Act. C–D; p. 215, Act. E; p. 283, Act. B–D; p. 357, Tarea; p. 383, Act. C–D; p. 401, Act. D–E; p. 405, Act. B, D; p. 409, Act. C– F Teacher Wraparound Edition: p. 353, Conexiones; p. 376, Conexiones; p. 383, Writing Development; p. 403, Core Instruction (Step 4)
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