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Course of Study  \nEnglish Language Arts  \nContents  \nKEY ALIGNED CONTENT  \n2 LANGUAGE STANDARDS: Vocabulary Acquisition and Use  \nADDITIONAL ALIGNED CONTENT  \n17 READING STANDARDS FOR LITERATURE: Craft and Structure  \n18 READING STANDARDS FOR INFORMATIONAL: Craft and Structure  \n21 WRITING STANDARDS: Text Types and Purposes  \n22 LANGUAGE STANDARDS: Conventions of Standard English  \nWilliam H. Sadlier, Inc.  \n[www.sadlierschool.com](www.sadlierschool.com)  \n[800-221-5175](800-221-5175)  \nKEY ALIGNED CONTENT  \n\n| LANGUAGE STANDARDS |\n| --- |\n| Vocabulary Acquisition and Use\u003Cbr>40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]\u003Cbr>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.9-10.4a] |\n\n\n| \u003Cbr>SADLIER VOCABULARY WORKSHOP ACHIEVE LEVEL E FEATURE & LOCATION |\n| --- |\n| Vocabulary in Context: Overview, p. 7\u003Cbr>Example [Level E, p. 7]\u003Cbr>A contrast clue consists of an antonym for or a phrase that means the opposite of the missing word. For example:\u003Cbr>“My view of the situation may be far too rosy,” I admitted.“On the other hand, yours may be a bit (optimistic, bleak) .”\u003Cbr>In this sentence, rosy is an antonym of the missing word, bleak.\u003Cbr>This is confirmed by the presence of the phrase on the other hand, which indicates that the answer must be the opposite of rosy. |\n| Reading Passages: Unit 1 \"The Globe Theatre: Then and Now\"(Historical Nonfiction), pp. 12–13; Unit 2 \"Fashion Victims\"(Informational Essay), pp. 24–25; Unit 3 \"Finding the Facts: Techniques of Modern Crime-Scene Investigation\"\u003Cbr>(Expository Essay), pp. 36–37; Unit 4 \"Patronage of the Arts: Help or Hindrance?\" (Narrative Nonfiction), pp. 56–57; Unit 5 \"Democracy: From Athens to America\" (Speech), pp. 68– 69; Unit 6 \"When the Wall Came Tumbling Down\" (Oral History), pp. 80–81; Unit 7 \"Emmeline Pankhurst\"(Biographical Sketch), pp. 100–101; Unit 8 \"Anita Stockton Talks about Risk and Reward on the Stock Market\"(Interview with an Expert), pp. 112–113; Unit 9 \"My Last Day in Pompeii\" (Diary Entry), pp. 124–125; Unit 10\u003Cbr>\"Hakoah Athletes: From Strength to Victory\" (Historical Nonfiction), pp. 144–145; Unit 11 \"Should Government Sponsor the Arts?\" (Debate), pp. 156–157; Unit 12 \"Do Not Forget Our Earliest Cultures\" (Letter to the Editor), pp. 168– 169; Unit 13 \"Life on the High Seas\" (Log), pp. 188–189;\u003Cbr>Unit 14 \"A Short History of Hygiene\" (Informational Essay), pp. 200–201; Unit 15 \"World-Famous Dance Troupe Announces First U.S. Tour\" (Press Release), pp. 212–213 Example [Level E, Unit 4, p. 56]\u003Cbr>The patronage system bequeathed countless masterpieces to future generations. Scholars have ascertained numerous instances in which the needs of patron and artist converged: in a quest for glory, on the one hand, and for funds on the other. |\n\nDESCRIPTION  \nIn the Vocabulary in Context overview notes, students review the importance of studying a word’s context to find clues to its meaning. These clues might be in the immediate or adjoining sentence or phrase in which the word appears; in the topic or subject matter of the passage; or in the physical features—such as photographs, illustrations, charts, graphs, captions, and headings—of a page itself.  \nThere are three types of context clues emphasized at this level of the program: a restatement clue, a contrast clue, and an inference clue.  \nBeginning with an engaging nonfiction passage to introduce unit words, every unit in the Student Edition provides multiple exposures to new vocabulary. These passages are the starting points for discussions of word meanings and semantic relationships.  \nAt least 15 of the 20 vocabulary words for each unit are introduced within the context of a t","cbCaip7HphK02qRT","https://ap.wps.com/l/cbCaip7HphK02qRT","pdf",803586,23,"English","# Language Standards: Vocabulary Acquisition and Use\n## Using context clues to determine word meaning\n# Additional Aligned Content: Reading, Writing, and Language Standards\n## Reading standards for literature: Craft and Structure\n## Reading standards for informational text: Craft and Structure\n## Writing standards: Text Types and Purposes\n## Language standards: Conventions of Standard English\n# Sadlier Vocabulary Workshop Achieve Level E Feature & Location\n## Vocabulary in Context overview\n## Reading Passages by unit\n## Definitions by unit sets\n## Using Context by unit sets","[{\"question\":\"What is the main skill Grade 10 Level E emphasizes for vocabulary growth?\",\"answer\":\"Students learn to determine or clarify the meaning of unknown and multiple-meaning words and phrases by choosing flexible strategies based on Grade 10 reading and content.\"},{\"question\":\"Where can students find context clues in the reading materials?\",\"answer\":\"Context clues may appear in the immediate or adjoining sentence or phrase, the passage’s topic or subject matter, or in page features such as photographs, illustrations, charts, graphs, captions, and headings.\"},{\"question\":\"What are the three types of context clues highlighted at this level?\",\"answer\":\"The program emphasizes restatement clues, contrast clues, and inference clues.\"}]","Sadlier Vocabulary Workshop Achieve Grade 10 / Level E - Aligned to the 2016 Alabama Course of Study | PDF",1790586583,58]