Table Of ContentCommon Core State Standards
English Language Arts, Kindergarten–Grade 12
The following chart shows which chapters include information and teaching ideas related to the
Common Core State Standards for kindergarten through grade 12.
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING
Common Core Standards Chapter
Coverage
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or 7 & 8
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 7 & 8
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 7 & 8
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and 5, 8, & 10
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, 5, 7, & 8
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. 5, 7, & 8
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 5, 7, & 8
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and 6 & 8
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. 5, 8, & 13
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. 5, 6, & 8
1 Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering,
assessing, and applying information from print and digital sources.
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING
Common Core Standards Chapter
Coverage
Text Types and Purposes2
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient 13
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective 13
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 13
event sequences.
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. 11 & 13
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 11, 12, & 13
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 11 & 13
2 These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING (continued)
Common Core Standards Chapter
Coverage
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject 13
under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate 11 & 13
the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 11 & 13
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 11 & 13
or two) for a range of tasks, purposes, and audiences.
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING
Common Core Standards Chapter
Coverage
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas 3, 5, 6, 7, & 8
and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 5, 6, & 8
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 6 & 8
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and make sure the 5, 6, 7, & 8
organization, development, and 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. 6, 7, & 8
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or 4, 6, 8, 11, 12, & 13
appropriate.
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE
Common Core Standards Chapter
Coverage
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4, 6, 9, 11, & 12
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 9, 11, & 12
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or 4, 6, 10, & 11
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful 3, 6, & 10
word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings. 6, 9, & 10
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, 3, 5, 6, & 10
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.
Source: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Exploring t h e
Second Edition
Donna Ogle
National Louis University
James W. Beers
College of William and Mary
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
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Library of Congress Cataloging-in-Publication Data
Ogle, Donna.
Engaging in the language arts : exploring the power of language / Donna Ogle, James Beers.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-13-259537-7 (alk. paper)
1. Language arts (Elementary) I. Beers, James W., 1946- II. Title.
LB1576.O363 2011
372.6—dc22
2010054085
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1 EB 15 14 13 12 11
ISBN-10: 0-13-259537-0
www.pearsonhighered.com ISBN-13: 978-0-13-259537-7
About the Authors
DONNA OGLE is Professor of Education at National Louis University in Chicago,
Illinois, and is actively involved in professional development projects in Chicago and
across the country. She serves as a literacy consultant internationally and is on the
editorial review board of Grupo SM in Mexico and has contributed a book to their
teacher series. Together with her husband, Bud Ogle, she participated in the Reading
and Writing for Critical Thinking Project in Russia, and she continues her work in
Latin America. She is a past-president of the International Reading Association (IRA)
and is a member of the Reading Hall of Fame. Donna also conducts research on visual
literacy and content comprehension, having developed both the K-W-L (know, want
to know, learned) and PRC2 (partner reading and content, too) strategies. She is the
author of many books, book chapters, and professional articles, including Partnering
for Content Literacy, Reading Comprehension: Strategies for Independent Learners,
Building Literacy in Social Studies, and Coming Together as Readers. She is a consultant
for Holt-McDougal’s literature and science programs.
JAMES BEERS is Professor of Reading, Language, and Literacy in the School of
Education at the College of William and Mary, Williamsburg, Virginia. He is also
the Director of the Eastern Virginia Writing Project of the National Writing Project,
which teaches educators how to help their students become better writers.
Jim Beers has taught reading, writing, and spelling to students at all grade lev-
els and has published books, chapters, and articles on reading, writing, and spelling.
Among these publications are Developmental and Cognitive Aspects of Learning to
Spell and Writing for Competency. He is also an author of the Scott Foresman Reading
and Spelling Programs. His most recent publication, A Principal’s Guide to Literacy
Instruction, co-authored with Carol Beers and Jeff Smith, offers a practical guide to
principals facing the challenges of literacy instruction in a high-stakes assessment
environment. He has given numerous in-service workshops throughout the United
States and Canada for teachers and administrators on the teaching of reading, writing,
and spelling. He has assisted a number of school systems in developing K–12 reading
and writing curricula and the three- to four-year plans for implementing the curricula.
Along with his wife, Carol Beers, Jim has participated in the Reading and Writing
for Critical Thinking Project through the International Reading Association’s
International Volunteer Program. They co-authored with Bud and Donna Ogle a
chapter in Ideas Without Boundaries that describes their experiences in Russia after
the fall of the Soviet Union. This project has helped teachers in Eastern European
countries promote critical thinking and independent learning through reading and
writing in their classes.
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Brief Contents
PART 1
FOUNDATIONS
1 Introducing the Language Arts 2
CHAPTER
2 Assessing Language Arts 32
CHAPTER
3 Supporting Diverse Learners 64
CHAPTER
4 Understanding Oral Language Development 98
CHAPTER
5 Engaging with Literature 134
CHAPTER
PART 2
LANGUAGE ARTS
6 Developing Speaking and Listening 170
CHAPTER
7 Reading in the Primary Grades 202
CHAPTER
8 Reading Beyond the Primary Grades 242
CHAPTER
9 Spelling Development 292
CHAPTER
10 Developing Vocabulary 328
CHAPTER
11 Writing Development 356
CHAPTER
12 Writing Conventions 398
CHAPTER
13 Exploring Writing Genres 420
CHAPTER
vii
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