Grade 7. Prentice Hall. Writing and Grammar, Handbook Edition, Grade 7, 8th Edition The Nevada English Language Arts Standards Grade 7

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1 Prentice Hall Writing and Grammar, Handbook Edition, Grade 7, 8th Edition 2008 Grade 7 C O R R E L A T E D T O Grade 7

2 GRADE 7 Seventh grade students expand reading comprehension skills using structural analysis. Students expand their vocabulary and knowledge of words through context, word study, and multi-media resources. They read and comprehend grade appropriate text with fluency and expand their use of reading strategies and skills across content areas. They use the writing process to compose a variety of multi-paragraph texts with an awareness of audience and purpose. Students revise drafts and then edit for mechanics, word usage, and sentence structure. They formulate questions, research a topic, and write multi-paragraph text to inform or persuade. Students also write summaries. Students may publish their work. They participate in and sometimes lead group discussions. Students expand active listening skills and demonstrate public speaking techniques. English Language Arts Standards Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary. All indicators include both literary and expository text. All indicators are based on grade-appropriate text and skills. All indicators are used to aid comprehension I/L Decode unknown words in text using structural analysis through base words root words suffixes prefixes syllables compound words I/L Comprehend, build, and extend vocabulary using homographs homophones syntax parts of speech synonyms antonyms I/S Comprehend, build, and extend vocabulary using context clues structural analysis I/L Apply alphabetic order to locate words in resources I/L Use resources to find and/or confirm meaning of unknown words word origins Greek word roots Latin word roots I/L Explain differences between connotative and denotative meaning in text. SE: Nouns, ; Adverbs, 240; Phrases, 302; Varying Sentences, 334; Using Pronouns, 383; Comparison and Adjectives and Adverbs, ; Hyphens and Apostrophes, , 466; Studying Word Parts and Origins, 520, 522; Improving Your Spelling, 527, ; Reference Skills, 564 SE: Persuasive Essay, 90; How-To Essay, 141; Research Report, 156; Verbs, 206; Conjunctions, ; Basic Sentence Parts, 266; Studying Words Systematically, 519; Improving Your Spelling, 532; Reference Skills, 565, 567; Grammar, SE: Context Clues, 587 SE: Studying Word Parts and Origins, 520, 523; Improving Your Spelling, ; Reference Skills, 565 SE: Reading Nonfiction Critically, 545 1

3 I/L Build vocabulary using pictures symbols I/L Apply knowledge of content-specific vocabulary in text to build comprehension. I/L Read fluently aloud and/or silently with a focus on prosody accuracy automaticity reading rate Nevada English Language Arts Standards SE: Persuasive Essay, 88; Punctuation, 422; Viewing and Representing Skills, 499; Reference Skills, 564 SE: Developing Your Vocabulary, 515 SE: Research Report, 156; Vocabulary and Spelling, 513; Reading Methods and Tools, 537; Reading Literary Writings, 547, 549; Reading From Varied Sources, Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository text. All indicators are based on grade-appropriate text and skills. All indicators are used to aid comprehension I/L Select before reading strategies appropriate to text and purpose to preview text access prior knowledge build background knowledge set purpose for reading make predictions determine reading rate determine text type I/L Select during reading strategies appropriate to text and purpose to use self-correcting strategies make, confirm, and revise predictions understand and use key vocabulary identify main idea and supporting details make inferences adjust reading rate apply knowledge of text type I/L Select after reading strategies appropriate to text and purpose to recall details restate main ideas organize information record information synthesize text evaluate text evaluate the effectiveness of reading strategies SE: Reading Nonfiction Critically, 542; Reading Literary Writings, 547, 551; Reading Comprehension, SE: Reading Skills, SE: The Writer In You, 3; Structure and Style, 21 22; Narration, 33; Description, 63, 66 67, 69 71; Comparison and Contrast Essay, 106; Cause and Effect Essay, 121; How-To Essay, 131 2

4 Nevada English Language Arts Standards Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are based on literary text. All indicators are based on grade-appropriate text and skills. All indicators are used to aid comprehension E/I/S Analyze setting. E/I/S Analyze plot development with a focus on climax resolution turning point I/L Analyze plot development with a focus on exposition rising action falling action E/I/S Describe internal and external conflict. SE: Short Story, 54, 56 I/S Describe main plot and subplots. SE: Short Story, 54 E/I/S Describe how one event may cause another event. E/I/S Explain an author s use of flashback. I/L With assistance, analyze an author s use of flashback. E/I/S Analyze the author s use of foreshadowing. I/S Make inferences and draw conclusions about setting and plot based on evidence I/S Explain an author s use of characterization. E/I/S Describe the motivation for a character s actions. E/I/S Explain the relationships among protagonists, antagonists, and supporting characters. E/I/S Make inferences and draw conclusions about a character(s) based on evidence E/I/S Describe a theme based on evidence. I/L Compare themes generated by a single topic. E/I/S Explain a lesson learned based on events and/or a character s actions. SE: Short Story, 54; Exposition, 96 97; Comparison and Contrast Essay, ; Cause and Effect Essay, ; How-To Essay, SE: Autobiographical Writing, 38; Short Story, 52 SE: Description, 74 77; Persuasion, SE: Structure and Style, 27; Reading Nonfiction Critically, 544, 547 found here: Autobiographical Writing, 39; Short Story, 57; Response to Literature, 167; Reading Nonfiction Critically, 547 found here: Autobiographical Writing, 39; Short Story, 57; Response to Literature, 167 SE: Response to Literature, 167; Reading Literary Writings, 547 found here: Response to Literature, 167 3

5 3.7.4 E/I/S Analyze the effect of an author s use of first-person point of view third-person limited point of view third-person omniscient point of view I/L Distinguish between third-person limited and third-person omniscient point of view E/I/S Analyze the use of imagery figurative language I/L Identify the effects of rhythm and rhyme on text. I/L Analyze the use of sound devices dialect slang formal language informal language E/I/S Explain how the use of words and phrases reveal tone. E/I/S Analyze how words and phrases create mood. I/S Explain the use of irony. I/L With assistance, identify various types of irony I/L Make inferences about an author s cultural and historical viewpoints. SE: Narration, 33; Autobiographical Writing, 38; Comparison and Contrast Essay, 109; Pronouns, ; Tenses and Forms of Verbs, 364; Agreement Between Subjects and Verbs, 389; Agreement Between Pronouns and Antecedents, 403; Reading Literary Writings, 549 found here: Comparison and Contrast Essay, 109; Pronouns, ; The Tenses and Forms of Verbs, 364; Agreement Between Subjects and Verbs, 389; Agreement Between Pronouns and Antecedents, 403 SE: Response to Literature, 167; Developing Your Vocabulary, 514 SE: Structure and Style, 30; Persuasive Essay, 84; Grammar, 585 SE: Structure and Style, 31; Adjectives, 226; Phrases, 298; Using Pronouns, 383; Agreement Between Pronouns and Antecedents, 405; Viewing and Representing Skills, 509; Improving Your Spelling, 526, 532; Reading Literary Writings, 549 SE: Structure and Style, 30 I/L Explain the influence of cultures. SE: Improving Your Spelling, 529 I/L Explain the influence of time periods E/I/S Make and revise predictions based on evidence I/L Make connections to self, other text, and/or the world. SE: Reading Nonfiction Critically, 542; Reading Literary Writings, 547, 551 SE: Autobiographical Writing, 40; Persuasive Essay, 89; Response to Literature, 164, 167, 172 I/L Use information to answer specific questions. found here: Persuasive Essay, 93; Reading Methods and Tools, 537; Reading Literary Writings, 547; Test-Taking Skills, I/L Summarize information. SE: Comparison and Contrast Essay, 108; Research Report, 156; Response to Literature, 161, 167, 169; Writing for Assessment, 179; Basic Study Skills, 557; Reference Skills, 562; Citing Sources, 608 4

6 I/L Synthesize information. I/L With assistance, paraphrase information. SE: Reading Nonfiction Critically, 541; Citing Sources, 608 Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are based on expository text. All indicators are based on grade-appropriate text and skills. All indicators are used to aid comprehension E/I/S Evaluate information from illustrations graphs charts titles text boxes diagrams headings maps SE: Structure and Style, 23 24; Autobiographical Writing, 38; Short Story, 54; Description, 64; Persuasive Essay, 83 85; Comparison and Contrast Essay, 98, 101, 106; Cause and Effect Essay, 117, 126; Quotation Marks and Underlining, ; Viewing and Representing Skills, , ; Reference Skills, I/L Evaluate information from table of contents glossaries indices I/S Identify and explain the use of bold-faced words underlined words highlighted words italicized words I/L Identify and explain the use of abbreviations acronyms parenthetical expressions I/L Describe the use of dialect slang idioms informal and formal language E/I/S Explain the use of figurative language analogies I/S Explain words and phrases that reveal an author s tone. I/L Explain how language clarifies ideas and concepts. SE: Persuasive Essay, 83; Developing Your Vocabulary, 515; Studying Words Systematically, 519; Improve Your Spelling, 533; Reading Skills, 535; Reference Skills, , SE: The Writing Process, 11; Persuasive Essay, 86, 88; Research Report, 157; Response to Literature, 164, 172; Quotation Marks and Underlining, ; Viewing and Representing Skills, 508 SE: End Marks, 424; Commas, 428, ; Abbreviations, SE: Structure and Style, 31; Developing Your Vocabulary, 514; Reference Skills, 565 SE: Response to Literature, 167; Developing Your Vocabulary, 514; Test-Taking Skills, found here: Structure and Style, 30 5

7 E/I/S Explain how language is used for the purpose of persuasion propaganda I/L Describe how an author uses concrete examples to explain abstract ideas. E/I/S Explain intended and unintended effects of persuasive and/or propaganda techniques on an audience. SE: Writing for Assessment, 178, 182 found here: A Walk Through the Writing Process, 4; Persuasion, 79; Persuasive Essay, 90; Comparison and Contrast Essay, 101; Writing for Assessment, , ; Speaking and Listening Skills, I/S Describe a theme based on evidence. SE: Response to Literature, 167, 171; Nouns, 193; Pronouns, 197; Effective Sentences, ; Reading Literary Writings, 547 I/L Compare themes generated by a single topic. I/S Evaluate the impact of sequential and/or chronological order. E/I/S Evaluate a cause and its effect on events and/or relationships E/I/S Evaluate a problem and its solution. I/S Describe a main idea based on evidence. I/L Compare events. I/L Explain the author s use of organizational structure. E/I/S Trace the development of an author s argument, viewpoint, or perspective I/L Make inferences about an author s culture and historical viewpoints I/L Make connections to self, other text, and/or the world. I/S Use information to answer specific questions. I/L Evaluate hypotheses based on information. found here: Response to Literature, 167 SE: Structure and Style, 26; How-To Essay, 137; Writing for Assessment, 181; Reading Literary Writings, 546 SE: Cause and Effect Essay, ; How-To Essay, 137; Writing for Assessment, 177; Reading Literary Writings, 546 SE: Structure and Style, 21 22; Comparison and Contrast Essay, 106; Cause and Effect Essay, 121 found here: Autobiographical Writing, 33, 35; Cause and Effect Essay, 113, 115, 122; Research Report, 147; Response to Literature, 164, 171; Capitalization, 479; Reading Literary Writings, 550 found here: The Writer In You, 3; How-To Essay, 131 SE: Autobiographical Writing, 33, 38; Description, 67; Persuasive Essay, 79, 84, 91, 95; Comparison and Contrast Essay, 100 found here: Reading Nonfiction Critically, 544; Reading Literary Writings, 547 SE: Autobiographical Writing, 40; Persuasive Essay, 89; Response to Literature, 164, 167, 172 SE: Reading Methods and Tools, 537; Reading Literary Writings, 547 6

8 I/L Summarize information. SE: Comparison and Contrast Essay, 108; Research Report, 156; Response to Literature, 161, 167, 169; Writing for Assessment, 179; Basic Study Skills, 557; Reference Skills, 562; Citing Sources, 608 I/L Synthesize information. I/L With assistance, paraphrase information E/I/S Make and revise predictions based on evidence. E/I/S Make inferences and draw conclusions based on evidence. I/L Analyze the accuracy of facts. E/I/S Evaluate the author s use of facts and/or opinions. I/L Determine reasonableness and adequacy of evidence. I/L Verify information by referencing other sources I/L Read and follow directions to complete tasks or procedures. I/L Evaluate directions to complete tasks or procedures for clarity format technical vocabulary text features Nevada English Language Arts Standards SE: Reading Nonfiction Critically, 541; Citing Sources, 608 SE: Reading Nonfiction Critically, 542; Reading Literary Writings, 547, 551 SE: Structure and Style, 27; Reading Nonfiction Critically, 544; Reading Literary Writings, 547 SE: The Writing Process, 14; Structure and Style, 23; Reading Nonfiction Critically, 542 SE: Structure and Style, 23; Viewing and Representing Skills, 503; Reading Nonfiction Critically, 542 SE: Persuasive Essay, 83, 87; Writing for Assessment, 182 SE: Autobiographical Writing, 43; Helping Verbs, 220; Comparison of Adjectives and Adverbs, 410; Hyphens and Apostrophes, 463; Viewing and Representing Skills, 511; Developing Your Vocabulary, ; Studying Words Systematically, 519; Studying Word Parts and Origins, 521; Improving Your Spelling, , 533; Reading Nonfiction Critically, 542; Reference Skills, 559, 561, SE: Comparison and Contrast Essay, 101; Cause and Effect Essay, 120; How-To Essay, 129, 137; Writing for Assessment, 177; Basic Sentence Parts, 282; Effective Sentences, ; Reading Nonfiction Critically, 543 SE: Cause and Effect Essay, 127; Viewing and Representing Skills, 508, 510; Developing Your Vocabulary, 515; Studying Words Systematically, 519; Reading Skills, Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills I/L Use prewriting strategies to plan written work. SE: The Writing Process, 5 9 I/L Choose and narrow a topic to organize ideas. SE: The Writing Process, 6 7 I/L Explore a topic to plan written work. 7

9 5.7.2 I/L Draft multiple paragraph papers about a single topic that address audience purpose supporting details introduction conclusion transitions I/L Revise drafts for voice organization focused ideas audience purpose relevant details word choice sentence fluency I/L Edit essays and compositions to ensure correct spelling of high frequency words content words I/L Edit for correct capitalization. I/L Edit punctuation for end punctuation commas apostrophes quotation marks abbreviations colons hyphens semicolons parentheses I/L With assistance, edit punctuation for varied sentence structure I/L Edit for correct use of nouns verbs pronouns adjectives subject/verb agreement verb tenses adverbs clauses phrases pronoun/antecedent agreement pronoun case SE: Structure and Style, 16, 21 24; Narration, 49; Research Report, 153 SE: The Writing Process, 5, 11 12; Description, 70 71; Persuasive Essay, 86 87; Comparison and Contrast Essay, 104; Response to Literature, 170 SE: The Writing Process, 13; Short Story, 58; How-To Essay, 137 SE: The Writing Process, 5, 14; Autobiographical Writing, 45 SE: The Writing Process, 5, 14; Short Story, 60; Description, 76; Persuasive Essay, 91; How-To Essay, 142; Response to Literature, 174 SE: Structure and Style, 17 20; How-To Essay, 138; Research Report, 154; Writing for Assessment, 185; Varying Sentences, SE: Comparison and Contrast Essay, 109; Cause and Effect Essay, 122; Adverbs, 241 8

10 5.7.6 I/L Edit sentences for complete sentences combining sentences compound sentences complex sentences compound-complex sentences I/L Edit sentences for the elimination of fragments run-ons I/L Prepare a legible final draft to display or share. I/L Select a publishing format appropriate to the audience and purpose. Nevada English Language Arts Standards SE: Structure and Style, 17 20; Writing for Assessment, 185; Sentence Combining, SE: Description, 73; Writing for Assessment, 185; Avoiding Sentence Problems, , 350 SE: The Writer In You, 3; The Writing Process, 5, 15 Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and purpose. All indicators are based on grade-appropriate text and skills I/L Write essays and compositions which include a topic sentence supporting details a concluding statement a beginning, middle, and end a thesis statement transitions I/L Write essays and compositions using patterns of organization including compare and contrast cause and effect I/L With assistance, write essays and compositions that use various organizational structures and stylistic devices I/L Write multiple-paragraph papers about experiences and/or events appropriate to audience and purpose that include logical sequence characters setting plot dialogue figurative language sensory details SE: Structure and Style, 21 22, 24, 26 27; Persuasive Essay, 84, 93 94; Comparison and Contrast Essay, 106; How-To Essay, 138; Research Report, 150; Special Problems with Subjects, 284; Varying Sentences, ; Capitalization, SE: Comparison and Contrast Essay, 96 11; Cause and Effect Essay, SE: Persuasive Essay, 78 95; Comparison and Contrast Essay, 96 11; Cause and Effect Essay, ; How-To Essay, ; Research Report, 145; Response to Literature, 161; Writing, SE: Structure and Style, 16, 25 29, 31; Short Story, 49, 54 55; Cause and Effect Essay, 118; Response to Literature, 167; Developing Your Vocabulary, 514; Reading Literary Writing, I/L Write poetry. SE: The Writing Process, 4; Response to Literature, 167 9

11 6.7.4 I/L Write responses that demonstrate an understanding of plot, character, and setting. SE: Autobiographical Writing, 39; Short Story, 54, 57; Response to Literature, 167 I/L Summarize information. SE: Response to Literature, 161, 167, 169; Basic Study Skills, 557; Reference Skills, 562; Citing Sources, 608 I/L With assistance, write responses that make connections with other text, experiences, or ideas I/L Write responses that demonstrate an understanding of expository text supported by evidence. I/L With assistance, write responses that make connections with other text, experiences, or ideas I/L Write persuasive essays and compositions that include a thesis statement supporting evidence relevant evidence cause/effect structure I/L With assistance, write persuasive essays and compositions that include problem/solution structure rhetorical strategies I/L Write persuasive essays appropriate to audience and purpose I/L Write a variety of communications in appropriate formats I/L Write directions to complete tasks or procedures with attention to clarity format technical vocabulary text features I/L Write research papers by choosing and narrowing a research topic locating, collecting, and analyzing information from primary and secondary sources recording information paraphrasing and summarizing information organizing collected information documenting sources using a given format I/L Demonstrate an understanding of the difference between original works and plagiarized works. I/L Evaluate credibility of resources. SE: Persuasive Essay, 89; Response to Literature, 164, 172 SE: Writing, SE: Persuasive Essay, 89; Response to Literature, 164, 172 SE: Persuasive Essay, SE: Persuasive Essay, SE: Persuasive Essay, SE: A Walk Through the Writing Process, 4; Writing for Assessment, 177 SE: How-To Essay, 129 SE: Research Report, found here: Citing Sources, 610 found here: Citing Sources,

12 Nevada English Language Arts Standards Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker s purpose, and audience appropriateness. All indicators are based on grade-appropriate skills. All indicators are used to aid comprehension I/L Listen for a variety of purposes including gaining information being entertained understanding directions I/L Listen for and identify main idea mood purpose messages tone persuasive techniques I/L Listen for and distinguish fact from opinion. I/L Listen for and summarize ideas and supporting details. I/L Listen for and evaluate the effect of the speaker s attitude on audience I/L Listen to and evaluate oral communications for content delivery point of view ideas purpose value I/L Listen for and evaluate public speaking techniques. I/L Listen to and evaluate the logic of a speaker s argument(s). I/L With assistance, provide constructive feedback on oral communications. SE: Speaking and Listening Skills, SE: Speaking and Listening Skills, SE: Speaking and Listening Skills, found here: Research Report, 156; Speaking and Listening Skills, 496 SE: Research Report, 156; Speaking and Listening Skills, 496 SE: Research Report, 156; Speaking and Listening Skills, 496 SE: Speaking and Listening Skills, I/L Expand vocabulary through listening. SE: Vocabulary and Spelling, 513, I/L Listen for and identify dialect and slang. I/L Listen for and identify the use of formal and informal language. I/L Listen for and distinguish between social and academic language. SE: Structure and Style, 31 found here: Capitalization, I/L Actively listen to oral communications. SE: Speaking and Listening Skills,

13 I/L Listen to and participate in conversations. SE: Speaking and Listening Skills, 493; Vocabulary and Spelling, 513 I/L Listen to and evaluate constructive feedback. SE: Speaking and Listening Skills, I/L Provide constructive feedback. SE: Speaking and Listening Skills, I/L Focus attention to solve problems by identifying, synthesizing, and evaluating data. Nevada English Language Arts Standards Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position. All indicators are based on grade-appropriate skills I/L Give directions to complete tasks or procedures with a focus on clarity technical vocabulary I/L Ask questions to clarify directions I/L Use precise language to describe and elicit feelings experiences observations ideas I/L Apply Standard English to communicate ideas I/L Use public speaking techniques to deliver presentations with appropriate prosody volume eye contact enunciation posture expressions audience purpose I/L Communicate information by maintaining a clear focus following a logical sequence illustrating information with media aids I/L Communicate statements that express an opinion. I/L Defend a position using evidence. SE: Speaking and Listening Skills, found here: Persuasive Essay, 93 found here: Persuasive Essay, 83, 85, 94; Response to Literature, 167; Viewing and Representing Skills, 503; Developing Your Vocabulary, 514 SE: Structure and Style, 31; Reference Skills, 565 SE: Speaking and Listening Skills, SE: Basic Sentence Parts, 266; Speaking and Listening Skills, ; Viewing and Representing Skills, SE: Response to Literature, 173; Reading Nonfiction Critically, 543 found here: Response to Literature, 173; Reading Nonfiction Critically,

14 8.7.4 I/L Provide constructive feedback when participating in conversations and discussions. I/L Respond to questions to generate possible solutions to a problem. I/L Ask relevant questions to clarify information and extend ideas. I/L Take a leadership role in conversations and discussions. I/L Distinguish between relevant and irrelevant information. I/L With assistance, negotiate to arrive at consensus by proposing and examining possible options. found here: Persuasive Essay, 80; Cause and Effect Essay, 124; Response to Literature, 160; Writing for Assessment, 186; Speaking and Listening Skills, 493; Vocabulary and Spelling, 513 found here: Persuasive Essay, 93 found here: Persuasive Essay, 80; Cause and Effect Essay, 124; Response to Literature, 160; Writing for Assessment, 186; Speaking and Listening Skills, 493; Vocabulary and Spelling,