Prentice Hall Literature Common Core Edition 2012 Grade 7

Transcription

1 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 7 to the Mississippi COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS Grade Seven

2 Introduction This document demonstrates how Prentice Hall Literature Common Core Edition 2012 meets the objectives of the Mississippi Common Core State Standards for English Language Arts. Correlation page references are to the Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Prentice Hall Literature Common Core Edition Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. Prentice Hall Literature Common Core Edition is designed to motivate and inspire today s digital natives your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core State Standards Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors to the Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 2

3 Table of Contents STRAND Reading Standards for Literature... 4 STRAND Reading Standards for Informational Text STRAND Writing Standards STRAND Speaking and Listening Standards STRAND Language Standards STRAND Language Progressive Skills

4 PEARSON Prentice Hall Literature Common Core Edition 2012 CORRELATION TO THE COMMON CORE STATE STANDARDS FOR ELA GRADE SEVEN STRAND Reading Standards for Literature Key Ideas and Details Standard 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Make Inferences, 309, 315, 318, 319, 322, 324, 327, 329, 330, 333, 337, 341, 343, 348, 349, 352, 358, 359, 364; Critical Thinking: Infer, 21, 30, 44, 58, 66, 90, 110, 124, 136, 148, 167, 174, 295, 377, 382, 456, 482, 502, 514, 524, 541, 546, 581, 590, 596, 635, 638, 654, 672, 680, 695, 822, 856, 873, 876, 920, 971, 980, 996, 1014, 1022, 1038; After You Read: Key Idea and 4

5 (Continued) (Continued) Details, 21, 30, 44, 58, 66, 85, 90, 110, 124, 136, 148, 167, 174, 224, 244, 256, 276, 295, 318, 332, 340, 358, 581, 608, 616, 635, 638, 654, 660, 672, 680, 768, 806, 856, 873, 876, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022, 1037,

6 Standard 2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SE/TE: Theme, 4, 6, 8, 17, 21, 59, 200, 202, 203, 204, 337, 341, 343, 351, 357, 359, 725, 902, 904, 906, 907, 908, 909, 910, 1034, 1039; Universal Theme, 6, 902, 904, 966, 981; Performance Tasks: Compare Themes or Central Ideas, 192; Analyze the Development of a Theme or Main Idea, 1058; Analyze a Universal Theme, 1058; Analyze and Discuss Theme, 193, 1059; Analyze and Develop Theme, 401; Summarize, 836, , , 851, 853, 854 6

7 Standard 3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). SE/TE: Setting, 4, 8, 10, 12, 99, 103, 105, 109, 111, 118, 121, 125, 178, 200, 203, 204, 205, 208, 215, 386, 408, 722, 726, 727, 728, 732, 906, 907; Plot, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245; Performance Tasks: Analyze Setting and Character, 400; Analyze Setting, 894; Comparing Fiction and Nonfiction, 78 91; Comparing Tone and Theme, ; Comparing Characters, ; Comparing Irony, ; Comparing Humor, ; The Elements of Drama, ; Comparing Characters, ; Analyzing Drama, ; 7

8 (Continued) (Continued) Dialogue in Drama, 722, 726, 737, 742, 745, 746, 751, 753, 757, 758, 760, 762, 764, 765, 767, 769, 866, 877; Stage Directions, 722, 724, 726, 773, 775, 779, 782, 784, 788, 789, 791, 793, 794, 798, 801, 804, 805, 807; Folk Tale, 1007, 1010, 1015, 1020,

9 Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC67; Vocabulary Workshop: Connotation/ Denotation, ; Figurative Language, ; Literary Analysis: Figurative Language, 574, 601, 607, 609, 613, 615, 617; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18; Idiom, 288, 292, 293, 295, 301; Assessment Workshop, 711; Sound Devices, 573, 576, 577, 578, 580, 647, 651, 654, 655, 661, 665; Rhyme & Rhythm, 573, 576, 665, 668, 673, 679, 680, 681; Vocabulary & 9

10 (Continued) (Continued) Word Study, 24, 31, 32, 45, 50, 59, 60, 67, 94, 101, 102, 107, 112, 121, 122, 129, 218, 225, 226, 245, 272, 283, 284, 297, 302, 310, 315, 316, 319, 320, 329, 333, 338, 343, 344, 359, 569, 570, 581, 602, 609, 610, 617, 648, 648, 655, 655, 656, 661, 666, 673, 674, 681, 706, 733, 774, 807, 856, 865, 866, 873, 934, 936, 939, 940, 943, 944, 953, 955, 990, 997, 998,

11 Standard 5 Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. SE/TE: Elements of Poetry, ; Analyzing Poetic Form and Structure, 575; The Elements of Drama, ; Analyzing Drama, ; Forms of Poetry, 582, 586, 589, 591, 596, 597; Comparing Narrative Poems, ; Comparing Tone and Theme, ; Dialogue in Drama, 722, 726, 737, 742, 745, 746, 751, 753, 757, 758, 760, 762, 764, 765, 767, 769, 866, 877; Stage Directions, 722, 724, 726, 773, 775, 779, 782, 784, 788, 789, 791, 793, 794, 798, 801, 804, 805,

12 Standard 6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas Standard 7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). SE/TE: Point of View, 4, 49, 53, 58, 59, 65, 66, 67, 200, 201, 203, 204, 205, 211, 412, 413, 414, 418; Character, 249, 257, 277; Performance Tasks: Analyze Development of Point of View, 192; Analyze Characters Points of View, 400; Comparing Narrative Poems, ; Comparing Characters, SE/TE: Speaking and Listening: Presentation, 599; Research and Technology: Film Version, 859; Performance Tasks: Analyze Techniques in Different Media,

13 Standard 8 (Not applicable to literature) Standard 9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Range of Reading and Level of Text Complexity Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Not applicable to literature) SE/TE: Legend and Fact, 935, 939, 943, 951, 954, 955; Cultural Context, 989, 994, 997, 1003 SE/TE: Common Core Independent Reading, 194, 420, 566, 402, 566, 716, 896, 1060; Preparing to Read Complex Text, 195, 403, 567, 717, 897, 1061; Comprehending Complex Texts, CC70 CC75 13

14 STRAND Reading Standards for Informational Text Key Ideas and Details Standard 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Common Core Workshop: Comprehending Complex Texts (nonfiction models), CC70 CC75; Analyzing Arguments, CC76 CC77; Main Idea, 7, 421, 426, 429, 433, 436, 437, 441, 447, 449, 454, 457, 460, 686; Central Idea and Key Ideas, 4, 7, 9, 20, 412, 414, 415, 416, 418; After Your Read, 419, Critical Thinking, 428, 436, 473, 482, 496, 502, 514, 541,

15 Standard 2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. SE/TE: Main Idea, 7, 421, 426, 429, 433, 436, 437, 441, 447, 449, 454, 457, 460, 686; Central Idea and Key Ideas, 4, 7, 9, 20, 412, 414, 415, 416, 418; Details, lxii, 99, 249, 309, 343, 370, 421, 429, 433, 437, 441, 686, 831, 857; also see: After Your Read, 419, Critical Thinking, 428, 436, 473, 482, 496, 502, 514, 541, 546; also see: Common Core Workshop: Comprehending Complex Texts (nonfiction models), CC70 CC75; Analyzing Arguments, CC76 CC77 15

16 Standard 3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). SE/TE: Comparing Fiction and Nonfiction, 78 91; Historical Context, 129, 132, 134, 137, 144, 149; Comparing Characters, ; Elements of Nonfiction, ; Analyzing Relationships in Literary Nonfiction, 411; Reflective Essay, 441, 444, 447,

17 Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC67; Elements of Nonfiction, ; Analyzing Relationships in Literary Nonfiction, 411; Vocabulary (nonfiction), 422, 429, 430, 437, 490, 495, 496, 507, 562; Word Choice and Diction, 507, 512, 515, 522, 524, 525; Follow Technical Directions,

18 Standard 5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. SE/TE: Reading for Information: Functional and Expository Texts, 72 77; Analyze Structure and Purpose, ; Expository and Functional Texts, ; Analyze Functional Texts, , ; Analyze Expository Texts, , ; Expository Essay, 421, 429, 432, 437; Comparing Biography and Autobiography, ; Persuasive Essay, 491, 495, 497, 503; Elements of Nonfiction, ; Analyzing Structure in Literary Nonfiction,

19 Standard 6 Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. SE/TE: Point of View, 49, 53, 58, 59, 65, 66, 67; Reading for Information: Analyze Structure and Purpose, ; Identify the Author s Perspective, ; Identify Bias and Stereotyping, ; Analyze Point of View, ; Elements of Nonfiction, ; Analyzing Structure in Literary Nonfiction, 410; Reflective Essay, 441, 444, 447, 449; Comparing Biography and Autobiography,

20 Integration of Knowledge and Ideas Standard 7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Standard 8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. SE/TE: Speaking and Listening: Oral Summary, 439; Response, 459; Public Service Announcement, 505 SE/TE: Reading for Information: Analyze Author s Argument, ; Persuasive Essay, 491, 495, 497, 503; Analyzing Arguments, CC76 CC77; The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC78 CC79; Composing an Argument, CC80 CC81; Student Model: Persuasive Writing, R39 20

21 Standard 9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity Standard 10 By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. SE/TE: Reading for Information, , , , 1028, 1033 SE/TE: Common Core Independent Reading, 194, 420, 566, 402, 566, 716, 896, 1060; Preparing to Read Complex Text, 195, 403, 567, 717, 897, 1061; Comprehending Complex Texts, CC70 CC75 21

22 STRAND Writing Standards Text Types and Purposes Standard 1 Write arguments to support claims with clear reasons and relevant evidence. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Writing Workshops: Review of a Short Story, ; Problem and Solution, ; Persuasive Essay, ; Timed Writing: Propose a Solution, 467; Evaluation, 865; Editorial, 1033; Writing: Letter to the Editor, 361; Persuasive Letter, 505; Letter, 771; Tribute, 809; Review, 1025; Speaking and Listening: Persuasive Speech, 957; Analyzing Arguments, CC76 CC77; The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC78 CC79; Composing 22

23 (Continued) (Continued) an Argument, CC80 CC81 Standard 1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. SE/TE: Writing Workshops: Problem and Solution, ; Persuasive Essay, ; Drafting, 304; Writing: Letter to the Editor, 361; Persuasive Letter, 505; Letter, 771; Review, 1025; Speaking and Listening: Persuasive Speech, 957; Timed Writing: Editorial, 1033; also see: Composing an Argument, CC80 CC81 23

24 Standard 1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Standard 1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. SE/TE: Writing Workshops: Problem and Solution, ; Persuasive Essay, ; Prewriting, 302; Writing: Letter to the Editor, 361; Persuasive Letter, 505; Letter, 771; Review, 1025; Speaking and Listening: Persuasive Speech, 957; Timed Writing: Editorial, 1033; also see: Composing an Argument, CC80 CC81 SE/TE: Writing Workshops: Problem and Solution, ; Persuasive Essay, ; Finding the Perfect Word, 303; Writing: Letter,

25 Standard 1.d Establish and maintain a formal style. Standard 1.e Provide a concluding statement or section that follows from and supports the argument presented. SE/TE: Writing Workshops: Review of a Short Story, ; Problem and Solution, ; Persuasive Essay, SE/TE: Revising Strategy, 304; Drafting Strategies, 642, 700; Analyzing Argumentative Texts, ; Analyzing Arguments, CC76 CC77; The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC78 CC79; Composing an Argument, CC80 CC81 25

26 Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SE/TE: Writing Workshops: Descriptive Essay, 92 97; How to Essay, ; Comparison and Contrast, ; Multimedia Report, ; Cause and Effect Essay, ; Business Letter, ; Research Report, ; Writing: Comparison-and- Contrast Essay, 47; Description, 69; News Report, 127; Informative Article, 247; Description, 957; Plot Summary, 1005; Timed Writing, 483, 877, 965, 981; Research and Technology: Scientific Explanation, 619; Performance Tasks: Writing, 192, 400, 564, 714, 894,

27 Standard 2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. SE/TE: Writing Workshops: Descriptive Essay, 92 97; How to Essay, ; Comparison and Contrast, ; Multimedia Report, ; Cause and Effect Essay, ; Business Letter, ; Research Report, ; Writing: Comparison-and- Contrast Essay, 47; Description, 69; News Report, 127; Informative Article, 247; Description, 957; Plot Summary, 1005; Timed Writing, 483, 877, 965, 981; Research and Technology: Scientific Explanation,

28 Standard 2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. SE/TE: Writing Workshops: Descriptive Essay, 92 97; How to Essay, ; Comparison and Contrast, ; Multimedia Report, ; Cause and Effect Essay, ; Business Letter, ; Research Report, ; Writing: Comparison-and- Contrast Essay, 47; Description, 69; News Report, 127; Informative Article, 247; Description, 957; Plot Summary, 1005; Timed Writing, 483, 877, 965, 981; Research and Technology: Scientific Explanation,

29 Standard 2.c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Standard 2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. SE/TE: Transitions, add, 771, 859; Transitions, 94, 486, 826, 882, 1044 SE/TE: Writing Workshops: Descriptive Essay, 92 97; How to Essay, ; Comparison and Contrast, ; Problem and Solution, ; Writing: Description, 69; News Report, 127; Informative Article, 247; Help Wanted Ad, 527; Research and Technology: Scientific Explanation, 619; Directions,

30 Standard 2.e Establish and maintain a formal style. Standard 2.f Provide a concluding statement or section that follows from and supports the information or explanation presented. Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SE/TE: Find Your Voice, 93; Prewriting, 548; Using a Formal Style, 303, 549; Develop Your Ideas, 642; Drafting Strategies, 700; Use Formal Language, 984; Informative Article, 247; News Story, 335 SE/TE: Drafting, 984, 1042; Informative Article, 247; Essay, 301; Plot Summary, 1005; Television News Report, 1025 SE/TE: Writing Workshop: Autobiographical Narrative, ; Short Story, ; Writing: Journal Entry, 279; Anecdote, 335; Adaptation, 527; Myth, 933; Plot Summary,

31 Standard 3.a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Standard 3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Standard 3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Standard 3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. SE/TE: 248, 279, 912, 933, 1005 Writing Workshop: Autobiographical Narrative, ; Short Story, ; Writing: Journal Entry, 279; Myth, 933; Plot Summary, 1005 SE/TE: Writing Workshop: Autobiographical Narrative, ; Short Story, ; Writing: Journal Entry, 279; Myth, 933; Plot Summary, 1005 SE/TE: Revising Strategies, 180, 386; also see: Transitions, 94, 486, 826, 882, 1044 SE/TE: Drafting, 178, 386; Revising Strategies, 180, 388; Adaptation,

32 Standard 3.e Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing Standard 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 3 above.) SE/TE: Drafting, 178, 386; Writing: Anecdote, 335 SE/TE: Writing Workshops: Descriptive Essay, 92 97; Autobiographical Narrative, ; Review of a Short Story, ; Short Story, ; How to Essay, ; Comparison and Contrast, ; Problem and Solution, ; Persuasive Essay, ; Multimedia Report, ; Cause and Effect Essay, ; Business Letter, ; Research Report, ; Writing Activities, 47, 69, 127, 151, 247, 279, 335, 361, 439, 459, 505, 527, 32

33 (Continued) (Continued) 599, 619, 663, 683, 771, 809, 859, 933, 957, 1005, 1025; Timed Writing, 77, 91, 159, 175, 287, 301, 369, 383, 467, 483, 535, 547, 627, 639, 817, 823, 865, 877, 965, 981, 1033, 1039; Performance Tasks: Writing, 192, 400, 564, 714, 894, 1058 Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. SE/TE: Writing Workshop: Prewriting, 92, 177, 302, 385, 484, 549, 640, 699, 824, 879, 982, 1040; Drafting, 94, 178, 304, 386, 486, 550, 642, 700, 826, 880, 984, 1042; Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882, 984, 1044; Editing, 97, 183, 307, 391, 489, 555, 645, 705, 829, 987,

34 Standard 6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. SE/TE: Writing Workshop: Multimedia Report, ; Business Letter, ; Research and Technology: Presentation, 599; Survey, 683; Writing: Summary, 859; also see: Publishing and Presenting, 97, 183, 307, 361, 391, 489, 555, 645, 705, 885,

35 Research to Build and Present Knowledge Standard 7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. SE/TE: Writing Workshop: Problem and Solution, ; Multimedia Report, ; Cause and Effect Essay, ; Research Report, ; Research and Technology: Annotated Bibliography, 21; Biographical Report, 69; Outline, 279; Poster, 361; Scientific Explanation, 619; Survey, 683; Costume Plans, 771; Research Presentation,

36 Standard 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SE/TE: Writing Workshop: Multimedia Report, ; Research Report, ; Research and Technology, 69, 279, 361, 527, 619, 683, 771, 859 SE/TE: Writing Workshop: Review of a Short Story, ; Research Report, ; Performance Tasks: Writing, 192, 400, 564, 714, 894, 1058; Writing: Analogy, 439; Tribute, 809; Summary, 859; Timed Writing, 77, 91, 159, 175, 287, 301, 369, 383, 467, 483, 535, 547, 627, 639, 817, 823, 865, 877, 965, 981, 1033,

37 Standard 9.a Apply grade 7 Reading standards to literature (e.g., Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history ). Standard 9.b Apply grade 7 Reading standards to literary nonfiction (e.g. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims ). Range of Writing Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SE/TE: Writing Workshop: Review of a Short Story, ; Performance Tasks: Writing, 192, 400, 564, 714, 894, 1058 SE/TE: Performance Tasks: Writing, 192, 400, 564, 714, 894, 1058; Writing: Analogy, 439; Summary, 859; Timed Writing, 467, 483, 535 SE/TE: Writing Workshops: Descriptive Essay, 92 97; Autobiographical Narrative, ; Review of a Short Story, ; Short Story, ; How to Essay, ; Comparison and Contrast, ; Problem and 37

38 (Continued) (Continued) Solution, ; Persuasive Essay, ; Multimedia Report, ; Cause and Effect Essay, ; Business Letter, ; Research Report, ; Writing Activities, 47, 69, 127, 151, 247, 279, 335, 361, 439, 459, 505, 527, 599, 619, 663, 683, 771, 809, 859, 933, 957, 1005, 1025; Timed Writing, 77, 91, 159, 175, 287, 301, 369, 383, 467, 483, 535, 547, 627, 639, 817, 823, 865, 877, 965, 981, 1033, 1039; Performance Tasks: Writing, 192, 400, 564, 714, 894,

39 STRAND Speaking and Listening Standards Comprehension and Collaboration Standard 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Standard 1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Exploring the Big Question, 2, 198, 406, 570, 720, 900; Speaking and Listening: Discussion, 127; Informal Debate, 247, 933, 1051; Performance Tasks: Small Group Discussion, 193, 715, 1059; also see: Comprehension and Collaboration, 47, 151, 185, 187, 395, 505, 559, 707, 709, 933, 1005, 1051, 1053 SE/TE: Speaking and Listening: Discussion, 127; Informal Debate, 247, 933; Communications Workshop: Conducting an Interview,

40 Standard 1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Standard 1.c Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Standard 1.d Acknowledge new information expressed by others and, when warranted, modify their own views. SE/TE: Speaking and Listening: Discussion, 127; Communications Workshop: Conducting an Interview, ; Collaboration: Group Discussion, 406 SE/TE: Communications Workshop: Conducting and Interview, ; Speaking and Listening: Discussion, 127; Interview, 151; Survey, 683; Debate, 933 SE/TE: Speaking and Listening: Discussion, 127; Speaking and Listening,

41 Standard 2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Standard 3 Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. SE/TE: Speaking and Listening: Oral Summary, 439; Communications Workshop: Evaluating a Persuasive Presentation, ; Evaluating Media Messages and advertisements, TE/SE: Exploring the Big Question, 2; Informal Debate, 247, 933, 1051; Small Group Response, 459; Communications Workshop: Evaluating a Persuasive Presentation, ; Evaluating Media Messages and advertisements, ; Persuasive Speech,

42 Presentation of Knowledge and Ideas Standard 4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SE/TE: Communications Workshop: Delivering Narrative Presentation, ; Delivering an Oral Summary, ; Research Presentation, ; Speaking and Listening: Oral Summary, 439; Public Service Announcement, 505; Poetry Reading, 663; Persuasive Speech, 957; Story, 1005; Television News Report,

43 Standard 5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SE/TE: Research and Technology: Create a Poster, 361; Scientific Explanation, 619; Writing Workshop: Multimedia Report, ; Communications Workshop: Research Presentation, ; Performance Tasks: Presentation with Multimedia, 401, 895; Media Literacy Handbook, CC113 CC115; Multimedia Elements, R32; Podcasts, R33 43

44 Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SE/TE: Communications Workshop, , , , , , ; Performance Tasks: Speaking and Listening, 193, 401, 565, 715, 895, 1059; Speaking and Listening, 47, 127, 151, 247, 335, 439, 459, 505, 599, 663, 809, 933, 957, 1005, 1025; Exploring the Big Question, 2, 198, 406, 570, 720,

45 STRAND Language Standards Conventions of Standard English Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Integrated Language Skills: Conventions, 46, 68, 150, 246, 278, 334, 360, 438, 458, 598, 619, 662, 770, 1004; Writing: Grammar Application, 47, 69, 151, 247, 279, 335, 361, 439, 459, 599, 619, 663, 771, 1005; Writer s Toolbox, 95, 181, 305, 389, 487, 553, 703, 883, 1045; Assessment Workshop, 191, 399, 563, 893; Handbook: R40 R43; also see: Writing Workshop: Editing, 97, 183, 307, 391, 489, 645, 705, 885, 987, 1049; Communications Workshop, , ,

46 (Continued) (Continued) 559, , , Standard 1.a Explain the function of phrases and clauses in general and their function in specific sentences. Standard 1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. SE/TE: Phrases and Clauses, 458, 598, 618, 662; Grammar Application, 459, 599, 619, 663; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Sentence Structure, 682; Independent and Subordinate Clauses, 662; Grammar Application, 663, 683; Grammar, Usage, and Mechanics Handbook, R41 46

47 Standard 1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* SE/TE: Revising Errors in Adjective and Adverb Usage, 553; Revising Sentences Using Participles, 643; Grammar, Usage, and Mechanics Handbook, R41; also see: Phrases and Clauses, 458, 598, 618, 662; Grammar Application, 459, 599, 619,

48 Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. SE/TE: Conventions: Common and Proper Nouns, 46; Double Negatives, 808; Sentence Functions and Endmarks, 858; Punctuation Marks, 932; Commas, 956; Capitalization, 1004; Abbreviations, 1024; Grammar Application, 47, 957, 859, 1005, 1025; Writer s Toolbox, 703; Writing, 771, 809, 933; Writing Workshop: Editing, 97, 183, 307, 391, 489, 645, 705, 885, 987, 1049; Grammar, Usage, and Mechanics Handbook, R43 48

49 Standard 2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). Standard 2.b Spell correctly. SE/TE: Adjectives, 334; Commas, 956; Grammar Application, 335, 957; Revising Incorrect Use of Commas, 985; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Writing Workshop: Editing, 97, 183, 307, 391, 489, 645, 705, 885, 987,

50 Knowledge of Language Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. SE/TE: Integrated Language Skills: Conventions, 46, 68, 150, 246, 278, 334, 360, 438, 458, 598, 619, 662, 770, 1004; Writing: Grammar Application, 47, 69, 151, 247, 279, 335, 361, 439, 459, 599, 619, 663, 771, 1005; Writer s Toolbox, 95, 181, 305, 389, 487, 553, 703, 883, 1045; Assessment Workshop, 191, 399, 563, 893; Handbook: R40 R43; also see: Writing Workshop: Editing, 97, 183, 307, 391, 489, 645, 705, 885, 987, 1049; Communications Workshop, , , , , ,

51 Standard 3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Vocabulary Acquisition and Use Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Standard 4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. SE/TE: Revise Word Choice, 94; Drafting Strategies, 984; Revising Strategies, 552, 984; Writing, 1025 SE/TE: Vocabulary Workshop: Words with Multiple Meanings, ; Context Clues, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70, 100, 401, R23 SE/TE: Context Clues, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70, 100, 401, R23; Content-Area Vocabulary, 72, 77; Vocabulary Workshop: Words with Multiple Meanings,

52 Standard 4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). SE/TE: Prefixes, 31, 45, 59, 67, 319, 333, 673, 681, 807, 943, 955; Roots, 100, 111, 112, 125, 130, 137, 138, 149, 250, 257, 258, 277, 442, 449, 450, 457, 492, 497, 498, 503, 508, 515, 516, 525, 584, 591, 592, 597, 738, 769, 832, 857, 914, 921, 922, 931, 1008, 1015, 1016, 1023; Suffixes, 225, 245, 343, 359, 429, 437, 602, 609, 617, 655, 661, 997,

53 Standard 4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, ; Word Origins, ; Connotation and Denotation, ; Learning Big Question Vocabulary, 3, 199, 407, 571, 721, 901; Using a Dictionary, 31, 45, 59, 67, 95, 92, 125, 137, 149, 180, 225, 227, 307, 333, 343, 359, 437, 467, 515, 525, 535, 553, 557, 609, 617, 661, 663, 673, 681, 769, 807, 817, 827, 857, 921, 931, 943, 955, 1003; Performance Tasks, 400,

54 Standard 4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, ; Words with Multiple Meanings, ; Connotation and Denotation, ; Borrowed and Foreign Words, ; Context Clues, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70, 100, 401, R23 54

55 Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Standard 5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. SE/TE: Vocabulary Workshop Figurative Language, ; Literary Analysis: Figurative Language, 574, 601, 607, 609, 613, 615, 617; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18; Idiom, 288, 292, 293, 295, 301; Assessment Workshop, 711 SE/TE: Vocabulary Workshop: Word Origins, ; Figurative Language, ; Comparing Literary Works: Universal Themes,

56 Standard 5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Standard 5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). SE/TE: Synonym/Antonym : rewrite sentence with, 45, 429, 437, 449, 591, 597, 769; Analogy, 67, 111, 439, 673, 997, 1003; Vocabulary, 661; Writing, 663; Vocabulary Workshop, 1050 SE/TE: Vocabulary Workshop: Connotation/ Denotation, ; Writer s Toolbox: Choosing Language, 303; also see: Using a Dictionary and Thesaurus,

57 Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. SE/TE: Learning Big Question Vocabulary, 3, 199, 407, 571, 721, 901; Vocabulary Workshop: , , , , , ; Vocabulary Development, 24, 31, 32, 45, 50, 67, 78, 100, 111, 112, 125, 130, 137, 138, 149, 160, 218, 225, 226, 245, 250, 257, 258, 277, 310, 319, 320, 333, 338, 343, 344, 359, 370, 422, 429, 430, 437, 442, 449, 450, 457, 468, 492, 497, 798, 503, 508, 515, 516, 525, 536, 584, 591, 592, 597, 602, 609, 610, 617, 628, 648, 655, 656, 661, 666, 673, 674, 681, 692, 738, 769, 774, 807, 818, 832, 857, 866, 914, 921, 922, 931, 936, 943, 944, 955, 966, 990, 997, 1003, 57

58 (Continued) (Continued) 1008, 1015, 1016, 1023, 1034 STRAND Language Progressive Skills The following skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Conventions of Standard English Standard 6.1.c Recognize and correct inappropriate shifts in pronoun number and person. Standard 5.1.d Recognize and correct inappropriate shifts in verb tense. Standard 6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Standard 6.1.e Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Pronoun- Antecedent Agreement, 181; Pronoun Case, 150, 1045; Grammar, Usage, and Mechanics Handbook, R42 SE/TE: Verb Tense, 278, 305, 526, 883, R41, R42 SE/TE: Pronouns, 150, 181, 458, 618, 1045, R40, R42 SE/TE: Pronoun- Antecedent Agreement, 181; Grammar, Usage, and Mechanics Handbook, R42 58

59 Standard 3.1.f Ensure subject-verb and pronoun-antecedent agreement. Standard 4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Standard 4.1.g Correctly use frequently confused words (e.g., to/too/two; there/their). SE/TE: Pronoun- Antecedent Agreement, 181; Compound Subjects and Predicates, 526; Writer s Toolbox: Correcting Subject- Verb Agreement with Compound Subjects, 883; Grammar, Usage, and Mechanics Handbook, R42 SE/TE: Complete Sentences, 489, 682, 703; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Editing and Proofreading, 97, 829; Revising to Correct Common Usage Problems, 827; Grammar, Usage, and Mechanics Handbook, R42 59

60 Standard 5.2.a Use punctuation to separate items in a series. Standard 6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Knowledge of Language Standard 3.3.a Choose words and phrases for effect. SE/TE: Commas, 956; Grammar Application, 957; Revising Incorrect Use of Commas, 985; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Appositive and Appositive Phrases, 618; Editing, 705; Punctuation Marks, 932; Grammar Application, 619, 933; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Writing, 69; Find Your Voice, 93; Word Choice and Diction, 507, 512, 515, 522, 525; Drafting Strategies, 700; Interjections,

61 Standard 6.3.a Vary sentence patterns for meaning, reader/listener interest, and style. Standard 4.3.b Choose punctuation for effect. Standard 6.3.b Maintain consistency in style and tone. SE/TE: Varying Sentence Patterns, 93, 487, 552, 702; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Writing: Poem, 599; Conventions: Sentence Functions and Endmarks, 858; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Using a Formal Style, 303, 549; Develop Your Ideas, 642; Drafting Strategies, 700; Use Formal Language, 984 All Standards must be listed even though you may not correlate to every standard. Please write "NA" in the page reference if there is no correlation. If you have an annotated teacher edition (ATE), then you may correlate to that one book as it contains both the pupil and teacher edition. Please indicate that you are correlating to the ATE. If you have a series of books that are being submitted, please do a correlation for each book. Each book's correlation should stand alone. 61