Organization: SAVVAS
Product Name: Literature Grade 10
Product Version: 1




Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-9ca7775e-a253-39c3-9327-1b61f4483039
Timestamp:  Tuesday, November 24, 2020 02:14 PM EST
Status:     VALID!
Conformant: true


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Curriculum Standards:


Reading Informational Text 7. [for informational text] Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. [OR] Reading Literature 7. [for literary text] Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Mus_e des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). - RI.10.7
Reading Informational Text 6. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. - RI.10.6
Reading Informational Text 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). - RI.10.5
Reading Informational Text 4. [for informational text] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [OR] Reading Literature 4. [for literary text] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). - RI.10.4
Reading Informational Text 3. [for informational text] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [OR] Reading Literature 3. [for literary text] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. - RI.10.3
Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [OR] Reading Literature 2. [for literary text] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. - RI.10.2
Reading Informational Text 1. [for informational text] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - RI.10.1
Writing 9.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]"). - W.10.9.a
Writing 9.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"). - W.10.9.b
Writing 3.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. - W.10.3.c
Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. - W.10.1.e
Writing 3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. - W.10.3.d
Writing 3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. - W.10.3.e
Writing 1.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. - W.10.1.a
Writing 1.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. - W.10.1.b
Writing 3.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. - W.10.3.a
Writing 1.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. - W.10.1.c
Writing 3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. - W.10.3.b
Writing 1.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. - W.10.1.d
Language 4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). - L.10.4.b
Language 4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. - L.10.4.a
Language 2.c. Spell correctly. - L.10.2.c
Language 2.b. Use a colon to introduce a list or quotation. - L.10.2.b
Language 2.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. - L.10.2.a
Language 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. - L.10.6
Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - L.10.5
Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - W.10.4
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. - L.10.4
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. - L.10.3
Writing 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. - W.10.5
Writing 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. - W.10.6
Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. - L.10.2
Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. - L.10.1
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. - W.10.7
Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. - W.10.1
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. - W.10.2
Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. - W.10.3
Reading Literature 7. [for literary text] Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Mus_e des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). [OR] Reading Informational Text 7. [for informational text] Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. - RL.10.7
Reading Literature 5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. - RL.10.5
Reading Literature 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. - RL.10.6
Reading Literature 3. [for literary text] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [OR] Reading Informational Text 3. [for informational text] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. - RL.10.3
Reading Literature 4. [for literary text] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [OR] Reading Informational Text 4. [for informational text] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). - RL.10.4
Reading Informational Text 10. [for informational text] By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. [OR] Reading Literature 10. [for literary text] By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. - RI.10.10
Reading Literature 1. [for literary text] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - RL.10.1
Reading Literature 2. [for literary text] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [OR] Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. - RL.10.2
Reading Literature 10. [for literary text] By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. [OR] Reading Informational Text 10. [for informational text] By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. - RL.10.10
Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. - SL.10.1
Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. - SL.10.6
Speaking and Listening 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. - SL.10.3
Writing 2.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. - W.10.2.e
Speaking and Listening 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. - SL.10.4
Reading Informational Text 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. - RI.10.8
Speaking and Listening 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. - SL.10.5
Writing 2.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. - W.10.2.a
Speaking and Listening 1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. - SL.10.1.d
Writing 2.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. - W.10.2.b
Language 5.b. Analyze nuances in the meaning of words with similar denotations. - L.10.5.b
Writing 2.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. - W.10.2.c
Speaking and Listening 1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. - SL.10.1.c
Language 5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. - L.10.5.a
Speaking and Listening 1.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. - SL.10.1.b
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. - W.10.8
Speaking and Listening 1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. - SL.10.1.a
Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. - W.10.9
Language 1.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. - L.10.1.b
Language 1.a. Use parallel structure. - L.10.1.a




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I_ff7b15c6-da01-3b14-acfd-fd2274446de9_1_R/BasicLTI.xml


Title: Literature Grade 10




         Student Edition


         Reality Central Student Edition


         Next Generation Practice Tests


            Balanced Practice Test 1


            College and Career Readiness Practice Test 1


         Next Generation Performance Tasks


            Balanced Informative/Explanatory Performance Task


            Balanced Narrative Performance Task


            Balanced Opinion/Argumentative Performance Task


            College and Career Readiness Literacy Analysis Performance Task


            College and Career Readiness Narrative Performance Task


            College and Career Readiness Research Simulation Performance Task


         Beginning-of-Year Tests


            Beginning-of-Year Test: Skills


            Beginning-of-Year Test: Reading-Readiness Diagnostic Test


         Introductory Unit: Foundations


            Academic Vocabulary Workshop


               Student Edition
                 Curriculum Standards: Language 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Language 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


               Online Writer's Notebook


            Writing an Objective Summary


               Student Edition
                 Curriculum Standards: Reading Literature 2. [for literary text] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [OR] Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Reading Literature 3. [for literary text] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [OR] Reading Informational Text 3. [for informational text] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [OR] Reading Literature 2. [for literary text] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Reading Literature 2. [for literary text] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [OR] Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Reading Literature 3. [for literary text] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [OR] Reading Informational Text 3. [for informational text] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Reading Informational Text 2. [for informational text] Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [OR] Reading Literature 2. [for literary text] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Reading Informational Text 3. [for informational text] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [OR] Reading Literature 3. [for literary text] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Reading Informational Text 4. [for informational text] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [OR] Reading Literature 4. [for literary text] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Reading Informational Text 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Reading Informational Text 6. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Reading Informational Text 3. [for informational text] Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [OR] Reading Literature 3. [for literary text] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Reading Informational Text 4. [for informational text] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [OR] Reading Literature 4. [for literary text] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Reading Informational Text 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragr