Prentice Hall Writing and Grammar, Handbook Edition Grade 7, 8th Edition 2008

Transcription

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

2 SEVENTH GRADE a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, tion, -or, -ion, -ity, -ment, - ic, -ian, -ist, -ous, -eous, -ious, -ance, - ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. Each competency and objective assumes the student has mastered the competencies and objectives in the previous grades. New skills and objectives are bold-faced throughout the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. State level assessments may reflect skills and objectives covered in kindergarten through grade seven. The term text, as it is used throughout the Language Arts Framework, is defined as a segment of spoken or written language available for description or analysis. For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Seventh graders should read accurately instructional level materials (texts in which no more than approximately 1 in 10 words are difficult for the reader) with an appropriate reading rate. (A seventh grader should read 195 and 235 words per minute by the end of seventh grade.) While competencies for grades 4-8 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from grade four to grade eight, texts should require a greater cognitive involvement by the student in order for the student to appreciate and comprehend the meaning and beauty inherent in language. In seventh grade, students are presented with a wide, rich variety of texts which are read to, listened to, read by, or viewed by students and then discussed. Seventh grade students are expected to engage actively in language activities involving text as they continue to grow as fluent readers and writers. COMPETENCIES and Objectives 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. SE/TE: Prefix, 463, 521, 528; Suffix, 240, 463, 522, 527, 530, 531; Studying Word Parts and Origins,

3 b. The student will develop and apply expansive knowledge of words and word meaning to communicate. c. The student will use grade level appropriate synonyms, antonyms, and homonyms. d. The student will use context to determine the meanings of unfamiliar or multiple meaning words. TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, ; Revising: Word Choice, 43, 59, 74, 90, 108, 124, 140, 155, 173, 184; Speaking and Listening Skills, TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal SE/TE: Synonyms, 90, 141, 156, 519, 567; Antonyms, 519, 567 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal SE/TE: For related information: Using Dictionaries, 463, 514,

4 e. The student will use context to determine the figurative meanings (e.g., simile, metaphor, personification, hyperbole, idiom) of words and to communicate. f. The student will apply knowledge of reference materials (e.g., dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing) and to determine meaning. TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal SE/TE: Context Clues, 514, 551 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Using Dictionaries, 463, , 533; Using Other Print and Electronic References, TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal 3

5 g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language). SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Using Formal and Informal English, 31; Using Informal Speaking Skills, ; Using Formal Speaking Skills, See also: Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Support Practice Book; Formal 2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty. a. The student will apply knowledge of text features, parts of a book, and text structures to understand, gain information from, interpret, respond to, or analyze text. 1) Text features - bold-faced print, italics, headings, subheadings, numberings, maps, icons, pull down, captions, illustrations, graphs, diagrams, menus, key word searches, etc. SE/TE: Using Features of Textbooks, 536; Creating Graphic Organizers for Comprehension, 505; Interpreting Maps, Graphs, and Photographs, Support Practice Book, Formal 2) Parts of a book - appendix, footnotes, etc. SE/TE: Using Sections in Textbooks, 535 4

6 Support Practice Book, Formal 3) Text structures - compare/contrast, order of importance, etc. SE/TE: Types of Organization, 26; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading From Varied Sources, 552 1) Infer the implied main idea from one or more related texts. Support Practice Book, Formal b. The student will analyze text to infer, justify, draw conclusions, synthesize, or evaluate information. SE/TE: Student Work in Progress, 93 95; Listening Effectively, 497, 498, 541; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading From Varied Sources, 552 Support Practice Book, Formal 2) Justify inferences about main idea by providing supporting details. SE/TE: Main Points, 497, 498, 541; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading From Varied Sources, 552 5

7 Support Practice Book, Formal 3) Evaluate author s use of sequence for its effect on the text. SE/TE: Sequential Relationships, 137; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading From Varied Sources, 552 4) Infer how the sequence of events may have contributed to cause and effect relationships in a text. Support Practice Book, Formal SE/TE: Sequential Relationships, 137; Causeand-Effect Essay, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading From Varied Sources, 552 Support Practice Book, Formal 5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects. SE/TE: Cause-and-Effect Essay, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading From Varied Sources, 552 6

8 Support Practice Book, Formal 6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text basedevidence. SE/TE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading From Varied Sources, 552 Support Practice Book, Formal 7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text. SE/TE: Predicting Outcomes, 542, 547, 551 Support Practice Book, Formal c. The student will recognize or generate an appropriate summary of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence. SE/TE: Summarizing, 156, 161, 179, 557, 576; Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading From Varied Sources, 552 7

9 Support Practice Book, Formal 1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view), d. The student will analyze, interpret, compare, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. SE/TE: Characters, 39, 49, 54, 55, 57, 167, 171, 548; Point of View, 33, 38, 549; Theme, 167, 547; Plot, 54; Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, Support Practice Book, Formal 2) Text structures (e.g., description, sequential order, procedural, cause/effect, compare/contrast, order of importance), SE/TE: Description, 62 77; Persuasive Essay, 78 95; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, Support Practice Book, Formal 3) Literary devices (e.g., imagery, exaggeration, dialogue, irony), SE/TE: Figurative Language, 167, 514; Reading Literary Writing,

10 Support Practice Book, Formal 4) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance), and SE/TE: Figurative Language, 167, 514; Reading Literary Writing, TR: Teaching Resources: Reading Support Practice Book, ; Workbooks: Reading Support; Transparencies 5) Author s purpose (e.g., inform, entertain, persuade). SE/TE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading From Varied Sources, 552 Support Practice Book, Formal e. Evaluate the author s use of facts, opinions, or tools of persuasion to determine author s purpose and consider the effect of persuasive text on the intended audience. 1) Evaluate use of and distinguish between fact and opinion. SE/TE: Fact and Opinion, 503, 542 Support Practice Book, Formal 9

11 2) Evaluate the author s use of tools of persuasion (e.g., air and rebut the other side s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). SE/TE: Persuasive Essay, 78 95; Viewing Information Media Critically, ; Persuasion, 90, 177, 178, 179, 181, 182; Persuasive Speech, 495 Support Practice Book, Formal 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. 1) Planning SE/TE: Prewriting Strategies, 6 9, 34 37, 50 53, 64 67, 80 83, , , , , , Transparencies; Extra Grammar and Writing Exercises; Formal 10

12 2) Drafting Draft with increasing fluency. SE/TE: Drafting, 38 39, 54 55, 68 69, 84 85, , , , , , ) Revising Revise selected drafts by adding, elaborating, deleting, and rearranging text based on feedback on teacher/peer feedback, writer s checklist, or rubric. Transparencies; Extra Grammar and Writing Exercises; Formal SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , , Transparencies; Extra Grammar and Writing Exercises; Formal 4) Editing Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure. SE/TE: Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174,

13 5) Publishing/Sharing Share writing with others formally and informally. Transparencies; Extra Grammar and Writing Exercises; Formal SE/TE: Publishing and Presenting, 15, 46, 61, 77, 92, , , 143, , 175, Transparencies; Extra Grammar and Writing Exercises; Formal SE/TE: A Walk Through the Writing Process, 4 15; Description, Transparencies; Extra Grammar and Writing Exercises; Formal c. The student will compose narrative text utilizing effective organization, transitions, vivid word choices, and specific supporting details, containing multiple events with a clear problem and solution. 1) Stories or retellings SE/TE: Opportunities to address this standard may be found on the following pages: Autobiographical Writing, 32 47; Short Story, Transparencies; Formal 12

14 2) Narrative poems SE/TE: Opportunities to address this standard may be found on the following pages: Poetry, Transparencies; Formal 3) Plays SE/TE: Opportunities to address this standard may be found on the following pages: Connected Assignment: Documentary Video Script, Transparencies; Formal 4) Video narratives SE/TE: Connected Assignment: Documentary Video Script, Transparencies; Formal 5) PowerPoint presentations SE/TE: Opportunities to address this standard may be found on the following pages: Developing a Multimedia Presentation, 509 Transparencies; Formal 13

15 d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to, texts containing chronological order, cause and effect, compare and contrast, informal problem and solution, or order of importance. 1) Essays SE/TE: Paragraphs in Essays and Other Compositions, 25 28; Persuasive Essay, 78 95; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, Transparencies; Extra Grammar and Writing Exercises; Formal 2) Presentations SE/TE: Opportunities to address this standard may be found on the following pages: Developing a Multimedia Presentation, 509 Transparencies; Extra Grammar and Writing Exercises; Formal 3) Poems SE/TE: Opportunities to address this standard may be found on the following pages: Poetry,

16 Transparencies; Extra Grammar and Writing Exercises; Formal 4) Functional texts SE/TE: Business Letters, 31, 448, 574; Friendly Letter, 575; Other Letters, 161, 163, 440; Transparencies; Extra Grammar and Writing Exercises; Formal e. The student will compose persuasive text with a clear problem and solution, utilizing effective organization, transitions, vivid word choices, and specific supporting details. 1) Letters SE/TE: Business Letters, 31, 448, 574; Friendly Letter, 575; Other Letters, 161, 163, 440; Styles for Business and Friendly Letters, Transparencies; Academic and Workplace Skills Activity Book; Formal 2) Speeches SE/TE: Speeches, 495, 496, 511 Transparencies; Academic and Workplace Skills Activity Book; Formal 15

17 3) Advertisements SE/TE: Advertisement, 502 Transparencies; Academic and Workplace Skills Activity Book; Formal f. The student will compose texts of a variety of modes based on inquiry and research. 1) Generate questions. SE/TE: Research Report, ; Response to Literature, , and Writing for, Transparencies; Academic and Workplace Skills Activity Book; Formal 2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources. SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Reading Nonfiction Critically, ; Reading From Varied Sources, 552; Reference Skills, ; Internet Research Handbook, Transparencies; Academic and Workplace Skills Activity Book; Formal 16

18 3) Take notes on important information from sources. SE/TE: Research Report, ; Response to Literature, ; Citing Sources and Preparing Manuscript, ) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes. 5) Present the results using a variety of communication techniques. Transparencies; Academic and Workplace Skills Activity Book; Formal SE/TE: Research Report, ; Response to Literature, ; Reading Nonfiction Critically, ; Reading From Varied Sources, 552; Reference Skills, ; Citing Sources and Preparing Manuscript, ; Internet Research Handbook, Transparencies; Academic and Workplace Skills Activity Book; Formal SE/TE: Research Report, ; Response to Literature, ; Using Informal Speaking Skills, Using Formal Speaking Skills, ; Creating Graphic Organizers for Comprehension, ; Reading Nonfiction Critically, ; Reading From Varied Sources, 552; Reference Skills,

19 6) Reflect on and evaluate the process. Transparencies; Academic and Workplace Skills Activity Book; Formal SE/TE: Reflecting on Your Writing, 158, 175, 185 Transparencies; Academic and Workplace Skills Activity Book; Formal 4. The student will apply Standard English to communicate. a. The student will use Standard English grammar to compose or edit. 1) Nouns (e.g., singular, SE/TE: Nouns, 43, 45, plural, irregular plural, common, proper, singular possessive, plural possessive, concrete, abstract, compound, collective) 18

20 2) Verbs, helping verbs, irregular, transitive, and intransitive verbs SE/TE: Grammar in Your Writing, 123, 125; Verbs, ; Using Verbs, ) Verb tense (e.g., present, past, future, perfect) SE/TE: Grammar in Your Writing, 123, 125; Tenses and Forms of Verbs, ) Subject verb agreement in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases. SE/TE: Grammar in Your Writing, 107; Making Words Agree, ; Subject and Verb Agreement,

21 5) Articles and conjunctions SE/TE: Conjunctions and Interjections, ; Conjunctions, ; Articles, 487, 535 6) Adjectives (e.g., descriptive, comparative, superlative, nominative, objective, reflexive, possessive,) 7) Pronouns (e.g., subject, object, reflexive, possessive, demonstrative, interrogative, indefinite) SE/TE: Adjectives,, 75, 76; Adjectives and Adverbs, ; Adjectives, ; Using Modifiers, SE/TE: Grammar in Your Writing, 109; Nouns and Pronouns, ; Pronouns,

22 8) Adverbs (e.g., comparative forms) SE/TE: Adverb Clauses and Adverb Phrases, 139; Adjectives and Adverbs, ; Adverbs, ; Using Modifiers, ) Interjections SE/TE: Conjunctions and Interjections, ; Interjections, ) End punctuation (e.g., period, question mark, exclamation point) b. The student will use Standard English mechanics to compose or edit. SE/TE: End Marks, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and

23 2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year) SE/TE: Abbreviations, 424, 428, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and ) Commas (e.g., dates, series, addresses, greetings and closings of letters, quotations, introductory phrases, appositives) SE/TE: Commas, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and

24 4) Quotation marks (e.g., quotations, titles of poems) SE/TE: Grammar in Your Writing, 114; Quotation Marks, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and ) Colons (e.g., time, complex sentences, business letters) SE/TE: Semicolons and Colons, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and ) Capitalization SE/TE: Capitalization, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and

25 7) Spell words commonly found in seventh grade level text SE/TE: Vocabulary and Spelling, 512; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, See also all Proofreading pages 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, and ) Produce legible text SE/TE: Publishing and Presenting, 15, 46, 61, 77, 92, , , 143, , 175, ; Styles for Business and Friendly Letters, ; Citing Sources and Preparing Manuscript, ) Analyze the structure of sentences (e.g., simple, compound, complex). c. The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. SE/TE: Sentence Combining, 17 20; Basic Sentence Parts, ; Effective Sentences, ; Revising: Sentences, 42, 58, 73, 89, 107, 122, 138, 154, 172, 173,

26 2) Compose simple, compound, and complex sentences. SE/TE: Sentence Combining, 17 20; Basic Sentence Parts, ; Effective Sentences, ; Revising: Sentences, 42, 58, 73, 89, 107, 122, 138, 154, 172, 184 3) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases, appositives and modifiers. SE/TE: Using Modifiers, ; Prepositions, ; Appositives, 306, 307, 309, 437; Revising: Sentences,, 42, 58, 73, 89, 107, 122, 138, 154, 172,

27 4) Compose sentences using descriptive adjectives, adverbs, prepositional phrases, appositives, and modifiers. SE/TE: Using Modifiers, ; Prepositions, ; Appositives, 306, 307, 309, 437; Revising: Sentences,, 42, 58, 73, 89, 107, 122, 138, 154, 172,