Texas Assessment of Knowledge and Skills Reading, Grade 9 and. Grade 10 English Language Arts
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1 Grade 9 correlated to the Texas Assessment of Knowledge and Reading, Grade 9 and Grade 10 English Language Arts 1/
2 Correlation to Texas Assessment of Knowledge and Grade 9 Reading Publisher: McDougal Littell Program Title: The Language of Literature 2000, Grade 9 Texas Assessment of Knowledge and TAAS II Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. (6) Reading/word identification/ vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary. The student is expected to: The Language of Literature incorporates a variety of research-based activities for building vocabulary throughout the program. Words to Know are identified for each selection, underlined on the student s book pages, and defined in tint boxes on the same pages. Vocabulary in Action exercises provide practice in a variety of formats for the selection s Words to Know. Building Vocabulary lessons offer instruction in specific strategies for vocabulary development, including structural analysis, synonyms, antonyms, analogies, multiple meanings, using context clues, word origins, and the use of reference tools. Additional support can be found in the program ancillaries. 1
3 (B) rely on context to determine meanings of words and phrases such as figurative language, [idioms], multiple meaning words, and technical vocabulary; PE/ 36, 103, 219, 305, 351, 570, 572, 798, , 39, 75, 89, 113, 173, 186, 244, 252, 261, 280, 294, 325, 360, 414, 424, 440, 460, 518, 539, 558, 597, 619, 655, 674, 696, 712, 760, 771, 789, 824, 857, 864, 916, 920, 942, 992, 1020, 1054, 1098 (C) apply meanings of prefixes, roots, and suffixes in order to comprehend; PE/ 191, 219, 473, 572, 930, 973, , 84, 212, 374, 528, 818, 1096 (D) use reference material such as glossary, dictionary, thesaurus, [and available technology] to determine precise meanings and usage; and PE/ 305, 351, 449, 572, 973, 988, , 118, 152, 208, 273, 424, 454, 543, 567, 664, 846, 894, 1028, 1072 (E) identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation. PE/ 242, 491, 555, 606, 637, 641, 681, 684, 755, 797, 849, 915, , 126, 163, 176, 237, 367, 379, 481, 567, 615, 624, 743, 750, 790, 830, 846, 898, 904, 928, 946, 952 2
4 (7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: The Language of Literature teaches students the skills and strategies necessary for thoughtful, critical reading. At every grade level, the student text begins with instruction and modeling of these reading strategies: predict, visualize, connect, question, clarify, evaluate, and monitor. Before every selection, the Preparing to Read page always includes Focus Your Reading, a feature that introduces a key literary element (Literary Analysis) and provides instruction in a specific skill or strategy (Active Reading) particularly relevant to the selection. In Grades 9 and 10, each unit includes two full-page lessons called The Active Reader that offer in-depth instruction in a variety of reading skills and strategies. Additional support can be found in the program ancillaries. (F) identify main ideas and their supporting details; and PE/ 235, 260, 269, 348, 350, 400, , 439, 500, 711, 717, , 596, 888, 985 (G) summarize texts. PE/ 235, 500, 504, 679, 711, 717, , 48, 172, 277, 502, 546, 766, 781, 904, 924 3
5 (8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to: The literature selections in The Language of Literature represent a broad array of texts from all major genres. Each grade level includes a mix of classic and contemporary selections drawn from varied sources, including world literature. In Grades 9 and 10, a Real World Link feature expands the range of nonfiction, drawing on texts from magazines and newspapers. In Grades 11 and 12 the Related Reading feature serves a similar function. Additional support can be found in the program ancillaries. (B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]. PE/ 36, 61, 116, 170, , 218, 233, 258, 260, , 437, 439, 449, 451, 492, 506, 511, 538, 550, 635, 639, 679, 710, 757, 822, 843, 889, 968, 1104, 1106, 1167, 1168, , 190, 228, 255, 302, 398, 443, 445, 521, 584, 728, 882, 991, 992, 1030,
6 TAAS II Objective 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. (10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: Each literary selection in The Language of Literature is presented within a lesson structure designed to promote a variety of responses and to help students develop their critical capacities. The Preparing to Read page before the selection typically draws attention to distinctive features of the text to be studied. After the selection, the Thinking Through the Literature page engages students in a critical, discussion-based study of the text; the Choices and Challenges page encourages other means of response, from writing to oral interpretations to dramatizations. Additional support can be found in the program ancillaries. (B) use elements of text to defend his/her own responses and interpretations. PE/ 35, 38, 58, 71, 85, 100, 122, 130, 144, 149, 167, 182, 189, 200, 216, 226, 227, 241, 255, 269, 285, 302, 340, 350, 371, 385, 436, 444, 448, 463, 471, 490, 498, 504, 535, 547, 555, 569, 582, 605, 616, 636, 647, 648, 660, 676, 684, 699, 708, 717, 727, 754, 768, 784, 796, 821, 840, 847, 861, 871, 914, 926, 939, 965, 1043, 1071, 1086, 1103,
7 (11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to: The study of literary elements is an integral part of each literary selection lesson in The Language of Literature. At the beginning of each unit in Grades 9 and 10 and at strategic points within the units in Grades 11 and 12, Learning the Language of Literature lessons provide two pages of interactive instruction. These lessons focus on literary genres, literary elements, and, in Grades 11 and 12, literary history. On the Preparing to Read page that precedes each selection, the Literary Analysis feature gives information about a literary element included in the selection. After the selection, the Literary Analysis feature again appears, offering more in-depth study of that element. Additional support can be found in the program ancillaries. (A) recognize the theme (general observation about life or human nature) within a text; PE/ 24, 88, 100, 159, 226, 285, 291, 322, 340, 346, 350, 385, 466, 471, 494, 498, 535, 582, 589, 592, 605, 647, 694, 699, 726, 754, 855, 863, 871, 926, 939, 941, 1103, , 90, 516, 520, 534, 604, 838, 856, 1090 (B) analyze the relevance of setting and time frame to text s meaning; PE/ 24, 25, 74, 85, 112, 122, 128, 146, 167, 285, 293, 322, 340, 385, 535, 547, 590, 647, 742, 855, 856, 863, , 76, 208, 794, 960 6
8 (C) analyze characters and identify time and point of view; PE/ 25, 35, 38, 58, 62, 71, 85, 88, 100, 112, 122, 124, 128, 146, 189, 216, 321, 324, 340, 343, 346, 350, 359, 371, 397, 410, 412, 464, 480, 490, 516, 557, 569, 605, 663, 676, 701, 768, 784, 787, 813, 816, 821, 855, 856, 861, 863, 880, 881, 926, 965, 1019, 1043, , 484, 620, 688, 774, 904, 920, 1068, 1070 (D) identify basic conflicts; PE/ 23, 26, 38, 58, 71, 88, 112, 122, 227, 293, 359, 371, 411, 726, 892, 941, , 56, 74, 80, 116, 382, 416, 896, 920, 924, 944, 996, 1004, 1008, 1024, 1030, 1038, 1058 (E) analyze the development of plot in narrative text; PE/ 23, 26, 35, 38, 74, 122, 124, 285, 293, 302, 385, 409, 412, 436, 590, 742, 754, 768, 855, 856, 863, 881, 989, 1071, , 382, 432, 1048, 1060 (F) recognize and interpret important symbols; PE/ 285, 291, 373, 385, 569, 605, , 84, 374, 488, 602, 774, 778, 962 7
9 (G) recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning; and (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad[, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. PE/ 136, 138, 139, 140, 144, 146, 149, 198, 204, 288, 291, 346, 448, 471, 490, 517, 535, 608, 611, 613, 660, 684, 847, 1019, 1043, , 202, 250, 1026 PE/ 23, 24, 25, 26, 35, 37, 38, 52, 58, 60, 61, 62, 71, 73, 74, 85, 87, 88, 100, 102, 110, 112, 122, 123, 124, 128, 129, 138, 139, 141, 144, 145, 146, 149, 150, 151, 159, 161, 162, 164, 167, 169, 172, 182, 184, 185, 190, 193, 194, 197, 198, 204, 207, 216, , 227, 233, 234, 235, 236, 241, 242, 243, 255, 257, 260, 269, 271, 272, 285, 287, 288, 289, 291, 292, 293, 302, 304, 313, 314, , 321, 322, 324, 340, 342, 343, 346, 347, 348, 350, 357, 359, 371, 372, 373, 385, 386, 409, 410, 411, 412, 436, 438, 439, 448, 450, 451, 453, 463, 465, 466, 471, 472, 474, 475, , 480, 490, , 494, 498, 500, , 504, , 514, 515, 516, 517, 535, 537, 547, 549, 550, 552, 553, 555, 556, 557, 569, 571, 575, 582, 583, 589, 590, 592, 605, 607, 608, 611, 612, 613, 616, 617, 618, 636, 638, 639, 643, 647, 652, 654, 660, 662, 663, 676, 678, 680, 684, 685, , 8
10 694, 699, 701, 708, 711, 717, , 726, 739, 740, 742, 752, 754, 756, 757, 759, 768, 769, 770, 784, 786, 787, 796, 797, 798, 805, 806, , 810, , 816, 820, 821, 822, 823, 824, 840, 842, 843, 844, 845, 847, 848, 853, 855, 856, 861, 862, 863, 871, 872, 880, 881, , 892, 893, 914, 926, 939, 940, 941, 964, 965, 967, 970, 972, , 986, 987, 989, 1019, 1043, 1071, 1086, 1103, 1105, 1106, 1108, 1117, 1126, 1128, 1129, 1130, 1131, 1134, 1135, 1136, 1140, , 40, 50, 52, 66, 74, 76, 78, 80, 81, 84, 90, 114, 116, 142, 148, 152, 160, 164, 166, 174, 178, 188, 200, 202, 208, 210, 214, 238, 244, 250, 252, 278, 374, 382, 411, 414, 416, 432, 468, 488, 516, 520, 534, 573, 602, 604, 610, 752, 766, 774, 794, 820, 824, 838, 856, 858, 860, 868, 896, 904, 920, 924, 944, 946, 950, 960, 992, 994, 996, 1004, 1006, 1008, 1024, 1030, 1032, 1038, 1048, 1058, 1060, 1080, 1088,
11 TAAS II Objective 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: The Language of Literature teaches students the skills and strategies necessary for thoughtful, critical reading. At every grade level, the student text begins with instruction and modeling of these reading strategies: predict, visualize, connect, question, clarify, evaluate, and monitor. Before every selection, the Preparing to Read page always includes Focus Your Reading, a feature that introduces a key literary element (Literary Analysis) and provides instruction in a specific skill or strategy (Active Reading) particularly relevant to the selection. In Grades 9 and 10, each unit includes two full-page lessons called The Active Reader that offer in-depth instruction in a variety of reading skills and strategies. Additional support can be found in the program ancillaries. (E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering; and PE/ 85, 221, 235, 236, 241, 258, 293, 302, 439, 448, 618, 636, 639, 731, 732, 843, , 133, 285, 294, 391, 392, 577, 578, 721,
12 (H) draw inferences such as conclusions, generalizations, and predictions and support them from the text. PE/ 33, 35, 38, 58, 62, 71, 74, 85, 100, 141, 144, 151, 159, 167, 172, 182, 200, 206, 207, 216, 243, 255, 323, 324, 340, 343, 346, 466, 494, 498, 557, 569, 591, 592, 608, 611, 653, 654, 694, 699, 701, 708, 741, 742, 754, 770, 784, 893, 914, 926, , 48, 50, 66, 174, 180, 208, 212, 326, 620, 672, 762, 888, 920, 930, 984, 1026 (8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to: The literature selections in The Language of Literature represent a broad array of texts from all major genres. Each grade level includes a mix of classic and contemporary selections drawn from varied sources, including world literature. In Grades 9 and 10, a Real World Link feature expands the range of nonfiction, drawing on texts from magazines and newspapers. In Grades 11 and 12 the Related Reading feature serves a similar function. Additional support can be found in the program ancillaries. (D) interpret the possible influences of the historical context on a literary work. PE/ 62, 170, 258, 439, 451, 571, 639,
13 (10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: Each literary selection in The Language of Literature is presented within a lesson structure designed to promote a variety of responses and to help students develop their critical capacities. The Preparing to Read page before the selection typically draws attention to distinctive features of the text to be studied. After the selection, the Thinking Through the Literature page engages students in a critical, discussion-based study of the text; the Choices and Challenges page encourages other means of response, from writing to oral interpretations to dramatizations. Additional support can be found in the program ancillaries. (B) use elements of text to defend his/her own responses and interpretation. PE/ 35, 38, 58, 71, 85, 100, 122, 130, 144, 149, 167, 182, 189, 200, 216, 226, 227, 241, 255, 269, 285, 302, 340, 350, 371, 385, 436, 444, 448, 463, 471, 490, 498, 504, 535, 547, 555, 569, 582, 605, 616, 636, 647, 648, 660, 676, 684, 699, 708, 717, 727, 754, 768, 784, 796, 821, 840, 847, 861, 871, 914, 926, 939, 965, 1043, 1071, 1086, 1103,
14 (12) Reading/analysis/evaluation. The student reads critically to evaluate texts. The student is expected to: The critical analysis of literary and informational texts is interwoven throughout The Language of Literature. When appropriate, the Focus Your Reading feature (on the Preparing to Read page that precedes each selection) offers information about text characteristics and text structure. The Think Critically, Extend Your Interpretations, and Literary Analysis sections that follow each selection challenge students to analyze and evaluate the texts. The Real World Link texts that are included in Grades 9 and 10, as well as the Related Reading texts in Grades 11 and 12, offer direct and explicit instruction in skills related to the critical reading of informational texts. Additional support can be found in the program ancillaries. (A) analyze the characteristics of text, including its structure, word choices, and intended audience; PE/ 122, 272, 285, 439, 448, 505, 538, 547, 552, 555, 557, 569, 583, 680, 684, 708, 711, 717, 718, 843, 844, , 274, 397, 515, 560 (B) evaluate the credibility of information sources and determine the writer s motives; PE/ 61, 185, 189, 224, 235, 538, 540, 547, 843, 844, 880, 1162,
15 (C) analyze text to evaluate the logical argument and to determine the mode of reasoning used such as induction and deduction; PE/ 1173, , 413, , 509, 542, 843 (D) analyze texts such as editorials, [documentaries,] and advertisements for bias and use of common persuasive techniques. PE/ 61, 235, (19)Viewing/representing/ interpretation. The student understands and interprets visual representations. The student is expected to: The Language of Literature includes artwork, paintings, photographs, and sculptures, to accompany the literary selections and to provide connections and points of comparison to the literature. (B) analyze relationships, ideas, [and cultures] as represented in various media; and PE/ 86, 160, 270, 373, 385, 437, 661, 785, 797, 862, 915, , 34, 41, 46, 65, 68, 77, 80, 96, 133, 155, 160, 178, 213, 247, 263, 270, 275, 282, 297, 301, 328, 334, 336, 345, 368, 381, 384, 422, 426, 432, 437, 467, 482, 485, 495, 559, 596, 602, 609, 622, 625, 632, 656, 661, 669, 673, 683, 695, 746, 774, 776, 782, 788, 819, 825, 827, 858, 866, 905, 909, 919, 950, 956, 963, 1074,
16 (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. PE/ 61, , , , , , , 653, 679, , , , (20)Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to: (B) deconstruct media to get the main idea of the message s content; and PE/ 36, 218, 437, 449, 491, 822, 842, 1104, 1178 For each grade level, The Language of Literature includes Literature in Performance video representations to accompany literature selections. Each grade level has between six and eight video adaptations. Lessons following the selections refer to the adaptation. Additional support can be found in the program ancillaries. (C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols. PE/ 61, 170, 258, 373, 385, 451, 550, 605, 679, 757, 843, 1106, 1140,
17 Correlation to Texas Assessment of Knowledge and Grade 10 English Language Arts Grade 9 is correlated to Grade 10 English Language Arts because having taken the Middle School Writing test in Grade 7, students should continue preparing for the Grade 10 English Language Arts test in Grade 9. Publisher: McDougal Littell Program Title: The Language of Literature 2000, Grade 9 Texas Assessment of Knowledge and specific element. TAAS II Objective 4 The student will, within a given context, produce an effective composition for a specific purpose. (1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to: The Language of Literature provides students with varied forms of writing assignments directed to an array of audiences and purposes. Writing Options appears at the end of each literature selection and gives students a variety of writing opportunities in various forms. Throughout each unit, Writing Workshops give students the opportunity to hone their writing skills. Although each workshop focuses on a specific form or genre of writing, all Writing Workshops instill good writing habits used in all written forms and for all audiences/ purposes. Following each unit is a Reflect and Assess section where students can reflect on the past unit through various writing options. Pages titled The Author s Style have an applications in writing section that gives students various writing topics and styles suggestions. (1) (B) write in a voice and a style appropriate to audience and purpose; and PE/ 131, 220, 314, 390, 576, 644, 720, 806, 874, 974, 1140, 1141, 1143, 1151, 1159,
18 specific element. (1) (C) organize ideas in writing to ensure coherence, logical progression, and support for ideas. (2) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to: (2) (B) develop drafts [both alone and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; (2) (C) proofread writing for appropriateness of organization, content, style, and conventions. PE/ 130, 131, 134, 220, 223, 314, 317, 389, 390, 393, 576, 579, 644, 647, 720, , 806, 809, 873, 874, 877, 974, 979, , , , , , , PE/ , , , , , , , , , , , , , , , PE/ 135, 224, 318, 394, 580, 648, 724, 810, 878, 980, The Language of Literature teaches students the importance of good writing habits by using recursive-writing processes. Throughout each unit the Writing Workshops give students a model of the writing process as well as an example of the writing form being used. The workshops lead students through each step of the writing process while focusing on a specific grammatical concept particular to the unit. Students are encouraged to use this process for all writing assignments. The Writing Handbook in the back of the text explains the writing process and shows how to apply it to various forms of writing. 17
19 specific element. (5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: (5) (A) evaluate writing for both mechanics and content. PE/ , , , , , , , , , , 1145 The Language of Literature teaches students the importance of peer reading and self-writing evaluation. Each Writing Workshop contains a section entitled Ask Your Peer Reader in which students find helpful questions used for draft evaluation. Analyzing a Student Model, found in the beginning of each Writing Workshop, gives students the opportunity to evaluate a writing sample of the current writing assignment. At the end of Reflect and Assess, in Portfolio Building, students evaluate past personal work to select writings for their portfolios. TAAS II Objective 5 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. (2) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to: (2) (C) proofread writing for appropriateness of organization, content, style, and conventions. PE/ 135, 136, 224, 225, 318, 319, 394, 395, 512, 580, 581, 648, 649, 724, 725, 810, 811, 878, 879, 980, 981, 1115, The Language of Literature teaches students the importance of good writing habits by using recursive-writing processes. Throughout each unit the Writing Workshops give students a model of the writing process as well as an example of the writing form being used. The workshops lead students through each step of the writing process while focusing on a specific grammatical concept particular to the unit. Students are encouraged to use this process for all writing assignments. The Writing Handbook in the back of the text explains the writing process and shows how to apply it to various forms of writing.
20 specific element. (3) Writing/grammar/usage/ conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to: (3) (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; PE/ 135, 224, 225, 318, 394, 512, 580, 648, 649, 725, 810, 878, 980, 981, 810, 1144, , 1203 The Language of Literature integrates all aspects of writing and grammar to produce clear, effective writing. Grammar in Context, found after each selection in the Choices & Challenges lessons, offers instruction in all grammatical topics and include exercises after explanations. Each Mini Lesson: Grammar re-enforces specific rules of grammar through additional exercises. Daily Language Skillbuilder is found in the teacher s edition at the beginning of each selection and offers additional grammar exercises. Assessment Practice: Revising & Editing aids students in identifying and correcting grammatical errors within writing. Within the Writing Workshop section, Editing and Proofreading focuses on a grammar Target Skill. Mini Lesson: Spelling explains specific spelling rules and then provides exercises working with that rule. Spelling From Writing, found in yellow boxes in Writing Workshops, remind students to proofread for spelling errors in writing. The Grammar Handbook, located in the back of the text, allows quick reference to various grammatical rules and examples. The Spelling Handbook features sections to improve students spelling and use correct word choices. 129, 130, 380, 797,
21 specific element. (3) (B) demonstrate control over grammatical elements such as subjectverb agreement, pronoun-antecedent agreement, verb forms, and parallelism; and PE/ 60, 135, 136, 219, 224, 225, 257, 318, 394, 395, 450, 465, 472, 580, 581, 649, 879, 1104, , 1205, , 102, 120, 218, 240, 249, 257, 330, 418, 446, 450, 458, 465, 497, 502, 570, 580, 649, 725, 1104 (3) (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions. PE/ 537, 662, 678, 709, , 1204, 1211, 1212, , 536, 662, 678, 709 (5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: (5) (A) evaluate writing for both mechanics and content. PE/ , , , , , , , , , , 1145 The Language of Literature teaches students the importance of peer reading and self-writing evaluation. Each Writing Workshop contains a section entitled Ask Your Peer Reader in which students find helpful questions used for draft evaluation. Analyzing a Student Model, found in the beginning of each Writing Workshop, gives students the opportunity to evaluate a writing sample of the current writing assignment. At the end of Reflect and Assess, in Portfolio Building, students evaluate past personal work to select writings for their portfolios. 20
22 specific element. TAAS II Objective 6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. (2) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to: (2) (C) proofread writing for appropriateness of organization, content, style, and conventions. PE/ 135, 136, 224, 225, 318, 319, 394, 395, 512, 580, 581, 648, 649, 724, 725, 810, 811, 878, 879, 980, 981, 1115, The Language of Literature teaches students the importance of good writing habits by using recursive-writing processes. Throughout each unit, the Writing Workshops give students a model of the writing process as well as an example of the writing form being used. The workshops lead students through each step of the writing process while focusing on a specific grammatical concept particular to the unit. Students are encouraged to use this process for all writing assignments. The Writing Handbook in the back of the text explains the writing process and shows how to apply it to various forms of writing. 21
23 specific element. (3) Writing/grammar/usage/ conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to: The Language of Literature integrates all aspects of writing and grammar to produce clear, effective writing. Grammar in Context, found after each selection in the Choices & Challenges lessons, offers instruction in all grammatical topics and includes exercises after explanations. Each Mini Lesson: Grammar re-enforces specific rules of grammar through additional exercises. Daily Language Skillbuilder is found in the teacher s edition at the beginning of each selection and offers additional grammar exercises. Assessment Practice: Revising & Editing aid students in identifying and correcting grammatical errors within writing. Within the Writing Workshop section, Editing and Proofreading focuses on a grammar Target Skill. Mini Lesson: Spelling explains specific spelling rules and then provides exercises working with that rule. Spelling From Writing, found in yellow boxes in Writing Workshops, remind students to proofread for spelling errors in writing. The Grammar Handbook located in the back of the text allows quick reference to various grammatical rules and examples. The Spelling Handbook features sections to improve students spelling and use correct word choices. (3) (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]; PE/ 135, 224, 225, 318, 394, 512, 580, 648, 649, 725, 810, 878, 980, 981, 810, 1144, , , 130, 380, 797,
24 specific element. (3) (B) demonstrate control over grammatical elements such as subjectverb agreement, pronoun-antecedent agreement, verb forms, and parallelism; PE/ 60, 135, 136, 219, 224, 225, 257, 318, 394, 395, 450, 465, 472, 580, 581, 649, 879, , 102, 120, 218, 240, 249, 257, 330, 418, 446, 450, 458, 465, 497, 502, 570, 580, 649, 725, 1104 (3) (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and PE/ 537, 662, 678, , 536, 662, 678, 709 (3) (D) produce error-free writing in the final draft. (5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: (5) (A) evaluate writing for both mechanics and content. PE/ 135, 224, 318, 394, 580, 648, 725, 810, 878, 980, PE/ , , , , , , , , , , 1145 The Language of Literature teaches students the importance of peer reading and self-writing evaluation. Each Writing Workshop contains a section entitled Ask Your Peer Reader in which students find helpful questions used for draft evaluation. Analyzing a Student Model, found in the beginning of each Writing Workshop, gives students the opportunity to evaluate a writing sample of the current writing assignment. At the end of Reflect and Assess, in Portfolio Building, students evaluate past personal work to select writings for their portfolios. 23
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