correlated to the Maryland Core Learning Goals English High School Assessment

Transcription

1 correlated to the Maryland Core Learning Goals English High School Assessment

2 McDougal Littell Language Network Grade 10 correlated to the Maryland Core Learning Goals High School Assessment GOAL 1 The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. 1. Expectation: The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. Indicators of Learning (1) The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Recognizing the implications of text features PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips : Linking appropriate experiences and prior knowledge about the topic, author, or type of material to the text. PE/TE: See Using Logical Arguments : 441, 449; Interpreting Information : Add l TE: See Teaching and Customizing Tips : 449, ; Spice It Up! : 507 Identifying appropriate purpose for reading the text. PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips :

3 Identifying questions a reader would expect to be answered by reading the text PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips : Identifying topics of discussion that may enhance a reader s understanding of a text PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips : (2) The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fixup strategies such as rereading, questioning, and summarizing. Using visual aids such as maps and charts. PE/TE: See Reading Graphs and Charts : Add l TE: See Teaching and Customizing Tip : Making connections between ideas within the text PE/TE: See Comparison - Contrast Order : 333, 335; Comparison and Contrast : 503, 514; Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips : 333, 503, ; Spice It Up! : 503 Making connections between ideas within the text and relevant prior knowledge. PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips :

4 Identifying the organizational pattern of the text. PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348, 371 Focusing on similarities or differences in organizational patterns, text/author s purpose, and relevant prior knowledge within or across texts. PE/TE: See Comparison - Contrast Order : 333, 335; Comparison and Contrast : 503, 514 Add l TE: See Teaching and Customizing Tips : 333, 503; Spice It Up! : 503 Identifying the meaning of above-grade-level words as they are used in context PE/TE: See Using Context Clues : ; Exploring Shades of Meaning : ; Idioms : 391, 400; Add l TE: See Teaching and Customizing Tips : , , 391, 400 Identifying the appropriate meaning of multiple-meaning words as they are used in context PE/TE: See Using Context Clues : ; Exploring Shades of Meaning : ; Idioms : 391, 400; Add l TE: See Teaching and Customizing Tips : , , 391, 400 Identifying the meaning of phrases as they are used in context PE/TE: See Using Context Clues : ; Exploring Shades of Meaning : ; Idioms : 391, 400; Add l TE: See Teaching and Customizing Tips : , , 391, 400 3

5 Predicting the development of ideas that might logically be included in the text PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips : (3) The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Summarizing, comparing, contrasting, and synthesizing significant ideas in the text. PE/TE: See Outlining : 312, 347; Comparison - Contrast Order : 333, 335; Comparison and Contrast : 503, 514; Organizing and Outlining : , 523; Graphic Organizers : 311, 415, 503; Active Reading Strategies : 582 Add l TE: See Teaching and Customizing tips : 311, 312, 333, 347, 415, , 503, 523, 582; Spice It Up! : 415, 503 Summarizing or synthesizing significant ideas across texts and drawing conclusions based on information in more than one text. PE/TE: See Outlining : 312, 347; Organizing and Outlining : , 523; Graphic Organizers : 311, 415, 503; Active Reading Strategies : 582 Add l TE: See Teaching and Customizing tips : 311, 312, 347, 415, , 503, 523, 582; Spice It Up! : 415, 503 Drawing conclusions based upon information from the text. PE/TE: See Conclusions : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 507 Confirming the usefulness or purpose for reading the text. PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips :

6 Predicting the development, topics, or ideas that might logically be included if the text were extended PE/TE: See Active Reading Strategies : 582; Studying in the Content Areas : Add l TE: See Teaching and Customizing Tips : (4) The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. Recognizing the implications of non-print text such as photographs, posters, art reproductions, cartoons, and stills from film or stage productions PE/TE: See Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 541, 543 Identifying an appropriate purpose for viewing non-print text PE/TE: See Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 541, 543 Confirming the usefulness or purpose for viewing a non-print text PE/TE: See Comparing Media : Add l TE: See Teaching and Customizing Tips : Evaluating non-print text as it relates to a print text PE/TE: See Evaluating Information : ; Deconstructing Content : ; Deconstructing Design : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 501, 503, 504, 507, 508, 512, 541, 543 5

7 Focusing on similarities and/or differences in purpose and effect across texts PE/TE: See Evaluating Information : ; Deconstructing Content : ; Deconstructing Design : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 501, 503, 504, 507, 508, 512, 541, 543 Summarizing, comparing, drawing conclusions about, and synthesizing significant ideas between print and non-print text PE/TE: See Outlining : 312, 347; Organizing and Outlining : , 523; Comparison - Contrast Order : 333, 335; Comparison and Contrast : 503, 514; Graphic Organizers : 311, 415, 503; Active Reading Strategies : 582 Add l TE: See Teaching and Customizing tips : 311, 312, 333, 347, 415, , 503, 523, 582; Spice It Up! : 415, 503 (5) The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film. PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. 6

8 2. Expectation: The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. Indicators of Learning (1) The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. 1. Determining the significance of the following as each contributes to the meaning of a text Plot (all subheads) sequence of events (including foreshadowing and flashback), cause-and-effect relationships, and events that are exposition, climax or turning point, resolution (Students will not be asked to label events). PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. Characters defining traits, motivations, and developments throughout the text. PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. Details that provide clues to the setting, the mood created by the setting, the role the setting plays in the text PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. Conflicts that motivate characters and those that serve to drive the plot. PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. 7

9 The perspective of the author or speaker as well as the effects of first- or third-person narration and multiple narrators within texts. PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. (2) The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author s purpose o Identifying and/or explaining the significance of the following as each contributes to the author s purpose a particular speaker in a text PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. the arrangement of ideas in a particular way PE/TE: See Six Traits of Effective Writing : 315; Developing Style : ; Word Choice : ; Student Help Desk: Style at a Glance : ; Developing Your Own Voice : Add l TE: See Teaching and Customizing Tips : 315, ; Spice It Up! : 315, 371, 379, 389, 393; Drive Through Grammar : 392 the arrangement of words or phrases PE/TE: See Six Traits of Effective Writing : 315; Developing Style : ; Word Choice : ; Student Help Desk: Style at a Glance : ; Developing Your Own Voice : Add l TE: See Teaching and Customizing Tips : 315, ; Spice It Up! : 315, 371, 379, 389, 393; Drive Through Grammar : 392 8

10 words that convey author s purpose PE/TE: See Six Traits of Effective Writing : 315; Developing Style : ; Word Choice : ; Student Help Desk: Style at a Glance : ; Developing Your Own Voice : Add l TE: See Teaching and Customizing Tips : 315, ; Spice It Up! : 315, 371, 379, 389, 393; Drive Through Grammar : 392 syntax, words, and syllables that create rhythm to reveal the meaning of the text PE/TE: See Quick-Fix Editing Machine: Figurative Language : 301; Figurative Language : 357, 359, 401, 419, 457, 522; Imagery and Figurative Language : Add l TE: See Teaching and Customizing Tips : 357, 359, , 401, 419, 457, 522; Spice It Up! : 359, 395, 457 implied meaning or particular image associated with a particular word or phrase PE/TE: See Quick-Fix Editing Machine: Figurative Language : 301; Figurative Language : 357, 359, 401, 419, 457, 522; Imagery and Figurative Language : Add l TE: See Teaching and Customizing Tips : 357, 359, , 401, 419, 457, 522; Spice It Up! : 359, 395, 457 (3) The student will explain the effectiveness of stylistic elements in a text that communicate an author s purpose. o Identifying and/or explaining the effect and/or effectiveness of the following as each contributes to the author s purpose repetition PE/TE: NOTE: Literature and language analysis is addressed in the corresponding grade level of Language of Literature. 9

11 exaggeration PE/TE: NOTE: Literature and language analysis is addressed in the corresponding grade level of Language of Literature. parallelism PE/TE: See Revising for Parallelism : , 408 Add l TE: See Teaching and Customizing Tips : 380; Drive Through Grammar : 408 allusion PE/TE: NOTE: Literature and language analysis is addressed in the corresponding grade level of Language of Literature. analogy PE/TE: NOTE: Literature and language analysis is addressed in the corresponding grade level of Language of Literature. figurative language PE/TE: See Quick-Fix Editing Machine: Figurative Language : 301; Figurative Language : 357, 359, 401, 419, 457, 522; Imagery and Figurative Language : Add l TE: See Teaching and Customizing Tips : 357, 359, , 401, 419, 457, 522; Spice It Up! : 359, 395, 457 transitions PE/TE: See Coherence : 10, , 335, ; Drafting : 407, 415, 431, , 449, 457; Revising : 432, 450; Student Help Desk : 410, 418, 426, 434, 445, 452, 478 Add l TE: See Teaching and Customizing Tips : , , 441; Spice It Up! : 24, 327, 330, 341, 348,

12 choice of details PE/TE: See Six Traits of Good Writing : ; Elaboration : ; Elaboration at a Glance : ; Student Help Desk: Idea Bank : 410, 418, 426, 434, 445, 452, 462, 478; Quick Fix Editing Machine : 294 Add l TE: See Teaching and Customizing Tips : 357, 358, ; Spice It Up! : 195, 219, 328, 359, 360, 407, 415, 507, 508 syntax PE/TE: NOTE: Literature and language analysis is addressed in the corresponding grade level of Language of Literature. organizational patterns PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348, 371 structural features PE/TE: See Quick-Fix Editing Machine : ; Revising Sentences : ; Revising Parallelism : , 408; Developing Style : Add l TE: See Teaching and Customizing Tips : , 379, 380, , 408; Spice It Up! : 371, 379, 389, 391, 393, 395, 397; Visual Grammar : 374, 378, 382; Drive Through Grammar : 372, 383, 392,

13 (4) The student will identify and/or explain connections between and among themes and/or styles of two or more texts. Analyzing the similarities or differences in styles (e.g., formal, informal, conversational, scholarly, journalistic, poetic) of two or more texts PE/TE: Add l TE: See Six Traits of Good Writing : ; Power Words : 306, 322, 336, 354, 368, 482, 498, 516, 534, 550, 564, 580; Developing Style : ; Style at a Glance : ; Quick Fix Editing Machine : ; Revising : 408, 432, 458; Vocabulary at a Glance : Teaching and Customizing Tips : ; Spice It Up! : 211, 359, 371, 393, 395, 397, 503, 504, 512, 541, 575; Visual Grammar : 374 Analyzing the similarities or differences in themes of two or more texts PE/TE: See Writing Workshop: Literary Interpretation : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 422; Drive Through Grammar : 424 Analyzing the ways in which different texts illustrate a similar theme PE/TE: See Writing Workshop: Literary Interpretation : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 422; Drive Through Grammar :

14 (5) The student will extend of further develop meaning by explaining the implications of the text for the reader or contemporary society. Identifying and/ or explaining ideas and issues of a text or across texts that may have implications for readers or contemporary society. PE/TE: NOTE: Literature and language analysis is addressed in the corresponding grade level of Language of Literature. Extending ideas found in a text or across texts by connecting them to ideas that have personal or societal relevance PE/TE: See Real World Autobiographical Incident : 409; Real World Focused Description : 417; Real World Literary Interpretation : 425; Real World Cause-and-Effect Essay : 433; Real World Persuasive Essay : 443; Real World Problem- Solution Essay : 451 Add l TE: See Connecting to the Real World : 409, 417, 425, 433, 443, 451; Spice It Up! : 409, 433 (6) The student will extend or further develop meaning by comparing texts presented in different media. PE/TE: See Comparison - Contrast Order : 333, 335; Comparison and Contrast : 503, 514; Evaluating Information : ; Using and Documenting Sources : Add l TE: See Teaching and Customizing Tips : 333, 503, , ; Spice It Up! : 501, 503, 504, 507, 508, Expectation: The student will explain and give evidence to support perceptions about print and non-print works. Indicators of Learning (1) The student will explain how language and textual devices create meaning. PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. 13

15 (2) The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references. PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. (3) The student will identify features of language that create tone and voice. Analyzing the effects of certain words and phrases on the tone or voice of a text or across texts PE/TE: See Six Traits of Good Writing : ; Voice : 315, , 400; Tone : 44, 47, 389; Developing Style : ; Style at a Glance : Add l TE: See Teaching and Customizing Tips : 44, 47, 315, 389, 398, 399, 400; Spice It Up! : 195, 409 Identifying similarities or differences in the overall tone created by language choices throughout a text or across texts PE/TE: See Six Traits of Good Writing : ; Voice : 315, , 400; Tone : 44, 47, 389; Developing Style : ; Style at a Glance : Add l TE: See Teaching and Customizing Tips : 44, 47, 315, 389, 398, 399, 400; Spice It Up! : 195, 409 (4) The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a nonprint medium are used to create meaning and evoke response. PE/TE: See Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 541,

16 (5) The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures. Identifying the experiences, emotions, issues and ideas in a text or across texts that give rise to universal literary themes PE/TE: See Writing Workshop: Literary Interpretation : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 422; Drive Through Grammar : 424 Considering the influence, effect, or impact of historical, cultural, or biographical information on a text (will not be dependent on student s prior knowledge) PE/TE: NOTE: Literature analysis is addressed in the corresponding grade level of Language of Literature. (6) The student will assess the literary merit of a text. PE/TE: See Writing Workshop: Literary Interpretation : Add l TE: See Teaching and Customizing Tips : ; Spice It Up! : 422; Drive Through Grammar :

17 GOAL 2 The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. The following key terms merit elaboration and further explanation if a teacher is to implement this Core Learning Goal successfully. The word compose has been chosen deliberately because it embraces oral, written, and visual communication and facilitates an instructional emphasis on the common principles of communicating either separately or in combination via speech, writing, computer graphics, and video production. The term compose also alludes to the writing process, an instructional model in use within Maryland school systems for more than two decades. Furthermore, composing has natural applicability to such technologically essential skills as word processing and desktop publishing and describes more precisely than does the term writing what it is that students actually do when using a word processor. The term mode refers to rhetorical modes such as narration, exposition, and argumentation (persuasion). Specific prose and poetic forms include but are not limited to dialogue, letter, essay, couplet, quatrain, and free verse. Language choices are considered appropriate if they match the communicative context (i.e., the audience, topic, and purpose) of a given oral or written communication task. 1. Expectation 1: The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas. Indicators of Learning (1) The student will compose to inform by using appropriate types of prose. o Composing to explain an idea or examine a topic using description to support the writing purpose PE/TE: See Writing Workshops: Autobiographical Incident : ; Focused Description : ; Model Banks: Autobiographical Incident : 634, Focused Description : 636 Add l TE: See Teaching and Customizing Tips : , ; Spice It Up : 406, 407, 409, 415; Drive Through Grammar : 408,

18 using personal ideas to support the writing purpose PE/TE: See Six Traits of Good Writing : ; Elaboration : ; Elaboration at a Glance : ; Student Help Desk: Idea Bank : 410, 418, 426, 434, 445, 452, 462, 478; Quick Fix Editing Machine : 294 Add l TE: See Teaching and Customizing Tips : 357, 358, ; Spice It Up! : 195, 219, 328, 359, 360, 407, 415, 507, 508 o Composing to meet the criteria of the ECR rubric fulfilling the writing purpose as stated in the prompt PE/TE: See Purpose, Audience, and Form : 309; Prewriting (Audience and Purpose) : 407, 415, 423, 431, 439, 449, 467; Developing Style : Add l TE: See Teaching and Customizing Tips : 309, , 407, 415, 423, 431, 439, 449, 467; Spice It Up! : 309, 407, 415, 431 including relevant and complete support of ideas PE/TE: See Elaboration : ; Writing Workshop: Persuasive Essay : ; Experts and Surveys : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up : 501, 503, 504, 507, 508, 512, 438, 440, 441; Drive Through Grammar : 352 organizing appropriately for the writing purpose PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348, 371,

19 using language carefully and correctly PE/TE: See Six Traits of Good Writing : ; Power Words : 306, 322, 336, 354, 368, 482, 498, 516, 534, 550, 564, 580; Developing Style : ; Style at a Glance : ; Quick Fix Editing Machine : ; Revising : 408, 432, 458; Vocabulary at a Glance : Add l TE: Teaching and Customizing Tips : ; Spice It Up! : 211, 359, 371, 393, 395, 397, 503, 504, 512, 541, 575; Visual Grammar : 374 demonstrating attention to audience understanding and interest PE/TE: See Purpose, Audience, and Form : 309; Prewriting (Audience and Purpose) : 407, 415, 423, 431, 439, 449, 467; Developing Style : Add l TE: See Teaching and Customizing Tips : 309, , 407, 415, 423, 431, 439, 449, 467; Spice It Up! : 309, 407, 415, 431 having no errors in usage or conventions that interfere with meaning PE/TE: See Six Traits of Good Writing : ; Student Help Desk: Punctuation at a Glance : ; Student Help Desk: Capitalization at a Glance : ; Punctuation : ; Capitalization : ; Editing and Proofreading : ; Guidelines for Spelling : ; Commonly Misspelled Words : 655; Editing : 408, 416, 424, 432, 442, 450, 458, 477; Exercise Bank: , Add l TE: See Teaching and Customizing Tips , ; Spice It Up! : 232, 235, 236, 252; Visual Grammar : 70, 95; Drive-Through Grammar : 351, 372, 383, 392, 424, 458, 477,

20 (2) The student will compose to describe, using prose and/or poetic forms. PE/TE: See Writing Workshops: Autobiographical Incident : ; Focused Description : ; Poetry, Short Story, Dramatic Scene : ; Model Banks: Autobiographical Incident : 634, Focused Description : 636 Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up : 406, 407, 409, 415, 456, 457, 459; Drive Through Grammar : 408, 416, 458 (3) The student will compose to express personal ideas, using prose and/or poetic forms. PE/TE: See Writing Workshops: Autobiographical Incident : ; Focused Description : ; Poetry, Short Story, Dramatic Scene : ; Model Banks: Autobiographical Incident : 634, Focused Description : 636 Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up : 406, 407, 409, 415, 456, 457, 459; Drive Through Grammar : 408, 416, 458 (4) The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies. PE/TE: See Writing Workshops: Literary Interpretation : ; Persuasive Essay : ; Problem-Solution Essay : ; Elaboration : ; Writing Workshop: Persuasive Essay : ; Experts and Surveys : Add l TE: See Teaching and Customizing Tips : , , , , ; Spice It Up : 422, 438, 440, 441, 448, 501, 503, 504, 507, 508, 512; Drive Through Grammar : 352, 424, 442,

21 o Composing to state and support, refute, or modify a position using description to support the writing purpose PE/TE: See Writing Workshops: Autobiographical Incident : ; Focused Description : ; Model Banks: Autobiographical Incident : 634, Focused Description : 636 Add l TE: See Teaching and Customizing Tips : , ; Spice It Up : 406, 407, 409, 415; Drive Through Grammar : 408, 416 using personal ideas to support the writing purpose PE/TE: See Six Traits of Good Writing : ; Elaboration : ; Elaboration at a Glance : ; Student Help Desk: Idea Bank : 410, 418, 426, 434, 445, 452, 462, 478; Quick Fix Editing Machine : 294 Add l TE: See Teaching and Customizing Tips : 357, 358, ; Spice It Up! : 195, 219, 328, 359, 360, 407, 415, 507, 508 o Composing to meet the criteria of the ECR rubric fulfilling the writing purpose as stated in the prompt PE/TE: See Purpose, Audience, and Form : 309; Prewriting (Audience and Purpose) : 407, 415, 423, 431, 439, 449, 467; Developing Style : Add l TE: See Teaching and Customizing Tips : 309, , 407, 415, 423, 431, 439, 449, 467; Spice It Up! : 309, 407, 415,

22 including relevant and complete support of ideas PE/TE: See Elaboration : ; Writing Workshop: Persuasive Essay : ; Experts and Surveys : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up : 501, 503, 504, 507, 508, 512, 438, 440, 441; Drive Through Grammar : 352 organizing appropriately for the writing purpose PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348, 371, 524 using language carefully and correctly PE/TE: See Six Traits of Good Writing : ; Power Words : 306, 322, 336, 354, 368, 482, 498, 516, 534, 550, 564, 580; Developing Style : ; Style at a Glance : ; Quick Fix Editing Machine : ; Revising : 408, 432, 458; Vocabulary at a Glance : Add l TE: Teaching and Customizing Tips : ; Spice It Up! : 211, 359, 371, 393, 395, 397, 503, 504, 512, 541, 575; Visual Grammar : 374 demonstrating attention to audience understanding and interest PE/TE: See Purpose, Audience, and Form : 309; Prewriting (Audience and Purpose) : 407, 415, 423, 431, 439, 449, 467; Developing Style : Add l TE: See Teaching and Customizing Tips : 309, , 407, 415, 423, 431, 439, 449, 467; Spice It Up! : 309, 407, 415,

23 having no errors in usage or conventions that interfere with meaning PE/TE: See Six Traits of Good Writing : ; Student Help Desk: Punctuation at a Glance : ; Student Help Desk: Capitalization at a Glance : ; Punctuation : ; Capitalization : ; Editing and Proofreading : ; Guidelines for Spelling : ; Commonly Misspelled Words : 655; Editing : 408, 416, 424, 432, 442, 450, 458, 477; Exercise Bank: , Add l TE: See Teaching and Customizing Tips , ; Spice It Up! : 232, 235, 236, 252; Visual Grammar : 70, 95; Drive-Through Grammar : 351, 372, 383, 392, 424, 458, 477, Expectation: The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers. Indicators of Learning (1) The student will use a variety of prewriting strategies to generate and develop ideas. Identifying an appropriate prewriting strategy for a specific purpose or topic PE/TE: See Purpose, Audience, and Form : 309; Prewriting (Audience and Purpose) : 407, 415, 423, 431, 439, 449, 467; Developing Style : Add l TE: See Teaching and Customizing Tips : 309, , 407, 415, 423, 431, 439, 449, 467; Spice It Up! : 309, 407, 415,

24 Identifying relevant sources of information. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 (2) The student will select and organize ideas for specific audiences and purposes. Selecting a logical sequence of ideas or sentences. PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348,

25 Determining an appropriate organizational structure emphasizing purpose and/or audience. PE/TE: See Writing Workshops: Autobiographical Incident : ; Focused Description : ; Literary Interpretation : ; Cause-and- Effect Essay : ; Persuasive Essay : ; Problem-Solution Essay : ; Developing a Composition : ; Descriptive Paragraphs : 324; Narrative Paragraphs : ; Informative and Expository Paragraphs : 326; Definitions : 360; Coherence: Cause and Effect : 331; Coherence: Comparison and Contrast : 333; Evaluation : , , 522, 527, 529, 556, 561 Add l TE: See Teaching and Customizing Tips : , , , , , , 491, 496, , 522, 527, 529, 556, 561; Spice It Up! : 325, 341, 349, 360, 406, 407, 409, 415, 422, 430, 431, 433, 438, 440, 441, 448, 501, 503, 504, 507, 508, 512, 529, 556; Drive Through Grammar : 326, 342, 351, 424 Selecting or deleting information to suit a given purpose or audience PE/TE: See Six Traits of Good Writing : ; Voice : 315, , 400; Tone : 44, 47, 389; Developing Style : ; Style at a Glance : Add l TE: See Teaching and Customizing Tips : 44, 47, 315, 389, 398, 399, 400; Spice It Up! : 195, 409 Identifying the logical placement of a sentence or paragraph within a text PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348,

26 (3) The student will revise and edit texts for clarity, completeness, and effectiveness. o Completing or expanding ideas logical coordination of ideas PE/TE: See Combining Sentences : ; Sentence Structure : 101, 112 Add l TE: See Teaching and Customizing Tip : 374; Visual Grammar : 374; Spice It Up! : 101 subordination to replace excessive coordination PE/TE: See Combining Sentences : ; Sentence Structure : , 113 Add l TE: See Teaching and Customizing Tip : 375, 102, 103; Visual Grammar : 102 logical or succinct subordination PE/TE: See Revising Problem Sentences : ; Combining Sentences : ; Inserting Words and Phrases : ; Sentences Structure : , Add l TE: See Teaching and Customizing Tip : 371, 372, , 102, 103; Visual Grammar : 102, 374; Spice It Up! : 371; Drive-Through Grammar : 372 subordination to show space or time, cause or effect, condition, or concession PE/TE: See Revising Problem Sentences : ; Combining Sentences : ; Inserting Words and Phrases : ; Sentences Structure : , Add l TE: See Teaching and Customizing Tip : 371, 372, , 102, 103; Visual Grammar : 102, 374; Spice It Up! : 371; Drive-Through Grammar :

27 sequencing ideas in a sentence for effectiveness and emphasis PE/TE: See Revising Problem Sentences : , Add l TE: See Teaching and Customizing Tip : 371, 372, , 378, 380, 383; Visual Grammar : 374, 378, 382; Spice It Up! : 371, 379; Drive- Through Grammar : 372, 383 conciseness (eliminating redundancy, superfluous words, phrases, and sentences) PE/TE: See Revising Problem Sentences : , Add l TE: See Teaching and Customizing Tip : 371, 372, , 378, 380, 383; Visual Grammar : 374, 378, 382; Spice It Up! : 371, 379; Drive- Through Grammar : 372, 383 o Attending to audience elaboration or support sentences PE/TE: See Elaboration : , Add l TE: See Teaching and Customizing Tip : 357, 358, 362, ; Spice It Up! : 359, 360, 362 transitional devices between sentences and paragraphs PE/TE: See Unity : 347; Coherence : , 353 Add l TE: See Teaching and Customizing Tip : ; Spice It Up! : 349; Drive-Through Grammar : 351 coherence (focusing on central idea) PE/TE: See Coherence : 10, , 335, ; Drafting : 407, 415, 431, , 449, 457; Revising : 432, 450; Student Help Desk : 410, 418, 426, 434, 445, 452, 478 Add l TE: See Teaching and Customizing Tips : , , 441; Spice It Up! : 24, 327, 330, 341, 348,

28 clear connectors PE/TE: See Coherence : 10, , 335, ; Drafting : 407, 415, 431, , 449, 457; Revising : 432, 450; Student Help Desk : 410, 418, 426, 434, 445, 452, 478 Add l TE: See Teaching and Customizing Tips : , , 441; Spice It Up! : 24, 327, 330, 341, 348, 371 word choice PE/TE: See Six Traits of Good Writing : ; Power Words : 306, 322, 336, 354, 368, 482, 498, 516, 534, 550, 564, 580; Developing Style : ; Style at a Glance : ; Quick Fix Editing Machine : ; Revising : 408, 432, 458; Vocabulary at a Glance : Add l TE: Teaching and Customizing Tips : ; Spice It Up! : 211, 359, 371, 393, 395, 397, 503, 504, 512, 541, 575; Visual Grammar : 374 inverted word order for effectiveness PE/TE: See Subjects in Unusual Positions : Add l TE: See Teaching and Customizing Tip : 46-48; Visual Grammar : 47 o Controlling language structures clear placement of modifiers. PE/TE: See Modifiers : , Add l TE: See Teaching and Customizing Tip : , , ; Spice It Up! : shifts in person, number, tone PE/TE: See Pronoun-Antecedent Agreement : ; Indefinite Pronouns as Antecedents : ; Pronoun Reference : Add l TE: See Teaching and Customizing Tip : , ,

29 misplaced and dangling modifiers PE/TE: See Placement of Phrases : 78, 86, 88, 609 Add l TE: See Visual Grammar : 78 (4) The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions. PE/TE: Effective Communication : ; Preparing a Speech : ; Delivering a Speech : ; Who s Your Audience? : 553 Add l TE: See Teaching and Customizing Tips : 518, 519, 523, 524, 525, 526; Spice It Up! : 553 (5) The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions. o Using resources to select and use appropriate language avoiding the use of trite expressions and clichés PE/TE: See Avoiding Clichés and Slang : 299; Developing Your Own Voice : Add l TE: See Teaching and Customizing Tip : 399 using smooth and informative transitions PE/TE: See Coherence : 10, , 335, ; Drafting : 407, 415, 431, , 449, 457; Revising : 432, 450; Student Help Desk : 410, 418, 426, 434, 445, 452, 478 Add l TE: See Teaching and Customizing Tips : , , 441; Spice It Up! : 24, 327, 330, 341, 348, 371 arranging parallel elements appropriately and effectively PE/TE: See Revising for Parallelism : , 408 Add l TE: See Teaching and Customizing Tips : 380; Drive Through Grammar :

30 selecting appropriate use of active or passive voice PE/TE: See Shifts in Tense, Form and Voice : ; Using Active and Passive Voice : 293 Add l TE: See Teaching and Customizing Tip : 143 selecting an appropriate word for a given purpose PE/TE: See Six Traits of Good Writing : ; Power Words : 306, 322, 336, 354, 368, 482, 498, 516, 534, 550, 564, 580; Developing Style : ; Style at a Glance : ; Quick Fix Editing Machine : ; Revising : 408, 432, 458; Vocabulary at a Glance : Add l TE: Teaching and Customizing Tips : ; Spice It Up! : 211, 359, 371, 393, 395, 397, 503, 504, 512, 541, 575; Visual Grammar : 374 (6) The student will prepare the final product for presentation to an audience. PE/TE: See Delivering a Speech : Add l TE: See Teaching and Customizing Tip : Expectation: The student will locate, retrieve, and use information from various sources to accomplish a purpose. Indicators of Learning (1) The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. o Determining the appropriateness of a resource to accomplish a purpose Dictionary. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541,

31 Thesaurus. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 Encyclopedia. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 Magazines. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 Newspapers. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 fiction and nonfiction books. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541,

32 Card catalogue (traditional and electronic). PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 On-line websites and electronic resources. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. PE/TE: See Finding Information : ; Evaluating Information : ; Analyzing News in the Media : Add l TE: See Teaching and Customizing Tips : , , ; Spice It Up! : 485, 488, 501, 503, 504, 507, 508, 512, 541, 543 (3) The student will use a systematic process for recording and documenting information. Assessing the advantages, disadvantages, or limitations of sources of information (e.g., comprehensiveness, honesty, reliability, bias, accuracy, availability, variety, currency, multiple points of view) PE/TE: See Evaluating Information : ; Using and Documenting Sources : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 501, 503, 504, 507, 508,

33 Identifying information to include or exclude in a reference citation when using either traditional or electronic sources of information PE/TE: See Writing Workshop: Research Report : ; Finding Information : ; MLA Citation Guidelines : ; Avoiding Plagiarism : 471; Documenting Information : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 470, 501, 503, 504, 507, 508, 512; Drive Through Grammar : 477 Determining information that should be documented PE/TE: See Writing Workshop: Research Report : ; Finding Information : ; MLA Citation Guidelines : ; Avoiding Plagiarism : 471; Documenting Information : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 470, 501, 503, 504, 507, 508, 512; Drive Through Grammar : 477 (4) The student will take a position and support it with documented information from an authoritative source. PE/TE: See Evaluating Information : ; Using and Documenting Sources : ; Documenting Information : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 501, 503, 504, 507, 508, 512 (5) The student will synthesize information from two or more sources to fulfill a self-selected or given purpose. PE/TE: See Writing Workshop: Research Report : ; Finding Information : ; MLA Citation Guidelines : ; Avoiding Plagiarism : 471; Documenting Information : Add l TE: See Teaching and Customizing Tips : , ; Spice It Up! : 470, 501, 503, 504, 507, 508, 512; Drive Through Grammar :

34 GOAL 3 The student will demonstrate the ability to control language by applying the conventions of standard English in writing and speaking. The following key ideas merit elaboration and further explanation if a teacher is to implement this Core Learning Goal successfully. The ability to control language is contained in all of the English Core Learning Goals since language is one of the two content areas of a strong English curriculum. Language ability is important enough to focus on as a separate goal in addition to addressing it in other goals. Controlling language refers to the ability to make language choices that enhance the impression of the speaker or writer as well as enhance the credibility of the message. Control subsumes such behaviors as choosing, selecting, and manipulating language so that it is appropriate to an audience, occasion, and purpose. Standard English is a convenient term used to refer to the language of employability, that variety of spoken and written English on which employers often base hiring and promotion decisions. 1. Expectation: The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language. Indcators of Learning (1) The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes. PE/TE: See Six Traits of Good Writing : ; Audience : 309, 407, 411, 415, 423, 431, 439, 448, 457, 467, 518, 523, 532, 553; Purpose : 309, 407, 411, 415, 423, 431, 439, 448, 457, 467, 518, 523, 532, 553 Add l TE: See Teaching and Customizing Tips : 309, 407, 411, 415, 423, 431, 439, 448, 457, 467, 518, 523, 532, 553; Spice It Up! : 325, 553 (2) The student will describe how intonation, pitch, volume, pause, and rate all influence meaning. PE/TE: See Delivering a Speech : , 533 Add l TE: See Teaching and Customizing Tips :

35 (3) The student will determine grammatical classification of words by using meaning, position, form, and function. Assessment Limits : o Using the position and form to determine the function or classification of words and phrases subjects and objects: noun, pronoun, gerund, infinitive, appositive, simple, compound PE/TE: See Subjects : 38-43, 46-50, 54, 55, 62-63, 73, 75, 101, 104, 106, , 174, ; Objects : 14, 49, 51-53, 56, 57, 62, 73, 75, 98, 106, Add l TE: See Teaching and Customizing Tip : 38-39, 41-43, 46-49, 54, 55, 73, 75, 106, 160, ; Visual Grammar : 43, 47, 50, 161; Spice It Up! : 101; predicates: verb, verb phrase, simple, compound PE/TE: See Predicates : 38-43, 54, 56, 62, 104, 255 Add l TE: See Teaching and Customizing Tip : 38-39, 41-43, 56; Visual Grammar : 43; modifiers: adjective (including pronouns used as adjectives), adverb, prepositional phrase, participle, infinitive, article PE/TE: See Modifiers : 23, 66, , 291; Adjective : 17-19, ; Adverbs : 20-22, ; Preepositional Phrases : 23-25, 66-68, 80, 252; Participles : 71-73, 208; Infinitive : 75, 82-83, 85, 117; Using Modifiers : , Add l TE: See Teaching and Customizing Tip : 17-18, 20-25, 66-68, 71, 75-76, , , 220; Visual Grammar : 67, 78; Spice It Up! : 211, 219 conjunctions: coordinating, subordinating, correlative, and conjunctive adverbs PE/TE: See Conjunctions : 26-28, 609 Add l TE: See Teaching and Customizing Tip :

36 (4) The student will differentiate grammatically complete sentences from nonsentences. Identifying sentence fragments. PE/TE: See Sentence Fragments : , , 612 Add l TE: See Teaching and Customizing Tip : ; Spice It Up! : 118 Identifying run-on sentences, including fused sentences and comma splices. PE/TE: See Run-on Sentences : , , 613 Add l TE: See Teaching and Customizing Tip : 120, Completing inappropriate sentence fragments PE/TE: See Sentence Fragments : , , 612 Add l TE: See Teaching and Customizing Tip : ; Spice It Up! : 118 (5) The student will incorporate subjects, predicates, and modifiers when composing original sentences. PE/TE: See The Sentence and Its Parts : 36-57; Using Phrases : 66-83; Clauses and Sentence Structure : ; Revising Sentences : Add l TE: See Teaching and Customizing Tip : 38-57, 66-83, , ; Visual Grammar : 43, 47, 50, 67, 70, 78, 95, 99, 102, 374, 378, 382; Spice It Up! : 81, 93, 101, 371, 379; Drive-Through Grammar : 372,

37 (6) The student will compound various sentence elements subjects, predicates, modifiers, phrases, and clauses to link or contrast related ideas. o Combining sentences through the use of Logical coordination. PE/TE: See Revising Sentences : Add l TE: See Teaching and Customizing Tip : ; Visual Grammar : 374, 378, 382; Spice It Up! : 371, 379; Drive-Through Grammar : 372, 383 Logical and effective subordination. PE/TE: See Revising Sentences : Add l TE: See Teaching and Customizing Tip : ; Visual Grammar : 374, 378, 382; Spice It Up! : 371, 379; Drive-Through Grammar : 372, 383 Logical sequencing of ideas. PE/TE: See Six Traits of Good Writing : ; Creating Paragraphs : ; Developing Compositions : ; Basics in a Box : 404, 412, 420, 428, 436, 446, 454, 459, 464; Organization : 315, , 335, , 400, 441, , 523 Add l TE: See Teaching and Customizing Tips : 311, 315, , , 441, , 523; Spice It Up! : 24, 327, 330, 341, 348,

38 (7) The student will vary sentence types simple, compound, complex, and compound/complex to sustain reader or listener interest. PE/TE: See Diagnostic Test : 91; Sentence Structure : ; Sentence Diagramming : ; Grammar in Literature: Sentence Structure and Dramatic Writing : ; Mixed Review and Mastery Test : ; Student Help Desk: Sentence Structure at a Glance : ; Exercise Bank : Add l TE: See Prescription for Success : 91; Teaching and Customizing Tips : ; Spice It Up! : 101; Visual Grammar : 102; Prescription for Mastery : 111 (8) The student will expand sentences by positioning phrases and clauses to accomplish a purpose. Expanding sentences by using correctly placed modifiers, including appositives, verbals, dependent clauses, and restrictive or nonrestrictive clauses PE/TE: See Diagnostic Test : 65, 91; Appositives : 69-70; Verbals: Participles : 71-72; Verbals: Gerunds : 73-74; Verbals: Infinitives : 75-76; Placement of Phrases : 78-79; Sentence Diagramming : 80-83; Grammar in Literature : 84-85; Mixed Review and Mastery Test : 86-87; Student help Desk: Phrases at a Glance : 88-89; Clauses and Sentence Structure : ; Kinds of Clauses : 92-94; Adjective and Adverb Clauses : 95-97; Noun Clauses : ; Sentence Diagramming: Clauses : ; Mixed Review and Mastery Test : ; Student Help Desk: Subordinate Clauses : 113; Exercise Bank : , Add l TE: See Prescription for Success : 65, 91; Teaching and Customizing Tips : 69, 71, 73, 75, 76, 81-83, 84-85, 92-93, 96, 99; Spice It Up! : 81, 93; Visual Grammar : 70, 78, 95, 99; Prescription for Mastery : 87,