Grade 8 - McDougal · PDF fileMcDougal Littell The Language of Literature, Level 8 correlated...

correlated to the

MarylandVoluntary Curriculum for ReadingGrade 8

Grade 8

McDougal LittellThe Language of Literature

Grade 8

correlated to the

MarylandVoluntary Curriculum for Reading

Eighth Grade

Standard 1.0 General Reading Processes

General Reading Processes:

TopicC. FluencyStudents will read orally with accuracy and expression at a rate that sounds like speech.

Indicator1. Read orally at an appropriate rate

Objectivesa. Read familiar and independent level text at a rate that is conversational and

consistent

PE/TE: 170, 647, 652, 722Add’l TE: 648, 650

b. Read instructional level text that is challenging yet manageable

PE/TE: 48-58, 69-81, 106-117, 118-129, 148-158, 160-171, 192-201, 216-217, 220-249, 285-285, 348-361, 375-385, 408-416, 417-425, 515-533

Indicator2. Read grade-level text with both high accuracy and appropriate pacing,intonation, and expression

Objectives

a. Apply knowledge of word structures and patterns to read with automaticity

PE/TE: 170, 647, 652, 722Add’l TE: 648, 650

McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8

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b. Demonstrate appropriate use of phrasing

• Attend to sentence patterns and structures that signal meaning in text

PE/TE: 43, 47, 158, 564, 732, 755, 803, 850, 895, R78, R91-R93,R100, R102

• Use pacing and intonation (emphasis on certain words) to convey meaningand expression

PE/TE: 170, 647, 652, 722Add’l TE: 648, 650

• Use punctuation cues to guide meaning and expression

PE/TE: 170, 116, 201, 722, 782, 883, 895, 987, R72-R73, R96-R97

• Adjust intonation and pitch (rise and fall of spoken voice) appropriately

PE/TE: 170, 647, 652, 722Add’l TE: 648, 650

c. Increase sight words with fluency

PE/TE: 30, 42, 67, 81, 83, 116, 128, 141, 143, 158, 180, 209, 247, 249,281, 294, 301, 316, 346, 361, 384, 394, 416, 532, 534-535,542, 563, 569, 585, 602, 604, 632, 645, 667, 669, 700, 731,754, 767, 777, 783, 803, 810, 837, 849, 859, 873, 884, 896,R20-R27

Add’l TE: 23, 33, 49, 61, 70, 107, 119, 136, 149, 160, 203, 222-223, 264,287, 336, 349, 375, 409, 448, 555, 567, 575, 594, 625, 639,655, 682, 724, 738, 757, 771, 795, 805, 832, 841, 852, 863

TopicD. VocabularyStudents will use a variety of strategies and opportunities to understand word meaningand to increase vocabulary.

Indicator1. Develop and apply vocabulary through exposure to a variety of texts

Objectives

a. Acquire new vocabulary through listening to, independently reading, anddiscussing a variety of literary and informational texts

PE/TE: 30, 57, 67, 81, 116, 141, 158, 167, 247, 294, 361, 384, 416, 532,569, 585, 602, 633, 645, 731, 767, 777, 803, 810, 837, 849


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b. Discuss words and word meanings daily as they are encountered in text,instruction, and conversation

PE/TE: 30, 57, 67, 81, 116, 141, 158, 167, 247, 294, 361, 384, 416, 532,569, 585, 602, 633, 645, 731, 767, 777, 803, 810, 837, 849

Indicator2. Apply and refine a conceptual understanding of new words

Objectivesa. Classify and categorize increasingly complex words

PE/TE: 783, R23

b. Explain relationships between and among words

Assessment Limits:• Antonyms and synonyms

PE/TE: 602 604, R24Add’l TE: 23, 49, 149, 287, 336, 349, 409, 448, 567, 594, 738, 757

• Concept hierarchies

PE/TE: Opportunities to address this standard can be found on thefollowing pages: 535, 563, 777, 783, 967, R21-R23

• Multiple meaning words

PE/TE: 884

• Specialized use of vocabulary in specific content areas

PE/TE: 143, 860, 872Add’l TE: 862, 864, 866

Indicator3. Understand, acquire, and use new vocabulary

Objectives

a. Use context to determine the meanings of words

Assessment Limits:• Above grade-level words used in context

PE/TE: 67, 81, 83, 116, 141, 167, 209, 249, 301, 361, 585, 645,777, 803, 810, 837, 873, 884, 917, 935, 981

Add’l TE: 61, 70, 119, 203, 264, 375, 575, 639, 724, 771, 795, 805,832, 863


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• Words with multiple meanings

PE/TE: 884

• Connotations versus denotations

PE/TE: 669, R25, R127

• Grade-appropriate idioms, colloquialisms, and figurative expressions

PE/TE: 83, R20

b. Use word structure to determine the meaning of words

Assessment Limits:• Prefixes and suffixes

PE/TE: 128, 209, 281, 346, 394, 585, 602, 667, 777Add’l TE: 222, 555, 625

• Grade-appropriate roots and base words

PE/TE: 563, 777

• Word origins

PE/TE: 563, 777, 783

• Mythology

PE/TE: Opportunities to address this standard can be found on thefollowing pages: 918-924, 929-930, 938-941, 944-950,959-965

c. Select and use resources to confirm definitions and gather further informationabout words

Assessment Limits:• Electronic and/or print dictionaries

PE/TE: 83, 563, 783Add’l TE: 33, 107, 136, 160, 673, 852

• Thesauruses

PE/TE: 669, R30, R95

• Other grade-appropriate resources

PE/TE: 57, 128, 143, 158, 247, 563, 777, 859, 861, 884, R24, R26,R28


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d. Use new vocabulary in speaking and writing to gain and extend contentknowledge and clarify expression

PE/TE: 30, 57, 67, 81, 116, 141, 158, 167, 247, 294, 361, 384, 416, 532,569, 585, 602, 633, 645, 731, 767, 777, 803, 810, 837, 849

TopicE. General Reading ComprehensionStudents will use a variety of strategies to understand what they read (construct meaning).

Indicator1. Apply and refine comprehension skills through exposure to a variety of texts,including traditional print and electronic texts

Objectives

a. Listen to critically, read, and discuss texts representing diversity in content,culture, authorship, and perspective, including areas such as race, gender,disability, religion, and socio-economic background

PE/TE: 22, 32, 44, 48, 55, 59, 65, 69, 79, 84, 106, 118, 126, 130, 134, 139,148, 159, 168, 192, 197, 202, 207, 211, 215, 220, 250, 263, 279,283, 285, 296, 302, 334, 344, 348, 359, 363, 367, 374, 386, 390,395, 403, 444, 447, 515, 522, 528, 554, 565, 571, 574, 587, 592,600, 605, 624, 634, 638, 643, 647, 654, 665, 672, 680, 716, 723,729, 733, 737, 751, 756, 765, 769, 779, 784, 830, 839, 851, 861,870, 875, 879, 885, 888, 908, 912, 918, 925, 934, 938, 944, 951,956, 959

b. *Read a minimum of 25 self-selected and/or assigned books or book equivalentsrepresenting various genres

PE/TE: 182, 318, 544, 702, 898

c. Discuss reactions to and ideas/information gained from reading experiences withadults and peers in both formal and informal situations

PE/TE: 29, 31, 32, 41, 43, 48, 56, 59, 66, 69, 80, 94-98, 106, 115, 117,118, 127, 134, 140, 148, 157, 159, 166, 192, 195, 197, 200, 201,202, 208, 215, 218, 220, 246, 263, 280, 285, 293, 296, 299, 334,345, 348, 360, 367, 372, 374, 383, 390, 392, 408, 415, 417, 421,422, 425, 475, 488, 514, 522, 531, 554, 562, 565, 568, 574, 584,587, 590, 592, 601, 624, 631, 638, 644, 647, 652, 654, 666, 672,679, 691, 716, 721, 723, 730, 737, 753, 756, 766, 769, 776, 779,781, 794, 802, 804, 809, 830, 836, 839, 848, 851, 858, 861, 872,879, 882


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Indicator2. Use strategies to prepare for reading (before reading)

Objectives

a. Select and apply appropriate strategies to prepare for reading the text

PE/TE: 22, 32, 41, 48, 59, 66, 118, 134, 748, 159, 263, 374, 438, 554,723, 769

Indicator3. Use strategies to make meaning from text (during reading)

Objective

a. Select and apply appropriate strategies to make meaning from text during reading

PE/TE: 24, 114, 227, 235, 287, 341

Indicator4. Use strategies to demonstrate understanding of the text (after reading)

Objectivesa. Identify and explain the main idea or argument

Assessment Limit: In the text or a portion of the text

PE/TE: 100, 105, 106, 115, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 376, 410, 412, 414, 641

b. Identify and explain information directly stated in the text

Assessment Limit: Main ideas, supporting details and other informationstated in the text or a portion of the text

PE/TE: 100, 105, 106, 115, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 376, 410, 412, 414, 641

c. Draw inferences and/or conclusions and make generalizations

Assessment Limit: Implied or stated information from the text or a portion ofthe text

PE/TE: 66, 131, 133, 192, 202, 229, 238, 246, 348, 360, 553, 554,556, 562, 592, 601, 875, 878, 882

Add’l TE: 194, 226, 228, 232, 234, 242, 424, 594, 595, 596, 598, 950,952


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d. Confirm, refute, or make predictions and form new ideas

Assessment Limit: Stated and/or implied information from the text

PE/TE: 21, 22, 26, 29, 69, 80, 110, 225, 268, 288, 338, 556, 626,629, 654, 737, 776

Add’l TE: 24, 26, 38, 656, 658, 660, 662

e. Summarize or paraphrase

Assessment Limit: The text or a portion of the text

PE/TE: 100, 105, 106, 115, 159, 285, 293, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 286, 288, 290, 292, 376,

410, 412, 414, 641

f. Connect the text to prior knowledge or personal experience

Assessment Limit: Prior knowledge or experience that clarifies, extends, orchallenges the ideas and information in the text

PE/TE: 22, 32, 41, 48 59, 66, 118, 134, 148, 159, 263, 374, 438,554, 723, 769

Standard 2.0 Comprehension of Informational Text

Comprehension of Informational Text:Students will read, comprehend, interpret, analyze, and evaluate informational texts.

TopicA. Comprehension of Informational Text

Indicator1. Apply and refine comprehension skills by selecting, reading, and analyzing avariety of print and electronic informational texts

Objectives

a. Read, use, and identify the characteristics of primary and secondary sources ofacademic information

Assessment Limits:• Textbooks

PE/TE: 131-133, 134-138, 159-167, 211, 363-366, 387, 515-521,522-527, 571-573, 635, 713-715, 735, 756-764, 769-778,861-869, 875, 885-887, R126-R127, R142-R147


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• Reference and research materials

PE/TE: 42, 43, 57, 58, 67, 68, 81, 82, 116, 117, 128, 133, 141, 142,171, 196, 201, 209, 281, 294, 300, 347, 361, 366, 373, 384,393, 429, 533, 563, 564, 569, 585, 591, 603, 645, 667, 692,722, 731, 732, 754, 755, 767, 777, 782, 815, 837, 849, 859,873, 878, 883

Add’l TE: 47, 133, 214, 284, 366, 389, 508, 573, 637, 736, 878

• Periodicals

PE/TE: 44, 211, 634, 733

• Editorials

PE/TE: 44-47, 130-133, 211-214, 283-284, 363-366, 528-533, 634-637, 733-736

• Speeches

PE/TE: 374-386, 851-860

• Interviews

PE/TE: 101, 104, 384, 426-427, 515-521

• Commentary

PE/TE: 97, 202-206, 219, 645, 767, 794-803

• Non-print materials

PE/TE: 42, 57, 81, 171, 503, 512-513532, 569, 602, 654-664, 667-668, 722

• Online materials

PE/TE: 57, 116, 130-131, 147, 171, 201, 219, 256, 294, 346, 363-366, 407, 429, 563, 585, 632, 722, 754, 767, 777, 793, 815,905, R58, R114-R115, R150-R151

• Other content-specific texts

PE/TE: 55-58, 106-117, 118-125, 126-129, 159-167, 168-169, 386-389, 444-446, 571-573, 784-789, 794-803, 830-838, 885-887


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• Trade books

PE/TE: 302-309, 359-362, 374-385, 408-416, 565-570, 723-728,861-869, 885-887

b. Read, use, and identify the characteristics of workplace and other real-worlddocuments

Assessment Limits:• Job descriptions

PE/TE: 386

• Forms

PE/TE: R15, R17-R19, R60-R63

• Questionnaires

PE/TE: Opportunities to address this standard can be found on thefollowing pages: 47, 57, 104, 313, 387, 515, R113

• Instructional and technical manuals

PE/TE: R16, R56

• Other workplace and real-world documents

PE/TE: R15, R17, R60, R61, R62, R63, R148-R149

c. Select and read to gain information from personal interest materials, such asbooks, pamphlets, how-to manuals, magazines, and web sites and other onlinematerials

PE/TE: 571

Indicator2. Analyze text features to facilitate and extend understanding of informational texts

Objectives

a. Analyze print features that contribute to meaning

Assessment Limit: All features of text formatting that contribute to meaning

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875, R124-R127


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b. Analyze graphic aids that contribute to meaning

Assessment Limit: All features of graphic aids that contribute to meaning

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875, R128-R131

c. Analyze informational aids that contribute to meaning

Assessment Limit: All text features that enhance, elaborate, refine, or extendthe information in the text

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875

d. Analyze organizational aids that contribute to meaning

Assessment Limit: All organizational aids

PE/TE: 374, 638, 644, R4

e. Analyze online features that contribute to meaning

Assessment Limit: All features characteristic of online text

PE/TE: 130, 363

d. Analyze the relationship between the text features and the content of the text as awhole

Assessment Limit: Connections between text features and meaning

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 815

Indicator3. Apply knowledge of organizational patterns of informational text to facilitateunderstanding and analysis

Objectives

a. Analyze the organizational patterns of texts

Assessment Limits:• Common organizational patterns

PE/TE: 374, 638, 644, R4, R132-R141

• Transition or signal words and phrases that indicate the organizationalpattern of the text or a portion of the text

PE/TE: 374, 638, 644, R4


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• Connections between transition or signal words and the information in thetext or a portion of the text

PE/TE: 374, 638, 644, R4

b. Analyze the contribution of the organizational pattern

Assessment Limits:• Connections between the organizational pattern and meaning

PE/TE: 374, 638, 644, R4

• Connections between the organizational pattern and the author's/text'spurpose

PE/TE: 118, 127, 374, 421, 588, 638, 644, R4

• Appropriateness of the organizational pattern to supporting the ideas orinformation in the text

PE/TE: 374, 638, 644, R4

c. Analyze shifts in organizational patterns

Assessment Limits:• Portions of text that illustrate a shift in organizational pattern

PE/TE: 43, 564, 951-953, R38, R44, R46-R47, R91

• Connection between shifts in organization and purpose

PE/TE: 118, 127, 421, 588

d. Use organizational structure to locate specific information

Assessment Limit: Connections between the organizational pattern andsupporting details of the text

PE/TE: 66, 106, 115, 367, 383, 528, 574, 584, 721, R7


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Indicator4. Analyze important ideas and messages in informational text

Objectives

a. Analyze the author's/text's purpose and intended audience

Assessment Limits:• Purpose of the author or the text or a portion of the text

PE/TE: 118, 127, 208, 417, 421, 588, 779, 781Add’l TE: 852, 856

• Connections between the text and the intended audience

PE/TE: 118, 127, 208, 417, 421, 588, 779, 781Add’l TE: 852, 856

b. Analyze the author's argument, viewpoint, or perspective

Assessment Limit: Texts or portions of texts in which the author's argument,viewpoint or perspective is evident

PE/TE: 115, 200, 293, 360, 421, 475, 768

c. State and support main ideas and messages

Assessment Limit: The whole text or a portion of the text

PE/TE: 100, 105, 106, 115, 383, 408, 415, 528, R7

d. Summarize or paraphrase


PE/TE: 100, 105, 106, 115, 383, 408, 415, 528, R7

e. Identify and explain information not related to the main idea

Assessment Limits:• Information in the text that is peripheral to the main idea

PE/TE: 100, 105, 106, 115, 383, 408, 415, 528, R7

• Type of information or purpose of information in the text that does notrelate directly to the main idea

PE/TE: Opportunities to address this standard can be found on thefollowing pages: 118, 127, 208, 417, 779, 781


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f. Analyze relationships between and among ideas

Assessment Limits:• Relationships between and among idea in one text or across multiple texts

PE/TE: 80, 127, 140, 142, 195, 208, 218, 280, 293, 299, 345, 527,568, 601, 631, 644, 652, 666, 670, 722, 753, 755, 766, 781,802, 848, 883, 967

• Relationships between and among ideas and prior knowledge within a textor across multiple texts

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875

g. Synthesize ideas from text

Assessment Limit: From one text or across multiple texts

PE/TE: 44-47, 130-133, 211-214, 283-284, 363-366, 386-389, 571-573, 634-637, 733-736, 875-878

h. Explain the implications of the text or how someone might use the text

Assessment Limits:• Application of the text for personal use or content-specific use

Add'l TE: See “Interdisciplinary Projects” on pages: R183a-t

• Issues and ideas within a text or across texts that may have implicationsfor readers or contemporary society

PE/TE: 44, 130, 211, 386, 571, 733, 875

i. Connect the text to prior knowledge or experience

Assessment Limit: Prior knowledge that clarifies, extends, or challenges theideas in the text or a portion of the text

PE/TE: 22, 32, 41, 48 59, 66, 118, 134, 148, 159, 263, 374, 438,554, 723, 769


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Indicator5. Analyze purposeful use of language

Objectives

a. Analyze specific word choice that contributes to meaning and/or creates style

Assessment Limits:• Discernible styles, such as persuasive, informal, formal, etc.

PE/TE: 170, 299, 428, 590, 652

• Significant words and phrases with a specific effect on meaning or style

PE/TE: 170, 299, 428, 590, 652

• Figurative language

PE/TE: 190, 215, 218, 317, 428, 584, 779, 781

• Idioms and colloquialisms

PE/TE: 83, R20, R131

• Connotations of grade-appropriate words

PE/TE: 669, R25

• Technical or content vocabulary

PE/TE: 143, 861, R26

• Denotations of above-grade-level words in context

PE/TE: 42, 57, 67, 81, 83, 116, 128, 141, 158, 167, 209, 247, 249,294, 301, 361, 585, 645, 731, 777, 803, 810, 837, 859, 873,884, 917, 935, R20

Add’l TE: 61, 70, 119, 203, 264, 375, 575, 639, 724, 771, 795, 805,832, 863

b. Analyze specific language choices to determine tone

Assessment Limits:• Specific words or phrases that create tone

PE/TE: 332, 882Add’l TE: 165, 770, 775

• Tone in the text or a portion of the text

PE/TE: 621, 622, 769, 776, 879


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c. Analyze the appropriateness of tone

Assessment Limit: Connections between tone and the main idea of the text ora portion of the text

PE/TE: 332, 622, 769, 776, 879, 882Add’l TE: 165, 770, 775

d. Analyze repetition and variation of specific words and phrases that contribute tomeaning

Assessment Limits:• Repetition of word and phrases for emphasis

PE/TE: 189, 197, 200

• Connections between repetition and meaning

PE/TE: 89, 197-201, R112

• Variations of words and phrases for emphasis

PE/TE: 80, 669, 851, 858

Indicator6. Read critically to evaluate informational text

Objectives

a. Analyze the extent to which the text or texts fulfill the reading purpose

Assessment Limit: Connections between the content of the text and thepurpose for reading

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875

b. Analyze the extent to which the structure and features of the text clarify thepurpose and the information

Assessment Limits:• Connections between effectiveness of format and text features in

clarifying the main idea and/or purpose of the text

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875

• Connections between effectiveness of organizational pattern and clarity ofthe main idea and/or purpose of the text

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875


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c. Analyze the text and its information for reliability

Assessment Limits:• Connections between the credentials of the author and the information in

the text

PE/TE: R116Add’l TE: 114, 124, 146, 155

• Factual basis of the information in the text

PE/TE: 723, 730, 829, 836

• Currency of the information in the text

PE/TE: R116

• Verification of information across multiple sources

PE/TE: 131, 148-168, 714, 723, 730, 766, R116

• Contribution of the text as a source of information on a given or particulartopic

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875

d. Analyze the author's argument or position for clarity and/or bias

Assessment Limits:• Connections between the main idea and the reader's understanding

PE/TE: 100, 105, 106, 115, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 376, 410, 412, 414, 641

• Evidence of bias in the author's argument, or treatment of opposing views

PE/TE: 565, R13

• Contribution of the text as a fair representation of the topic

PE/TE: 106-117, 280, 374-384, 532, 542, 565, 859, 861-872, R13

e. Analyze additional information that would clarify or strengthen the author'sargument or viewpoint

Assessment Limits:• Information that would enhance or clarify the reader's understanding of

the main idea of the text or a portion of the text

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875


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• Connections between the main idea and information not included in thetext

PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875

f. Analyze the effectiveness of persuasive techniques to sway the reader to aparticular point of view

Assessment Limit: Elements such as rhetorical questions, repetition, andhyperbole, etc.

PE/TE: R116

g. Analyze the effect of elements of style on meaning

Assessment Limits:• Formal versus informal language and its effect on meaning

PE/TE: 134-141, 247, 815, R17, R40, R62

• Varied sentence structure and its effect on meaning

PE/TE: 43, 564, 895

• Sentences v non-sentences and their effect on meaning

PE/TE: 31, 99, 119, 541, 825

• Contribution of style to meaning

PE/TE: 170, 299, 428, 590, 652


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Standard 3.0 Comprehension of Literary Text

Comprehension of Literary Text:Students will read, comprehend, interpret, analyze, and evaluate literary texts.

TopicA. Comprehension of Literary Text

Indicator1. Refine comprehension skills by reading and analyzing a variety of self-selectedand assigned literary texts

Objectives

a. Listen to critically, read, and discuss a variety of literary texts representingdiverse cultures, perspectives, ethnicities, and time periods

PE/TE: 22, 32, 44, 48, 55, 59, 65, 69, 79, 84, 106, 118, 126, 130, 134, 139,148, 159, 168, 192, 197, 202, 207, 211, 215, 220, 250, 263, 279,283, 285, 296, 302, 334, 344, 348, 359, 363, 367, 374, 386, 390,395, 403, 444, 447, 515, 522, 528, 554, 565, 571, 574, 587, 592,600, 605, 624, 634, 638, 643, 647, 654, 665, 672, 680, 716, 723,729, 733, 737, 751, 756, 765, 769, 779, 784, 830, 839, 851, 861,870, 875, 879, 885, 888, 908, 912, 918, 925, 934, 938, 944, 951,956, 959

b. Listen to critically, read and discuss a variety of literary forms and genres

PE/TE: 22, 32, 44, 48, 55, 59, 65, 69, 79, 84, 106, 118, 126, 130, 134, 139,148, 159, 168, 192, 197, 202, 207, 211, 215, 220, 250, 263, 279,283, 285, 296, 302, 334, 344, 348, 359, 363, 367, 374, 386, 390,395, 403, 444, 447, 515, 522, 528, 554, 565, 571, 574, 587, 592,600, 605, 624, 634, 638, 643, 647, 654, 665, 672, 680, 716, 723,729, 733, 737, 751, 756, 765, 769, 779, 784, 830, 839, 851, 861,870, 875, 879, 885, 888, 908, 912, 918, 925, 934, 938, 944, 951,956, 959


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Indicator2. Analyze and evaluate text features to facilitate and extend understanding ofliterary texts

Objectives

a. Analyze text features that contribute to meaning

Assessment Limit: All organizational graphic, and informational aids thatcontribute to meaning

PE/TE: 16, 22, 33, 41, 56, 66, 69, 80, 100, 115, 118, 127, 131, 140,159, 171, 186, 192, 195, 197, 202, 209, 215, 218, 220, 247,258, 263, 280, 281, 285, 296, 299, 345, 348, 360, 363, 366,367, 372, 373, 374, 389, 390, 408, 415, 417, 421, 422, 425,438, 488, 514, 554, 562, 563, 565, 568, 584, 590, 601, 620,631, 638, 644, 652, 671, 679, 691, 712, 716, 721, 723, 731,753, 766, 769, 776, 781, 794, 802, 809, 830, 839, 848, 872,879, 882, 917, R120

Indicator3. Analyze and evaluate elements of narrative texts to facilitate understanding andinterpretation

Objectives

a. Use structural features to distinguish among types of narrative text

Assessment Limits:• Fiction and nonfiction, such as short stories; realistic, science and

historical fiction; folklore, fantasy; essays; memoirs, biographies;autobiographies; personal narratives; journals

PE/TE: 17, 101

• Plays

PE/TE: 259

• Lyric and narrative poetry

PE/TE: 187

b. Analyze the conflict and its role in advancing the plot

Assessment Limits:• Narrative text with exposition, rising action, climax, and resolution

PE/TE: 18, 32, 41, 80, 260, 439, 447, 671, 672, 679, 680, 691Add’l TE: 34, 36, 38, 54, 154, 450, 456, 682, 686, 690


20

• Conflicts between or within characters or between characters and externalforces

PE/TE: 348, 360, 441, 488, 514, 551, 679, 753Add’l TE: 676, 920, 925

• Connections between the resolution of the conflict and the development ofthe plot

PE/TE: 18, 32, 80

• Subplots

PE/TE: Opportunities to address this standard can be found on thefollowing pages: 70-81, 260, 440, 447-511, 671-691, 859,966

Add’l TE: 461, 464, 505

c. Analyze details that provide information about the setting, the mood created bythe setting, and the role the setting plays in the text

Assessment Limits:• Immediate time and place of the action as well as its larger context

PE/TE: 20, 59, 66, 280, 329, 332, 872Add’l TE: 60, 62, 64, 71

• Connections among the characters, the setting, and the mood

PE/TE: 332, 622, 624, 652, 721Add’l TE: 152, 489, 626, 659, 665, 674, 683, 862, 864, 868

• Connections between setting and theme

PE/TE: 16, 100, 180, 186, 316, 328, 542, 548, 700, 712, 896Add’l TE: 630, 665

d. Analyze characterization

Assessment Limits:• Characters' traits

PE/TE: 22, 29, 41, 66, 80, 115, 157, 169, 208, 236, 280, 293, 297,317, 345, 652, 766

Add’l TE: 222, 224, 228, 230, 232, 238, 240, 242, 244, 339, 934, 940

• Characters' motivations

PE/TE: 22, 29, 66, 331Add’l TE: 25, 26, 28, 37, 52, 78, 341, 472, 474, 598, 677, 684


21

• Characters' personal growth and development

PE/TE: 246, 345

e. Analyze relationships between and among characters, settings, and events

Assessment Limits:• Connections between and among characters

PE/TE: 208, 345, 527, 568, 601, 644, 802, 967Add’l TE: 24, 356, 359, 691

• Connections between and among situations

PE/TE: 22, 29, 41, 66, 80, 115, 157, 169, 208, 236, 280, 293, 297,317, 345, 652, 766

Add’l TE: 222, 224, 228, 230, 232, 238, 240, 242, 244, 339, 934, 940

• Cause-effect relationships between characters' actions and the results ofthose actions

PE/TE: 22, 29, 66

• Cause-effect relationships between and among situations and events

PE/TE: 22, 29, 41, 66, 80, 115, 157, 169, 208, 236, 280, 293, 297,317, 345, 652, 766

Add’l TE: 222, 224, 228, 230, 232, 238, 240, 242, 244, 339, 934, 940

f. Analyze the actions of characters that serve to advance the plot

Assessment Limit: Connections between the actions of the characters and theoutcome of the plot

PE/TE: 18, 32, 41, 80, 260, 439, 447, 671, 672, 679, 680, 691Add’l TE: 34, 36, 38, 54, 154, 450, 456, 682, 686, 690

g. Analyze conflicts that motivate characters and those that advance the plot

Assessment Limits:• Conflicts that affect characters' actions

PE/TE: 348, 360, 441, 488, 514, 551, 679, 753Add’l TE: 676, 920, 925

• Conflicts that advance the action of the plot

PE/TE: 18, 32, 41, 80, 260, 348, 360, 439, 441, 447, 488, 514, 551,671, 672, 679, 680, 691, 753

Add’l TE: 34, 36, 38, 54, 154, 450, 456, 676, 682, 686, 690, 920, 925


22

h. Analyze the author's approach to issues of time in a narrative

Assessment Limits:• Flashback

PE/TE: 285, 293, 440, 475Add’l TE: 286, 288, 292, 452

• Foreshadowing

PE/TE: 440, 551, 654, 666Add’l TE: 658, 944, 946, 948

i. Analyze the point of view and its effect on meaning

Assessment Limit: Connections between point of view and meaning

PE/TE: 218, 872, 897

j. Analyze the interactions among narrative elements and their contribution tomeaning

Assessment Limit: Connections among all narrative elements that createmeaning

PE/TE: 106, 115, 200, 285, 293, 374, 383, 425, 440, 475, 543, 551,654, 666, 714, 858

Add’l TE: 286, 288, 292, 376, 378, 380, 382, 452, 658, 944, 946, 948

Indicator4. Analyze and evaluate elements of poetry to facilitate understanding andinterpretation

Objectives

a. Use structural features to distinguish among types of poetry

Assessment Limit: Types of categories and types of poems, such as ballad,narrative, lyric, elegy, etc.

PE/TE: 188, 417, 421, 543, 647, 714

b. Analyze language and structural features to determine meaning

Assessment Limits:• Specific meaning of words, lines and/or stanzas

PE/TE: 65, 79, 139, 192, 197, 207, 215, 250, 279, 296, 344, 367,390, 403, 417, 422, 587, 600, 647, 665, 729, 754, 779


23

• Contribution of structural features, such as line length and stanzadivisions, to meaning

PE/TE: 188, 390, 425, 590

c. Analyze sound elements of poetry that contribute to meaning

Assessment Limits:• Rhyme, rhyme scheme

PE/TE: 189, 197, 200, 260, 390, 392, 439, 652

• Rhythm

PE/TE: 189, 197, 200, 390, 392, 652

• Alliteration, assonance, consonance

PE/TE: 189

• Connections between sound elements and meaning

PE/TE: 189, 197, 200

• Analyze sound elements of poetry that contribute to meaning

PE/TE: 189, 197, 200, 260, 390, 392, 439, 652

Indicator5. Analyze and evaluate elements of drama to facilitate understanding andinterpretation

Objectives

a. Use structural features to distinguish among types of dramas

Assessment Limits:• Cast, stage directions

PE/TE: 260, 263, 280Add’l TE: 264, 266, 268, 270, 272

• Acts, scenes, prologues

PE/TE: 260

• Production notes

PE/TE: 260, 262, 263, 280Add ‘l TE : 264, 266, 268, 270, 272, 450, 464, 466, 470, 494


24

b. Analyze structural features of drama that contribute to meaning

Assessment Limits:• Specific actions and events that occur in one or more scenes

PE/TE: 263, 447, 654, 870

• Interrelationships of scenes and acts in advancing the plot

PE/TE: 263, 447, 654, 870

c. Analyze how dialogue and stage directions work together to create characters andplot

Assessment Limits:• Connections between the stage directions and the movement of the

characters

PE/TE: 260, 263, 280Add’l TE: 264, 266, 268, 270, 272

• Connection between the stage directions and how and what the charactersays

PE/TE: 260, 263, 280Add’l TE: 264, 266, 268, 270, 272

• Interrelationships among stage directions, dialogue, and plot

PE/TE: 263, 447, 654, 870

Indicator6. Analyze important ideas and messages in literary texts

Objectives

a. Analyze main ideas and universal themes

Assessment Limits:• Literal versus interpretive meanings of a text or a portion of text

PE/TE: 190, 372, 622

• Experiences, emotions, issues, and ideas in a text that give rise touniversal themes

PE/TE: 32-43, 48-56, 106-117, 181, 200, 316, 447-515, 542, 700,826-828, 830-, 837, 896-897


25

b. Analyze similar themes across multiple texts

Assessment Limit: Experiences, emotions, issues, and ideas across texts thatgive rise to universal themes

PE/TE: 127, 140, 208, 218, 293, 299, 345, 527, 568, 601, 631, 644,652, 666, 672-691, 753, 781, 848

Add’l TE: 5

c. Summarize or paraphrase


PE/TE: 211, 283

d. Reflect on and explain personal connections to the text

Assessment Limit: Connections between personal experiences and the themeor main ideas

PE/TE: 29, 41, 56, 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 379, 383, 392, 415, 421,425, 475, 488, 514, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836

e. Explain the implications of the text for the reader and/or society

Assessment Limit: Ideas and issues of a text that may have implications forthe reader

PE/TE: 29, 41, 56, 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 379, 383, 392, 415, 421,425, 475, 488, 514, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836

Indicator7. Analyze and evaluate the author's purposeful use of language

Objectives

a. Analyze and evaluate how specific language choices contribute to meaning andcreate style

Assessment Limits:• Significant words and phrases with a specific effect on meaning

PE/TE: 80, 851, 858


26

• Denotations of above-grade-level words used in context

PE/TE: 42, 57, 67, 81, 83, 116, 128, 141, 158, 167, 209, 247, 249,294, 301, 361, 585, 645, 731, 777, 803, 810, 837, 859, 873,884, 917, 935, R20

Add’l TE: 61, 70, 119, 203, 264, 375, 575, 639, 724, 771, 795, 805,832, 863

• Connotations of grade-appropriate words and phrases in context

PE/TE: 669, R25

• Patterns of words and phrases that create a specific style, such ashumorous, serious, mysterious, etc.

PE/TE: 332, 621, 622, 769, 776, 879, 882

• Contributions of dialect to character and plot

PE/TE: R156

• Idioms and colloquialisms

PE/TE: 83, R20Add’l TE : 901j

b. Analyze and evaluate language choices that create tone

Assessment Limits:• Specific words and phrases that create tone

PE/TE: 332, 621, 622, 769, 776, 879, 882Add’l TE: 165, 770, 775

• Tone in the text or a portion of the text

PE/TE: 332, 621, 622, 769, 776, 879, 882

c. Analyze the appropriateness of a particular tone

Assessment Limit: Connections between tone and other narrative elements

PE/TE: 332, 621, 622, 769, 776, 879, 882

d. Analyze and evaluate figurative language that contributes to meaning and/orcreates style

Assessment Limits:• Figurative language in increasingly complex text

PE/TE: 190, 215, 218, 317, 428, 584, 779, 781


27

• Connections between figurative language and meaning

PE/TE: 190, 215, 218, 317, 428, 584, 779, 781

• Connections between figurative language and style

PE/TE: 80, 190, 202, 208, 215, 218, 299, 317, 428, 584, 779, 781

e. Analyze imagery that contributes to meaning and/or creates style

Assessment Limits:• Symbolism, irony, and allusions

PE/TE: 69, 80, 190, 367, 372, 622, 781, 811, 814

• Connections among sensory language, among meaning, and style

PE/TE: 80, 202, 208, 215, 216, 218, 299, 851, 858

• Specific words and phrases that create sensory images

PE/TE: 80, 851, 858

• Connections among sensory language, images, and meaning

PE/TE: 80, 215, 216, 218, 851, 858

f. Analyze elements of style and their contribution to meaning

Assessment Limits:• Common elements of style, such as repetition, hyperbole and

understatement, and rhetorical questions

PE/TE: 189, 197, 200

• Connections between elements of style and meaning

PE/TE: 80, 189, 197, 200, 202, 208, 299


28

Indicator8. Read critically to evaluate literary texts

Objectives

a. Analyze and evaluate the plausibility of the plot and the credibility of thecharacters

Assessment Limits:• Connections among the events in the plot, the actions of the characters,

and the plausibility of the conflict and/or outcome

PE/TE: 18, 32, 41, 80, 260, 439, 447, 671, 672, 679, 680, 691Add’l TE: 34, 36, 38, 54, 154, 450, 456, 682, 686, 690

• Plausibility of characterization

PE/TE: 22, 29, 66, 331Add’l TE: 25, 26, 28, 37, 52, 78, 341, 472, 474, 598, 677, 684

b. Analyze and evaluate the extent to which the text contains ambiguities, subtleties,or contradictions

Assessment Limits:• Questions and predictions about events, situations, and conflicts that might

occur if the text were continued

PE/TE: 29, 41, 56 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 383, 392, 415, 421, 425,475, 488, 514, 531, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836

• Questions about characters and/or situations not fully developed in the text

PE/TE: 29, 41, 56 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 383, 392, 415, 421, 425,475, 488, 514, 531, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836

c. Analyze and evaluate the relationship between a literary text and its historical,social, and/or political contexts

Assessment Limits:• Effect of historical setting, social, and/or political context on meaning

PE/TE: 713-714, 737, 753, 875-880


29

• Connections between literary text and its political context

PE/TE: Opportunities to address this standard can be found byusing the following pages: 55-58, 220-249, 302-369, 426-427, 515-533, 716-722, 756-764, 765-784, 830-838, 875-878, 885-888

• Connections between the text and its historical setting

PE/TE: 713-714, 737, 753, 875-880

• Connections between the text and its social context

PE/TE: 680, 849, 859, 885-887, 904-905, 967

d. Analyze the relationship between the structure and the purpose of the text

Assessment Limit: In the text or portion of the text

PE/TE: 105, 159, 166, 285, 293, 374, 440, 638, 644, R4Add’l TE: 125, 160, 162, 164, 213, 286, 288, 290, 292, 531, 580, 589,

691, 734, 780

Standard 4.0 Writing

Writing:Students will compose in a variety of modes by developing content, employing specificforms, and selecting language appropriate for a particular audience and purpose.

TopicA. Writing

Indicator1. Compose texts using the prewriting and drafting strategies of effective writersand speakers

Objectives

a. Use a variety of self-selected prewriting strategies to generate, select, narrow, anddevelop ideas

• Evaluate topic for personal relevance, scope, and feasibility

PE/TE: 96-97, 177, 255, 312-313, 435, 539, 616-617, 697, 821,R32-R33


30

• Begin a coherent plan for developing ideas

PE/TE: 96-97, 177, 255, 312-313, 435, 539, 616-617, 697, 821,R32-R33

• Explore and evaluate relevant sources of information

PE/TE: 42, 67, 130, 131, 133, 141, 196, 219, 281, 294, 346, 361,373, 393, 429, 532, 563, 569, 591, 602, 632, 645, 667, 692,714, 722, 723, 730, 731, 736, 767, 777, 782, 815, 821-822,837, 859

Add’l TE: 33, 47, 107, 131, 132, 133, 136, 160, 214, 284, 508, 637,673, 736, 821-822, 852, 878

b. Select, organize, and develop ideas appropriate to topic, audience, and purpose

• Organize information logically

PE/TE: 67, 94, 97-98, 128, 141, 174, 178, 219, 310, 313, 324, 373,384, 432, 434, 435, 536-537, 539, 585, 602, 614, 645, 692,693, 694, 697, 708, 754, 777, 815, 818-819, 822-823, 890,892-893, R36-R39, R41-R42, R44, R46-R48, R50, R53

Add’l TE: 95, 176, 253, 311, 433, 537, 615, 695, 819

• Use techniques, such as graphic organizers and signal words to completeand clarify organizational structures

PE/TE: 97, 175, 178, 313, 432-436, 536, 538-539, 693, 696, 818,R33, R37-R38, R42, R45, R46

Add’l TE: 95, 176, 253, 311, 433, 537, 615, 695, 819

• Verify the effectiveness of paragraph development by modifying topic,support, and concluding sentences as necessary

PE/TE: R37


31

Indicator2. Compose oral, written and visual presentations that express personal ideas,inform, and persuade

Objectives

a. Compose to express personal ideas by experimenting with a variety of forms andtechniques suited to topic, audience, and purpose in order to develop a personalstyle, a distinctive voice, and a deliberate tone

PE/TE: 30, 42, 57, 67, 81, 94-98, 116, 128, 141, 170, 171, 174-178, 180,181, 196, 201, 209, 219, 247, 252-256, 281, 294, 300, 310-314,316, 317, 346, 361, 373, 384, 388, 393, 428, 432-436, 532, 536-540, 542, 543, 563, 569, 585, 591, 602, 614-618, 632, 645, 653,667, 692, 693, 694-698, 700, 701, 722, 731, 754, 767, 777, 782,814, 815, 818-824, 837, 849, 859, 873, 883, 896, 897, R32-R69

b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas byusing evocative language and appropriate organizational structure to create adominant impression

PE/TE: 97, 170, 177, 196, 201, 252-256, 300, 313-314, 346, 347, 362, 373,393, 428, 533, 570, 585, 591, 602, 603, 617-618, 632, 653, 667,814, 838, 849, 860, R40, R41

c. Compose to inform using relevant support and appropriate organizationalstructures while maintaining an objective perspective

PE/TE: 30, 67, 128, 141, 171, 196, 209, 219, 361, 373, 384, 393, 432-436,532, 536-540, 563, 569, 614-618, 645, 653, 667, 692, 693, 694-698, 722, 731, 754, 767, 777, 782, 815, 818-824, 837, 849, 859,873, 883, 967, R45-R48, R51-R55, R56-R57, R58-R63

Add’l TE: 388

d. Compose to persuade by supporting, modifying, or refuting a position, usingeffective rhetorical strategies

• Write an assertion and use evidence that appeals to audience emotion,reasoning, or trust

PE/TE: 209, 281, 384, 532, 602, 632, 767, 859, 873, R49-R50

• Use diction and syntax that is sincere, honest, and trustworthy

PE/TE: 209, 281, 384, 532, 602, 632, 767, 859, 873, R49-R50


32

• Use authoritative citations when effective and document appropriately

PE/TE: 30, 42, 67, 116, 128, 171, 196, 219, 361, 366, 384, 393,416, 429, 591, 602, 782, 820, 824, R54-R55

Add’l TE: 823

• Organize ideas to construct a logical progression

PE/TE: R50

• Use connotation, repetition, and figurative language to control audienceemotion and reaction

PE/TE: R49

e. Use writing-to-learn strategies, such as reflective journals, metacognitivewritings, and projections based on reflections to analyze and synthesize thinkingand learning

PE/TE: 22, 32, 48, 59, 69, 106, 118, 134, 148, 159, 192, 197, 202, 215,220, 263, 285, 296, 334, 348, 367, 374, 390, 408, 417, 422, 447,554, 565, 574, 587, 592, 624, 638, 647, 654, 672, 680, 716, 723,737, 756, 769, 779, 794, 804, 830, 839, 851, 861, 897, 906-907,916-917, 932-933, 942-943, 954-955

f. Manage time and process when writing for a given purpose

PE/TE: 94-98, 174-178, 252-256, 310-314, 325, 432-436, 536-540, 614-618, 694-698, 709, 818-824, R32-R35

Indicator3. Compose texts using the revising and editing strategies of effective writers andspeakers

Objectives

a. Revise texts for clarity, completeness, and effectiveness

• Eliminate redundant and irrelevant words and ideas

PE/TE: R33


33

• Clarify meaning through the placement of antecedents, modifiers, connectors,and transitional devices

PE/TE: 58, 175, 178, 347, 362, 385, 432-436, 533, 536, 538-539,570, 603, 693, 696, 818, 838, 860, R33, R37-R38, R42,R45, R46, R70, R86-R88, R90-R91, R98, R99

Add’l TE: 347, 385, 603, 838

• Clarify meaning and purpose by using active voice and consistent person,number, tense, and mood

PE/TE: 68, 210, 256, 248, 257, 282, 315, 709, 895, R34, R76-R79,R82-R83, R84-R85, R98, R103

Add’l TE: 248

• Vary sentence types and lengths to clarify and extend meaning, to demonstratestyle, and to sustain audience interest

PE/TE: 43, 142, 178, 732, 755, 803, R33, R92-R93

• Clarify the relationships among ideas through coordination and subordinationthat are purposeful, logical, succinct, and parallel

PE/TE: 732, 755, 778, 803, R76, R92-R93

b. Use suitable traditional or electronic resources to refine presentations and edittexts for effective and appropriate use of language and conventions, such ascapitalization, punctuation, spelling, and pronunciation

• Style book

PE/TE: R32-R69, R70-R103

• Self edit

PE/TE: 30, 98, 178, 256, 314, 436, 540, 618, 698, 824, R33-R34

• Peer edit

PE/TE: 97, 98, 177, 178, 255, 256, 313, 314, 435, 436, 539, 540,617, 618, 697, 698, 823, 824, R35

• Dictionary

PE/TE: 83, 563, 604, 669, 884, R24


34

• Thesaurus

PE/TE: 604, 669, R24, R40

• Language handbook

PE/TE: R70-R103

• Grammar checker

PE/TE: R117

• Spell checker

PE/TE: R117

c. Prepare the final product for presentation to an audience

PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R34

Indicator4. Identify how language choices in writing and speaking affect thoughts andfeelings

Objectives

a. Choose a level of language, formal to informal, appropriate for a specificaudience, situation, or purpose

PE/TE: 170, 174, 201, 252-256, 295, 300, 310-313, 347, 373, 426, 533,585, 602, 614, 616-618, R40, R41, R43, R45

b. Differentiate connotative from denotative meanings of words to make preciseword choices

PE/TE: 669, R25Add’l TE: 738

c. Consider how readers or listeners might respond differently to the same words

PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45


35

Indicator5. Assess the effectiveness of choice of details, organizational pattern, word choice,syntax, use of figurative language, and rhetorical devices in the student's owncomposing

Objectives

a. Assess the effectiveness of diction that reveals his or her purpose• Language suitable for a given purpose

PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45

• Words/phrases/sentences that extend meaning in a given context

PE/TE: 177, 255, 256, 313, 314, 617, 618, R33, R40, R41, R43

• Language appropriate for a particular audience

PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45

b. Explain how the specific language and expression used by the writer or speakeraffects reader/listener response

PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45

c. Evaluate the use of transitions and their effectiveness in a text

PE/TE: 175, 178, 432-436, 536, 538-539, 693, 696, 818, R33, R37-R38,R42, R45, R46

Indicator6. Evaluate textual changes in a work and explain how these changes alter tone,clarify meaning, address a particular purpose, or fulfill a purpose

Objectives

a. Alter the tone of one's own writing by revising its diction for a specific purposeand/or audience

PE/TE: 177, 255, 256, 313, 314, 617, 618, R33, R40, R41, R43

b. Justify revisions in syntax and diction from a previous draft of his or her sametext by explaining how the change affects meaning

PE/TE: 177, 255, 256, 313, 314, 617, 618, R33, R40, R41, R43


36

Indicator7. Locate, retrieve, and use information from various sources to accomplish apurpose

Objectives

a. Identify, evaluate, and use appropriate sources of information on a self-selectedand/or given topic

PE/TE: 42, 67, 130, 131, 133, 141, 196, 219, 281, 294, 346, 361, 373, 393,429, 532, 563, 569, 591, 602, 632, 645, 667, 692, 714, 722, 723,730, 731, 736, 767, 777, 782, 815, 821-822, 837, 859

Add’l TE: 33, 47, 107, 131, 132, 133, 136, 160, 214, 284, 508, 637, 673, 736,821-822, 852, 878

b. Use various information retrieval sources (traditional and/or electronic) to obtaininformation on a self-selected and/or given topic

PE/TE: 42, 67, 130, 131, 133, 141, 196, 219, 281, 294, 346, 361, 373, 393,429, 532, 563, 569, 591, 602, 632, 645, 667, 692, 714, 722, 723,730, 731, 736, 767, 777, 782, 815, 821-822, 837, 859

Add’l TE: 33, 47, 107, 131, 132, 133, 136, 160, 214, 284, 508, 637, 673, 736,821-822, 852, 878

c. Use a systematic process for recording, documenting, and organizing thisinformation

• Information to include or exclude when using a note taking method

PE/TE: 116, 822, R53

• Advantages, disadvantages or limitations of sources of information, such asbias, accuracy, availability, variety, currency

PE/TE: 821-822, R13, R52Add’l TE: 382

• Advantages, disadvantages, or limitations of a given strategy or procedure forrecording or organizing information

PE/TE: 822, R53


37

• Use a recognized format for documentation, such as MLA

PE/TE: 30, 42, 67, 116, 128, 171, 196, 219, 361, 366, 384, 393,416, 429, 591, 602, 782, 820, 824, R54-R55

Add’l TE: 823

• Appropriate strategies for taking notes

PE/TE: 116, 822, R53

• Appropriate strategies for organizing source information or notes

PE/TE: 822, R53

d. Synthesize information from two or more sources to fulfill a self-selected or givenpurpose

PE/TE: 42, 171, 196, 219, 393, 429, 532, 645, 667, 692, 731, 767, 777,782, 815, 818-824, 859, 883, R51-R56

e. Use a recognized format to credit sources when paraphrasing, summarizing, andquoting to avoid plagiarism

PE/TE: 30, 42, 67, 116, 128, 171, 196, 219, 361, 366, 384, 393, 416, 429,591, 602, 782, 820, 824, R54-R55

Add’l TE: 823

Standard 5.0 Controlling LanguageControlling Language:Students will control language by applying the conventions of Standard English inspeaking and writing.*

TopicA. Grammar

Indicator1. Recognize elements of grammar in personal and academic reading

PE/TE: 30, 31, 43, 58, 68, 82, 98, 117, 129, 142, 158, 167, 178, 210, 248, 256,282, 295, 314, 325, 347, 362, 385, 416, 436, 533, 540, 564, 570, 586, 603,618, 633, 646, 668, 698, 709, 732, 755, 768, 778, 803, 810, 824, 838, 850,860, 874, R33-R34, R70-R103

Add’l TE: 30, 31, 43, 58, 68, 82, 117, 129, 142, 158, 167, 210, 248, 282, 295, 325,347, 362, 385, 416, 533, 564, 570, 586, 603, 633, 646, 668, 709, 732, 755,768, 778, 803, 810, 838, 850, 860, 874


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Indicator2. Apply knowledge of grammar concepts and skills to control oral and writtenlanguage **

Objectives

a. Consider the meaning, position, form, and function of words when identifying andusing all grammatical concepts

PE/TE: 58, 82, 167, 178, 282, 295, 314, 347, 362, 533, 570, 732, 810, R34,R70, R79-R88, R98-R103

Add’l TE: 58, 82, 167, 282, 295, 314, 347, 362, 533, 732, 768, 810, 860

b. Combine and expand sentences by incorporating subjects, predicates, andmodifiers and by logically coordinating, subordinating, and sequencing ideas

PE/TE: 732, 755, 778, 803, R76, R92-R93

c. Differentiate grammatically complete sentences from non-sentences

PE/TE: 31, 98, 117, 824, R34, R75-R76, R102

d. Compose simple, compound, complex, and compound-complex sentences usingindependent, dependent, restrictive, and nonrestrictive clauses; transitions;conjunctions; and appropriate punctuation to connect ideas

PE/TE: 178, 325, 437, 668, 709, 732, 755, 768, 803, 838, 860, 874, 895,R76

Add’l TE: 142, 178, 732, 755, 803, 838, 860

TopicB. Usage

Indicator1. Recognize examples of conventional usage in personal and academic reading

PE/TE: 68, 82, 99, 210, 256, 257, 314, 315, 347, 362, 385, 533, 540, 618, 619,699, R30-R31, R34, R40, R70, R79-R88


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Indicator2. Comprehend and apply standard English usage in oral and written language **

Objectives

a. Apply appropriate English usage, involving subject/verb agreement

PE/TE: 248, 257, 315, 709, 895, R34, R76-R79, R98Add’l TE: 248

b. Apply consistent and appropriate use of the person, number, and case ofpronouns; pronoun/antecedent agreement; special pronoun problems, such as who– whom, and incomplete constructions; active and passive voice; and verbal andverbal phrases

PE/TE: 257, 282, 385, 564, 633, 646, 668, 699, R34, R82-R83, R89, R90,R98, R100, R101, R103

c. Recognize and correct common usage errors, such as misplaced and danglingmodifiers; incorrect use of verbs, double negatives; and commonly confusedwords, such as accept – except

PE/TE: 68, 82, 99, 210, 256, 257, 314, 315, 347, 362, 385, 533, 540, 618,619, 699, R30-R31, R34, R40, R70, R79-R88

d. Use available resources to correct or confirm editorial choices

PE/TE: 83, 563, 604, 669, 783, 884, R23, R24, R33-R34, R40Add’l TE: 33, 107, 136, 160, 673, 682, 852

e. Explain editorial choices

PE/TE: 30, 98, 178, 256, 314, 436, 540, 618, 698, 824, R33-R34


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TopicC. Mechanics

Indicator1. Explain and justify the purpose of mechanics to make and clarify meaning inacademic and personal reading and writing

PE/TE: 30, 98, 99, 128, 142, 178, 179, 180, 209, 256, 257, 281, 295, 314, 315,316, 325, 346, 385, 416, 436, 437, 540, 541, 542, 585, 602, 618, 619,698, 699, 700, 709, 732, 810, 824, 825, 859, 894, 895, 896, R28-R31,R39, R72-R74, R94-R97

Add’l TE: 31, 99

Indicator2. Apply standard English punctuation and capitalization in written language **

Objectives

a. Punctuate at the word level

• Hyphen

PE/TE: R73

• Slash

PE/TE: R73This page discusses dashes and hyphens.

b. Use the mechanics of writing correctly

PE/TE: 30, 98, 99, 128, 142, 178, 179, 180, 209, 256, 257, 281, 295, 314,315, 316, 325, 346, 385, 416, 436, 437, 540, 541, 542, 585, 602,618, 619, 698, 699, 700, 709, 732, 810, 824, 825, 859, 894, 895,896, R28-R31, R39, R72-R74, R94-R97

Add’l TE: 31, 99

c. Use available resources for all mechanics of writing rules that may be in flux

PE/TE: R28-R31, R72-R73, R74, R94-R95, R96-R97


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Indicator3. Explain editorial choices involving mechanics

PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R33-R34

TopicD. Spelling

Indicator1. Recognize conventional spelling in and through personal and academic reading

PE/TE: 98, 99, 128, 178, 179, 180, 209, 256, 257, 281, 314, 315, 316, 346,436, 540, 542, 585, 618, 619, 698, 699, 700, 824, 894, 896, R28-R31,R34

Indicator2. Apply conventional spelling in written language

Objectives

a. Use conventional spelling in personal writing

PE/TE: 98, 99, 128, 178, 179, 180, 209, 256, 257, 281, 314, 315, 316, 346,436, 540, 542, 585, 618, 619, 698, 699, 700, 824, 894, 896, R28-R31,R34

b. Develop self-monitoring strategies for frequently misspelled words

PE/TE: R30-R31

c. Use suitable traditional and electronic resources as a spelling aid

PE/TE: 83, 563, 604, 669, 884, R24, R117

Indicator3. Maintain a personal list of words to use in editing original writing

PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R34


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TopicE. Handwriting

Indicator1. Produce writing that is legible to the audience

Objectives

a. Write fluidly and legibly in manuscript and cursive

PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R34

b. Use word processing technology when appropriate

PE/TE: 98, 178, 256, 314, 325, 436, 540, 618, 709, 824, R34, R117-R119,R121-R122

Add’l TE: 366

Standard 6.0 Listening

Listening:Students will demonstrate effective listening to learn, process, and analyze information.

TopicA. Listening

Indicator1. Apply and demonstrate listening skills appropriately in a variety of settings andfor a variety of purposes

Objectives

a. Respond to a speaker's cues appropriately

PE/TE: R110-111

b. Identify regional and social language differences

PE/TE: Opportunities to address this standard can be found on pages: 32-43, 128, 198-201, 261, 263-278, 680-691, 754, 811-813

c. Determine and apply criteria to evaluate oral presentations

PE/TE: R111


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Indicator2. Demonstrate comprehension and literary analysis strategies and skills for avariety of listening purposes and settings

Objectives

a. Evaluate the effectiveness of the elements of the speech or performance orpresentation

PE/TE: 890, 968

b. Interpret the speech or performance or presentation

PE/TE: 890, 968

c. Analyze a speaker's purpose and viewpoint

PE/TE: 890, 968

d. Identify and evaluate a speaker's stylistic devices, such as clear organization, clearviewpoint, use of support, language appropriate to audience, topic appropriate toaudience

PE/TE: 890, 968

e. Evaluate a speaker's credibility, such as bias, hidden agendas, use ofresearch/information from reliable sources

PE/TE: 890, 968, R112, R113

f. Explain and support a personal response to an oral presentation

PE/TE: 890, 968

Standard 7.0 Speaking

Speaking:Student will communicate effectively in a variety of situations with different audiences,purposes, and formats.

TopicA. Speaking

Indicator1. Demonstrate appropriate organizational strategies and delivery techniques toplan for a variety of oral presentation purposes

Objectives

a. Refine a presentation using varied media

PE/TE: 968-972


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b. Uses a combination of organizational structures, such as narrative, cause andeffect, chronological/sequential order, description, main idea with supportingdetails, problem/solution, question/answer, comparison and contrast, makingappropriate transitions within a presentation

PE/TE: 890, 968

c. Speak to persuade by including a well-defined thesis, differentiating fact fromopinion, and support arguments with detailed evidence, examples, reasoning andpersuasive language

PE/TE: 384, 429, 532, 859, 890

MD 68 3/2006

2006 CC2

Grade 8 - McDougal · PDF fileMcDougal Littell The Language of Literature, Level 8 correlated...

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