Mapping Cambridge Secondary 1 English (Stages 7 To 9) To .
Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State StandardsEnglish (Grades 6 to 8)IntroductionCambridge International Examinations has mapped the Cambridge Secondary 1 English (Stages 7 to 9) to CCSS Engish (Grades 6 to 8). This mapping documentshows where the CCSS (English) standards are covered in the Cambridge Secondary 1 English Framework and scheme of work.The Cambridge Secondary 1 Framework provides a comprehensive set of progressive learning objectives for English. The objectives detail what the learner shouldknow or what they should be able to do in English in Stages 7 to 9 (the equivalent of the US Grades 6 to 8) of secondary education. They provide a structure forteaching and learning and a reference against which learners' ability and understanding can be checked. Each learning objective has a unique curriculum frameworkcode, e.g. 7PSV1. These codes appear in the Cambridge Teacher Guide, schemes of work and other published resources.Cambridge Secondary 1 English Teacher Guide Appendix D – Opportunities for ICT outlines where in the Cambridge Curriculum Secondary 1 Frameworkopportunities for using ICT may be used if the equipment is available. A copy of the Teacher Guide and scheme of work, can be found athttps://cambridgesecondary1.cie.org.uk/Contents (click on page number)CCSS Grade 6 . 2CCSS Grade 7 . 28CCSS Grade 8 . 511 v2 4Y08Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
CCSS English StandardsCambridge Secondary 1 EnglishCCSS Grade 6Stage 7Key ideas and detailsRL.6.1 Cite textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.RL.6.2 Determine a theme or central idea of a text and how it is conveyedthrough particular details; provide a summary of the text distinct frompersonal opinions or judgments.2 v2 4Y08Framework – learning objectivesScheme of work – units7Rf2 Use inference and deduction to recogniseimplicit and inferred meanings.Units: 1B, 1C, 2C, 3A, 3B, 3C7Rf3 Identify and understand the main ideas,viewpoints, themes and purposes in a text.Support comments by quotation from more thanone location in the text.Units:1A, 1C, 2C, 3A, 3B, 3C7Rf6 Give an informed personal response to atext and provide some textual reference insupport.Units: 1B, 1C, 2C, 3A, 3B, 3C7Rf3 Identify and understand the main ideas,viewpoints, themes and purposes in a text.Support comments by quotation from more thanone location in the text.Units: 1A, 1C, 2C, 3A, 3B, 3CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6RL.6.3 Describe how a particular story’s or drama’s plotunfolds in a series of episodes as well as how the characters respond orchange as the plot moves toward a resolution.RL.6.4 Determine the meaning of words and phrases as they are used in atext, including figurative and connotative meanings; analyze the impact of aspecific word choice on meaning and tone.3 v2 4Y087Rf4 Identify and describe the effect of writers’and poets’ use of literary, rhetorical andgrammatical features, including imagery andfigurative language.Units: 1A, 1B, 2C, 3A, 3B, 3C7Rf6 Give an informed personal response to atext and provide some textual reference insupport.Units: 1B, 1C, 2C, 3A, 3B, 3C7Rf2 Use inference and deduction to recogniseimplicit and inferred meanings.7Rf4 Identify and describe the effect of writers’and poets’ use of literary, rhetorical andgrammatical features, including imagery andfigurative language.Units: 1B, 1C, 2C, 3A, 3B, 3C7Rf5 Comment on a writer’s use of language,demonstrating an understanding of theimplication of their use of vocabulary.Units: 1A, 1B, 1C, 2C, 3A, 3B, 3C7Rf8 Compare poems, showing awareness ofpoets’ use of language and its intended impacton the reader.Units: 1B, 3C7GPr1 Comment on the use of formal andinformal language and discuss the writer’smotivation for making the choice.Units: 1B, 2A, 2C, 3AUnits: 1A, 1B, 2C, 3A, 3B, 3CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fitsinto the overall structure of a text and contributes to the development of thetheme, setting, or plot.RL.6.6 Explain how an author develops the point of view of the narrator orspeaker in a text.RL.6.7 Compare and contrast the experience of reading a story, drama, orpoem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text towhat they perceive when they listen or watch.4 v2 4Y087Rf1 Demonstrate understanding of features ofnarrative and non-narrative texts by explainingand developing these features intheir own discussion and writing.Units: 1A, 1B, 2C, 3A, 3B, 3C7Rf8 Compare poems, showing awareness ofpoets’ use of language and its intended impacton the reader.Units: 1B, 3C7GPr2 Show awareness of the reasons forusing longer and shorter sentences.Units; 1A, 1B, 2A, 2C, 3A, 3C7GPr3 Begin to comment on the control of paceand meaning through choice of sentences andvariety of sentence openings.7Rf3 Identify and understand the main ideas,viewpoints, themes and purposes in a text.Support comments by quotation from more thanone location in the text.Units: 1A, 1B, 2A, 2C, 3A, 3CUnits:1A, 1C, 2C, 3A, 3B, 3CCambridge Secondary 1 English Teacher GuideAppendix D – Opportunities for ICTMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
CCSS Grade 6RL.6.9 Compare and contrast texts in different forms or genres (e.g.,stories and poems; historical novels and fantasy stories) in terms of theirapproaches to similar themes and topics.RL.6.10 By the end of the year, read and comprehendliterature, including stories, dramas, and poems, in the Grades 6–8 textcomplexity band proficiently, with scaffolding as needed at the high end ofthe range.5 v2 4Y08Stage 77Rf1 Demonstrate understanding of features ofnarrative and non-narrative texts by explainingand developing these features in their owndiscussion and writing.Units: 1A, 1B, 2C, 3A, 3B, 3C7Rf7 Understand how readers make choicesabout the texts they like reading, e.g. by authoror genre and know a range of ways in which torespond to texts.Units: 1A, 1C, 2C, 3C7Rf8 Compare poems, showing awareness ofpoets’ use of language and its intended impacton the reader.Units: 1B, 3C7Rf9 Understand the different ways texts canreflect the social, cultural and historical contextsin which they were written.Units: 1B, 1C, 2C, 3C7Rf7 Understand how readers make choicesabout the texts they like reading, e.g. by authoror genre and know a range of ways in which torespond to texts.Units: 1A, 1C, 2C, 3CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 67Rn1 Extract the main points and relevantinformation from a text or ICT source, using arange of strategies such as skimming andscanning.Units: 2C, 3B7Rn2 Make relevant notes to select, collate andsummarise ideas from texts.Units: 1B, 3BRI.6.2 Determine a central idea of a text and how it is conveyed throughparticular details; provide a summary of the text distinct from personalopinions or judgments.7Rn1 Extract the main points and relevantinformation from a text or ICT source, using arange of strategies such as skimming andscanning.Units: 2C, 3BRI.6.3 Analyze in detail how a key individual, event, or idea is introduced,illustrated, and elaborated in a text (e.g., through examples or anecdotes).7Rf3 Identify and understand the main ideas,viewpoints, themes and purposes in a text.Support comments by quotation from more thanone location in the text.Units:1A, 1C, 2C, 3A, 3B, 3C7Rn4 Explore the variety and range of ways inwhich the content of texts can be organised,structured and combined.Unit: 2C7Rf5 Comment on a writer’s use of language,demonstrating an understanding of theimplication of their use of vocabulary.Units: 1B, 1C, 2C, 3, 3b, 3c7GPr1 Comment on the use of formal andinformal language and discuss the writer’smotivation for making the choice.Units: 1B, 2A, 2C, 3ARI.6.1 Cite textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.RI.6.4Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings.6 v2 4Y08Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6RI.6.5 Analyze how a particular sentence, paragraph, chapter, or sectionfits into the overall structure of a text and contributes to the development ofthe ideas.RI.6.6 Determine an author’s point of view or purpose in a text and explainhow it is conveyed in the text.7 v2 4Y087Rn3 Explore the range of different wayswriters use layout, form and presentation in avariety of texts.Unit: 2C7Rn4 Explore the variety and range of ways inwhich the content of texts can be organised,structured and combined.Unit: 2C7GPr2 Show awareness of the reasons forusing longer and shorter sentences.Units 1A, 1B, 2A, 2C, 3A, 3C7GPr3 Begin to comment on the control of paceand meaning through choice of sentences andvariety of sentence openings.Units: 1A, 1B, 2A, 2C, 3A, 3C7Rf3 Identify and understand the main ideas,viewpoints, themes and purposes in a text.Support comments by quotation from more thanone location in the text.Units:1A, 1C, 2C, 3A, 3B, 3CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
CCSS Grade 6RI.6.7 Integrate information presented in different media or formats (e.g.,visually, quantitatively) as well as in words to develop a coherentunderstanding of a topic or issueRI.6.8 Trace and evaluate the argument and specific claims in a text,distinguishing claims that are supported by reasons and evidence fromclaims that are not.8 v2 4Y08Stage 77Rn3 Explore the range of different wayswriters use layout, form and presentation in avariety of texts.Unit: 2C7Rn4 Explore the variety and range of ways inwhich the content of texts can be organised,structured and combined.Unit: 2C7SL5 Develop the ability to listen courteously toothers and be sensitive to turn taking.Unit: 3C7SL6 Begin to make significant contributions togroup discussions, engaging with complexmaterial, making perceptive responses andshowing awareness of a speaker’s aims.7Rn1 Extract the main points and relevantinformation from a text or ICT source, using arange of strategies such as skimming andscanning.Units: 1A, 1B, 1C, 2B, 3AUnits: 2C, 3BMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
CCSS Grade 6Stage 7RI.6.9 Compare and contrast one author’s presentation of events with thatof another (e.g., a memoir written by and a biography on the same person).7Rn4 Explore the variety and range of ways inwhich the content of texts can be organised,structured and combined.Unit: 2CRI.6.10 By the end of the year, read and comprehend literary nonfiction inthe Grades 6–8 text complexity band proficiently, with scaffolding as neededat the high end of the range.7Rn1 Extract the main points and relevantinformation from a text or ICT source, using arange of strategies such as skimming andscanning.Units: 2C, 3B7Rn3 Explore the range of different wayswriters use layout, form and presentation in avariety of texts.Unit: 2C9 v2 4Y08Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6W.6.1 Write arguments to support claims with clear reasons and relevantevidence.a) Introduce claim(s) and organize the reasons and evidence clearly.b) Support claim(s) with clear reasons and relevant evidence, usingcredible sources and demonstrating an understanding of the topicor text.c) Establish and maintain a formal style.d) Use words, phrases, and clauses to clarify the relationships amongclaim(s) and reasons.e) Provide a concluding statement or section that follows from theargument presented.10 v2 4Y087GPr2 Show awareness of the reasons forusing longer and shorter sentences.Units 1A, 1B, 2A, 2C, 3A, 3C7GPr3 Begin to comment on the control of paceand meaning through choice of sentences andvariety of sentence openings.Units: 1A, 1B, 2A, 2C, 3A, 3C7GPw1 Use a wide range of punctuation tomake meaning clear, including generallyaccurate use of commas in complex sentencesand to present dialogue.Units: 1A, 1B, 2A, 2B, 2C, 3A, 3C7GPw2 Use correct grammar, includingarticles, word order and tenses in a range ofgenres and text types.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3C7GPw3 Clarify relationships between ideas withan increasingly accurate and growing use ofconnectives.Units: 2A, 2B, 2C, 3A, 3C7GPw4 Provide clarity and emphasis in writing,using a variety of sentence lengths, structuresand subjects.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3C7GPw5 Use a range of increasingly complexsentence structures to communicate meaningand to give fluency to their writing.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3CUnits: 1A, 1B, 1C, 2A, 2B, 2C7GPw6 Build up detail and convey shades ofmeaning through sentence structure, e.g.control order of clauses, etc.Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6W.6.2 Write informative/ explanatory texts to examine atopic and convey ideas, concepts, and informationthrough the selection, organization, and analysis of relevant content.a) Introduce a topic; organize ideas, concepts, and information, usingstrategies such as definition, classification, comparison/contrast,and cause/effect; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aidingcomprehension.b) Develop the topic with relevant facts, definitions, concrete details,quotations, or other information and examples.c) Use appropriate transitions to clarify the relationships among ideasand concepts.d) Use precise language and domain-specific vocabulary to informabout or explain the topic.e) Establish and maintain a formal style.f) Provide a concluding statement or section that follows from theinformation or explanation presented.11 v2 4Y087GPr2 Show awareness of the reasons forusing longer and shorter sentences.Units 1A, 1B, 2A, 2C, 3A, 3C7GPr3 Begin to comment on the control of paceand meaning through choice of sentences andvariety of sentence openings.Units: 1A, 1B, 2A, 2C, 3A, 3C7GPw1 Use a wide range of punctuation tomake meaning clear, including generallyaccurate use of commas in complex sentencesand to present dialogue.Units: 1A, 1B, 2A, 2B, 2C, 3A, 3C7GPw2 Use correct grammar, includingarticles, word order and tenses in a range ofgenres and text types.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3C7GPw3 Clarify relationships between ideas withan increasingly accurate and growing use ofconnectives.Units: 2A, 2B, 2C, 3A, 3C7GPw4 Provide clarity and emphasis in writing,using a variety of sentence lengths, structuresand subjects.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3C7GPw5 Use a range of increasingly complexsentence structures to communicate meaningand to give fluency to their writing.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3CUnits: 1A, 1B, 1C, 2A, 2B, 2C7GPw6 Build up detail and convey shades ofmeaning through sentence structure, e.g.controlling order of clauses, expanding verbMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6phrases.7PSV2 Increase knowledge of word families,roots, derivations, morphology and regularspelling patterns.12 v2 4Y08Unit: 2CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
CCSS Grade 6W.6.3 Write narratives to develop real or imaginedexperiences or events using effective technique, relevant descriptivedetails, and well-structured event sequences.a) Engage and orient the reader by establishing a context andintroducing a narrator and/or characters; organize an eventsequence that unfolds naturally and logically.b) Use narrative techniques, such as dialogue, pacing, anddescription, to develop experiences, events, and/or characters.c) Use a variety of transition words, phrases, and clauses to conveysequence and signal shifts from one time frame or setting toanother.d) Use precise words and phrases, relevant descriptive details, andsensory language to convey experiences and events.e) Provide a conclusion that follows from the narrated experiences orevents.13 v2 4Y08Stage 77PSV5 Learn to use the terms ‘image’, ‘simile’,‘metaphor’, ‘onomatopoeia’, ‘setting’ and‘genre’.Units: 1A, 1B, 1C, 2A, 3A, 3C7GPw3 Clarify relationships between ideas withan increasingly accurate and growing use ofconnectives.Units: 2A, 2B, 2C, 3A, 3C7GPw4 Provide clarity and emphasis in writing,using a variety of sentence lengths, structuresand subjects.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3C7GPw5 Use a range of increasingly complexsentence structures to communicate meaningand to give fluency to their writing.Units: 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3C7GPw6 Build up detail and convey shades ofmeaning through sentence structure, e.g.controlling order of clauses, expanding verbphrases.Units: 1A, 1B, 1C, 2A, 2B, 2C7Wf1 Develop different ways of generating,organising and shaping ideas, using a range ofplanning formats or methods.Units: 1A, 1C, 2C7Wf2 Understand the conventions of standardEnglish and how to use them consistently inwriting.Units: 1A, 1C, 2C, 3A7Wf3 Write to express a personal viewpoint.Units: 1A, 1B, 1C, 2C, 3A, 3CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 614 v2 4Y087Wf4 Shape the overall organisation, sequenceand presentation of a text to convey ideasclearly and effectively.Units: 1B, 1C, 2C, 3A, 3C7Wf5 Mirror the purpose of the writing byappropriate use of paragraphs and selection oflinking words and phrases.Units: 1C, 2C, 3A7Wf6 Use vocabulary precisely andimaginatively to clarify and extend meaning andcreate specific effects.Units: 1A, 1B, 1C, 2C, 3A, 3C7Wf7 Vary sentence length and structure inorder to provide appropriate detail and clarifyrelationships between setting,characters, themes, plot, etc.Units: 1A, 1B, 1C, 2C, 3A7Wf8 Begin to develop character and voice infiction writing.Units: 1A, 1C7Wf9 Explore some of the key linguistic andliterary techniques used by writers, and begin touse them for intended effect.Units: 1B, 1C, 2C, 3C7Wf10 Understand and use degrees offormality in a range of texts according tocontext, purpose and audience.Units: 1A, 1B, 2C, 3A, 3CMapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8)
Stage 7CCSS Grade 6W.6.4 Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.(Grade-specific expectations for writing types are defined in standards 1–3above.)Applies to all writing objectives stateda
Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8) Introduction . Cambridge International Examinations has mapped the Cambridge Secondary 1 English (Stages 7to 9) to CCSS Engish (Grades 6to 8). This mapping document shows where the CCSS (English) standards are covered in the Cambridge Secondary 1 English Framework and scheme of work .
Cambridge Primary Checkpoint Cambridge Secondary 1 (11–14 years*) Cambridge Secondary 1 Cambridge Checkpoint Cambridge Secondary 2 (14–16 years*) Cambridge IGCSE Cambridge Advanced (16–19 years*) Cambridge International AS and A Cambridge Pre-
Cambridge University Press 978-1-107-63581-4 – Cambridge Global English Stage 6 Jane Boylan Kathryn Harper Frontmatter More information Cambridge Global English Cambridge Global English . Cambridge Global English Cambridge Global English
concept mapping has been developed to address these limitations of mind mapping. 3.2 Concept Mapping Concept mapping is often confused with mind mapping (Ahlberg, 1993, 2004; Slotte & Lonka, 1999). However, unlike mind mapping, concept mapping is more structured, and less pictorial in nature.
Cambridge English: Preliminary – an overview Cambridge English: Preliminary is an intermediate level qualification in practical everyday English language skills. It follows on as a progression from Cambridge English: Key and gives learners confidence to study for taking higher level Cambridge English exams such as Cambridge English: First.
Checkpoint Grade 5 Cambridge Secondary 1 Cambridge Checkpoint Grade 8 Cambridge Secondary 2 Cambridge IGCSE Grade 10 Cambridge Advanced Cambridge International 'AS' and 'A' Level Grade 11 Grade 12 External Assessment will be conducted by CIE. Reflective Innovative Confident Engaged Responsibl e
2 Cambridge English: Young Learners. Introduction. Cambridge English: Young Learners. is a series of fun, motivating English language tests for children in primary and lower secondary education. The tests are an excellent way for children to gain confidence and improve their English. There are three levels: Cambridge English: Starters Cambridge English: Movers Cambridge English .
Cambridge English: Young Learners is a series of fun, motivating English language tests for children in primary and lower secondary education. The tests are an excellent way for children to gain confidence and improve their English. There are three levels: Cambridge English: Starters Cambridge English: Movers Cambridge English: Flyers
The new industry standard ANSI A300 (Part 4) – 2002, Lightning Protection Systems incorporates significant research in the field of atmospheric meteorology. This relatively new information has a pro-found impact on the requirements and recommendations for all arborists who sell tree lightning protection systems. Since there are an average of 25 million strikes of lightning from the cloud to .
