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Teacher’s Guide

Course®PLATO

A English 7

PLATO® Course Teacher’s Guide—English 7A

Table of Contents Introduction................................................................................................................................................................. 2Overview.................................................................................................................................................................... 3PLATO Courses Components.................................................................................................................................... 4English 7A Overview.................................................................................................................................................. 7English 7, Semester A Curriculum Contents and Pacing Guide.................................................................................8

Unit 1: Courage and Survival................................................................................................................................ 8Unit 2: Facing Challenges................................................................................................................................... 12Unit 3: Human Ingenuity..................................................................................................................................... 16Unit 4: Writer’s Workshop................................................................................................................................... 20

Assessment and Testing.......................................................................................................................................... 25Unit Pretests....................................................................................................................................................... 25Unit Posttests...................................................................................................................................................... 25Mastery Tests..................................................................................................................................................... 25Grading Rubrics.................................................................................................................................................. 25End-of-Semester Tests....................................................................................................................................... 25

Appendix—Scope and Sequence............................................................................................................................. 26Unit 1: Courage and Survival.............................................................................................................................. 26Unit 2: Facing Challenges................................................................................................................................... 27Unit 3: Human Ingenuity..................................................................................................................................... 29Unit 4: Writer’s Workshop................................................................................................................................... 31

Recommended Literature......................................................................................................................................... 34

Copyright © 2007 PLATO Learning, Inc. All rights reserved. PLATO® is a registered trademark of PLATO Learning, Inc. Straight Curve, Academic Systems, and PLATO Learning are trademarks of PLATO Learning, Inc. PLATO, Inc. is a PLATO Learning, Inc. company.

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Introduction PLATO Courses are a new learning environment where teachers can find a full course of enticing learning options for the classroom, and learners can engage in interactive, self-paced learning. This Teacher’s Guide provides an abundance of information and materials to help teachers and students succeed. The Teacher’s Guide includes information about the following components:

• A Summary gives a brief synopsis of the unit.

• An Activity Matrix lists the title of the activity and the objectives covered by that activity.

• A Pacing Guide is provided to give the instructor an overview of the unit with

guidelines for presenting instruction over a given timeframe.

• Assessment and Testing are crucial for providing correct placement and supporting instruction. This section explains the types of evaluations that are provided in the PLATO Courses, including formative grading rubrics and unit pretests. Summative tests include mastery tests, unit posttests, and end-of-semester tests.

• The Appendix includes the Scope and Sequence and recommended literature.


Overview PLATO Courses were developed to give the educator a variety of ways to engage various learning modalities and to give the learner an opportunity to experience a range of standards and objectives to ensure academic success. PLATO Courses integrate PLATO courseware, offline learning activities, and interactive activities. A variety of assessment tools allows the educator to correctly place students at the appropriate learning level, to evaluate strengths and needs, to create individualized learning goals, and to determine proficiency. Reports assist the learner in understanding where he or she needs to focus to be academically successful against objectives. Guidelines and tools are provided to track student progress and to determine a final course grade. PLATO Courses give the educator control over the instructional choices for individual learners as well as for the classroom. The educator may use all of the components as sequenced or select specific activities to support and enhance instruction. PLATO Courses can be used in a variety of ways to increase student achievement. PLATO Learning, Inc., used a number of national and state documents to create a set of objectives that provided the foundation for the development of the PLATO Courses. The prestigious Fordham Foundation rates state standards for excellence and provides that information to the public. It is available at (http://www.edexcellence.net/foundation/publication/publication.cfm?id=24&pubsubid=188). Using only “A” rated states, as identified by the Fordham Foundation, PLATO developed an English index of objectives that informed the development of the PLATO Courses’ content. These states include Alabama, California, Massachusetts, Nebraska, Washington, D.C., and Wisconsin. In addition, National Assessment of Educational Progress (NAEP), National Council of Teachers of English (NCTE), and International Reading Association (IRA) documents were referenced. The final index guided the development of activities for the PLATO Courses.

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PLATO Courses Components For a quick snapshot of what a unit is about, go to the Summary at the beginning of each unit. The Activity Matrix provides a list of the activities by title and the objectives covered by each activity.

Learning Activities—Four types of Learning Activities are available in PLATO Courses.

• Courseware—The courseware learning activities are the core of the PLATO

Courses. They provide students access to a standards-based curriculum and include a variety of online, interactive learning formats, such as drag-and-drop, matching, fill-in-the-blank, and problem-solving applications.

• Offline—The offline learning activities are enrichment materials that have been

designed to be implemented in an offline environment. They necessitate the use of higher-order thinking skills and compel learners to think reflectively and deeply. The offline format provides learners with a wide range of activities, such as paper and pencil exercises, technology-based applications, and group discussions.

• Webtivity—The webtivity learning activities are enrichment materials that

have been designed to be implemented in conjunction with the Internet. Learners access web sites to answer questions, solve problems, conduct research, and more.

• Interactive—The interactive learning activities, which were developed in the

animation software Flash, attract today’s digital learners through visual modalities. These Flash-based activities provide learners with engaging and self-paced experiences in which they receive immediate feedback and opportunities to repeat instructional screens.

Learning aids assist the student within the courseware activities. In English 7A, these learning aids, or tools, include:

• Glossary—The Glossary (Essential Writing Process and Practice/Fundamental Writing Process and Practice) contains a list of terms and definitions used in the course that learners might need to look up.

• Notebook—The Notebook (Essential Writing Process and Practice/Fundamental Writing Process and Practice) is an online version of a paper notebook. Learners

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can take notes on important points, edit them, and refer to them to refresh their knowledge.

• Dictionary—The American Heritage® Dictionary of the English Language, Student Edition (Essential Writing Process and Practice/Fundamental Writing Process and Practice) is available for student use.

• Handheld—The Handheld (Reading Explorations) is an onscreen version of a notebook in which the learner can take notes that demonstrate how he or she applied a particular strategy to a text and passage.

• Bookmark—The Bookmark (Reading Explorations) automatically marks where the learner has stopped. When the learner returns to the activity, he or she continues where he or she left off.

• Pop-up Definitions—Pop-up Definitions (Reading Explorations) are highlighted words or phrases in a passage that students can click to see a definition and hear the word pronounced.

Pacing Guides—Pacing Guides at the beginning of each unit assist in the delivery of instruction. The guides help plan what to teach and when to teach it. Each Pacing Guide lists the learning activity, the type of activity, and a daily timeline for instruction. Related Resources—A list of related resources and websites can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path. Assessment and Testing—Best practices in assessment and testing call for a variety of tools to be used in the evaluation of student learning. Multiple data points more accurately present an evaluation of student strengths and needs. In support of this model of evaluation, PLATO Courses include:

• Unit pretests are provided for each course unit. The purpose of these assessments is to determine the student’s existing knowledge. If the student scores the prescribed percentage on a unit pretest, he/she will be exempted from completing the related courseware. However, not all learning activities provide the opportunity for exemptions. The offline activities were developed to apply higher-order thinking skills, such as application, analysis, synthesis, and evaluation. The learners are required to complete these activities.

• Unit posttests incorporate a variety of test items, ranging from multiple-

choice to short-answer essay questions. The tests are provided in a print format and include answer keys for grading.

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• Mastery tests at the end of the courseware tutorials provide the teacher and the student with clear indicators of areas of strength and need. These tests are taken online.

• Grading rubrics allow the learner to understand what is expected of him/her on a specific assignment. Grading rubrics are provided in a print format for ease of use.

• End-of-semester tests assess the major objectives covered during the semester. By combining the unit pretest and unit posttest information with the End-of-Semester Test, the teacher has a clear picture of student progress.

Recommended Literature—A comprehensive list of recommended literature appropriate for this grade level can be found in the appendix. Grade Books—Grade books help the teacher to track grades and determine a final course grade.

Courseware—The anchor for the PLATO Courses is the selected PLATO courseware. Courseware used in English 7A includes the following:

• Essential Reading Skills—Essential Reading Skills 1 • Essential Reading Skills—Essential Reading Skills 2 • Fundamental Writing Process and Practice (Levels FF and GG) • Reading Explorations (Level G) • Essential Writing Process and Practice (Levels DD and EE)

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English 7A Overview Instructional Approach Each unit in English 7A uses a central theme to teach reading, writing, grammar, and mechanics, thus providing learners with a cohesive and connected learning experience. Research strongly supports the use of connections to increase learner achievement. Instructional Strategies Common instructional strategies include a structure that provides for both individual and group learning. Learners are expected to respond to writing prompts, analyze fiction and nonfiction pieces, utilize the Internet to research, create presentations to share information, use checklists and peer review to improve their writing, and use grading rubrics to understand expectations.

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English 7, Semester A, Curriculum Contents and Pacing GuideThis section provides a brief summary of the course units in the semester. This semester is divided into 4 units spread over 90 days. The Unit Pacing Guide provides a general timeline for presenting each unit. This guide is designed to fit your class schedule and is adjustable.

Related Resources and Extensions Related Resources provide further information, opportunities for investigation, and extension ideas. They are organized by activity/content type. A list of related resources and websites can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path.

Unit 1: Courage and Survival Summary This unit focuses primarily on essential reading skills, such as understanding prefixes, suffixes, roots, phrases, clauses, character development, point-of-view, plot, and themes. Learners read a variety of texts, focusing on novels with themes of courage and survival. Activity Matrix If the student scores the prescribed percentage on a unit pretest, he/she will be exempted from completing the related courseware.

Day Activity/Objective Common Core State Standard Type1 day:

1Syllabus and Plato Student OrientationReview the Plato Student Orientation and Course Syllabus at the beginning of this course.

Course Orientatio

n

1 day: 2

Negative PrefixesGiven a root word, learner will recognize the meaning of the word when a negative prefix (un-, im-, in-, il-, ir-, dis-,

L.7.4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Lesson

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and non-) is added.

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1 day:3

PrefixesGiven a root word, learner will recognize the meaning of a word when a prefix (re-, im-, in-, and over-) is added.


Lesson

1 day:4

Prefixes of NumbersLearner will recognize the meanings of words that have prefixes of numbers up to 10.


Lesson

1 day:5

Roots and AffixesLearner will use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.


Webtivity

1 day:6

ComparisonsLearner will recognize the comparative and superlative forms of adjectives formed with –er and –est.

L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Lesson

1 day:7

Choosing “Who” or “That”Learner will modify relative pronouns to match who and that to their referents.


Lesson

2 days:8-9

Plot Development Learner will analyze

plot development (e.g., conflict, rising action, falling action, resolution, subplots, flashbacks, parallel episodes) to determine whether and how conflicts are resolved.

Learner will identify events that advance

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7. Compare and contrast a written story, drama, or poem to

Offline

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the plot and determine how each event explains past or present action(s) or foreshadows future action(s).

Learner will identify and contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in a narrative.

its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

3 days:10-12

Character Development Learner will describe

a character based on the thoughts, words, and actions of the character; the narrator's description; and what other characters say and do.

Learner will analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

Learner will analyze the ways characters change or interact

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6â€“8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Offline

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with others over time and give supporting evidence from the text.

RI.7.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

W.7.1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.9a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

2 days:13-14

Themes in Literature Learner will identify

and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

Learner will recognize multiple themes in a text and supply evidence from the selection.

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


RI.7.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

Offline

12


drawn from the text.3 days:15-17

Writing Fiction Learner will write

creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete detail.

Learner will understand the function of words, phrases, and clauses in a sentence and use them effectively, including coordinate and subordinate conjunctions.

W.7.3.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Webtivity

1 day:18

Posttest—Unit 1 Assessment

Unit 2: Facing Challenges Summary This unit focuses primarily on essential reading skills, such as synonyms, antonyms, tenses, modifiers, and text and organizational structures. Learners read a variety of nonfiction texts to learn about both faraway places and people—and those closer to home—who have faced a variety of challenges.

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Activity Matrix If the student scores the prescribed percentage on a unit pretest, he/she will be exempted from completing the related courseware.


19SynonymsLearner will recognize words that are synonyms of a given word.

L.7.5b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Lesson

1 day:20

AntonymsLearner will recognize words that are antonyms of a given word.

L.7.5b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Lesson

1 day:21

Tenses of Regular VerbsLearner will recognize whether a regular verb describes something taking place now, in the past, or in the future.


Lesson

1 day:22

Using Verbs that Are Irregular in the Past TenseLearner will change irregular verbs (begin, break, bring, wear, see, give) to their correct past tense or past participle forms.


Lesson

1 day:23

Fixing Misplaced ModifiersLearner will alter sentences to correct misplaced modifiers.

L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Lesson

1 day:24

Using Graphics to Understand Information—Great Barrier ReefLearner will use a

RI.7.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or

Lesson

14


graphic to find and understand information in expository text.

judgments.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

2 days:25-26

Nonfiction Text FeaturesLearner will identify and apply knowledge of the text structure and organizational elements to analyze nonfiction or informational text: identify organizational elements and graphic features of nonfiction texts (e.g., headings, subheadings, italics, bold print, captions, charts, tables, cartoons, illustrations).

RI.7.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Webtivity

1 day:27

Finding Causes and EffectsLearner will identify causes and effects when the relationship is explicit or implicit in the text.



W.7.9a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of

Lesson

15


fiction use or alter history”).

W.7.9b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

1 day:28

Finding What’s Similar and What’s DifferentLearner will compare information within a text or between texts for a given purpose.

RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Lesson

1 day:29

Working with OrderLearner will recognize the order of events in a passage when they are arranged in and out of chronological order.

RI.7.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


Lesson

2 days:30-31

Asking and Answering Questions—SerengetiLearner will use a strategy to ask and answer questions in order to understand expository texts.


SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas

Lesson

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and expressing their own clearly.

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1 day:32

Interpreting Nonfiction Text Learner will identify

and apply knowledge of the text structure and organizational elements to analyze nonfiction or informational text.

Learner will generate how, why, and what-if questions in interpreting nonfiction text.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.7.1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.9b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Webtivity

3 days:33-35

It's My Story Learner will write a

narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme.

Learner will use the active voice.

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or

Webtivity

18


characters.


W.7.3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

1 day:36


Unit 3: Human Ingenuity Summary This unit focuses on reading skills, such as context clues, parts of speech, summarizing passages, purpose, main idea, supporting details, and oral presentations. Learners read a variety of passages for main ideas and details and present both oral and written summaries of their findings.



37Being a Word DetectiveLearner will determine the meaning of unfamiliar words using context clues.

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,

Lesson

19


alliteration) on a specific verse or stanza of a poem or section of a story or drama.

L.7.4a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

1 day:38

Nouns, Verbs, and PronounsLearner will identify parts of speech: nouns, verbs, and pronouns.


Interactive

1 day:39

Adverbs and AdjectivesLearner will identify parts of speech: adverbs and adjectives.


Interactive

1 day:40

Prepositions, Conjunctions, and InterjectionsLearner will identify parts of speech: prepositions, conjunctions, and interjections.


Interactive

2 days:41-42

Summarizing What You Read—Carpathian MountainsLearner will use a strategy to summarize expository text.



Lesson

2 days:43-44

Finding What’s Important—Chauvet Cave

RI.7.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

Lesson

20


Learner will use a strategy to determine what’s important in expository text.

drawn from the text.


2 days:45-46

Finding What's ImportantLearner will analyze and evaluate passages of texts chosen for specific purposes.

RI.7.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Webtivity

2 days:47-48

Tracking Your Understanding—Mount EverestLearner will use metacognition to understand expository text better.

RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lesson

2 days:49-50

Why Are You Reading This—Thames RiverLearner will determine an appropriate purpose for reading a selection of expository text.


Lesson

1 day:51

Find Facts and OpinionsLearner will distinguish facts from opinions.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Lesson

2 days:52-53

Finding Main Ideas 1Learner will identify the main idea when it is explicitly stated in the text.


Lesson

2 days: Finding Main Ideas 2 RL.7.2. Determine a theme or Webtivity

21


54-55 Learner will identify the main idea when it is not explicitly stated in the text.

central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

2 days:56-57

Oral and Written Summaries Learner will deliver

oral summaries of articles and books.

Learner will write summaries that give significant details about a passage and describe its main ideas.


SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Webtivity

1 day:58


Unit 4: Writer’s Workshop SummaryThis unit delves deeply into a variety of writing skills, including grammar, mechanics, capitalization, proper nouns, topic selection, note-taking, peer review, and drafting.



59Denotations and ConnotationsLearner will develop and use an extended vocabulary: denotation

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and

Webtivity

22


and connotation. other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

L.7.5c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

1 day:60

Capitalizing Titles of PeopleLearner will capitalize titles of persons when they precede proper names.

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Lesson

1 day:61

Capitalizing Names of Places and EventsLearner will capitalize names of places and events.


Lesson

23


1 day:62

Capitalizing Words in QuotationsLearner will capitalize the first word of a direct complete sentence quote.


Lesson

1 day:63

Capitalizing Proper Nouns and ModifiersLearner will capitalize proper nouns.


Lesson

1 day:64

Mapping IdeasLearner will create idea maps to organize and generate ideas.

W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Lesson

1 day:65

Selecting Your TopicLearner will select a topic of appropriate breadth for the particular situation.

W.7.2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Offline

1 day:66

Taking NotesLearner will take summary notes on a paragraph or short reading section to generate critical analysis questions and comments.



RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text,

Lesson

24


analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


2 day:67-68

Note-taking StrategiesLearner will use strategies of note taking and summarizing to impose structure on composition drafts.


W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Offline

25


W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


1 day:69

OutliningLearner will create an outline before writing a paper.


W.7.2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Lesson

1 day:70

Outlining StrategiesLearner will use strategies of outlining to impose structure on composition drafts.


Offline

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2 days:71-72

Writing in a Formal StyleLearner will follow several conventions for formal academic writing.

W.7.1d. Establish and maintain a formal style.

W.7.2e. Establish and maintain a formal style.

Lesson

2 days:73-74

First Draft Learner will write

compositions with an introduction, body, and conclusion.

Learner will support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

W.7.1e. Provide a concluding statement or section that follows from and supports the argument presented.



W.7.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.7.3e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Offline

2 days:75-76

Asking Peer Review Questions

W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as

Lesson

27


Learner will generate peer review feedback in the form of questions that suggest directions for improvement.

needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

1 day:77

Conducting a Peer Review Learner will edit

compositions using standard English conventions.

Learner will use established criteria to evaluate his/her own writing.

W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Offline

1 day:78

Choosing Words CarefullyLearner will identify repeated words and phrases and replace them with pronouns or other substitute words.

W.7.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Lesson

2 days:79-80

Separating Ideas into ParagraphsLearner will organize his/her thoughts into paragraphs.



L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and

Lesson

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eliminating wordiness and redundancy

1 day:81

Varying Your SentencesLearner will identify areas of text that suffer from repetitive sentence lengths.

L.7.1b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Lesson

1 day:82

Tying Sentences TogetherLearner will use transitions words to link ideas effectively using cause/effect, chronology, and compare/contrast structures.

W.7.2c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.


Lesson

2 days:83-84

Revising Your DraftLearner will revise compositions to improve voice, content, organization, word choice, and sentence fluency.


L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

Offline

1 day:85

Tying Your Ideas Together—ConclusionsLearner will write conclusions that effectively summarize the major ideas of his/her papers.

W.7.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Lesson

29


2 days:86-87

Your Final DraftLearner will produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, content, and tone of successive drafts in order to fulfill a specific purpose for communicating with a specific audience.


W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

Offline

1 day:88


1 day:89

Semester Review

1 day:90

End-of-Semester Exam

Assessment

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Assessment and Testing Unit Pretests

Unit pretests are taken online. A report lists the modules from which the learner is exempted and identifies the modules on which the learner should focus attention.

Unit Posttests

Unit posttests include a variety of item types, such as multiple-choice items and open-response assessments. The posttest is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the appropriate unit. There is a printable test, an answer sheet for the student, and an answer key.

Mastery Tests

Mastery tests are also online and are used to measure what the student has learned. A score of 80% is used to determine mastery for each objective.

Grading Rubrics

Grading rubrics provide learners with a clear set of expectations for an activity. By printing these rubrics and giving them to a student before he/she does the activity, both the learner and teacher have an agreement on what is to be done.

End-of-Semester Tests

End-of-semester tests include a variety of item types, such as multiple-choice and open response. The End-of-Semester Test is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the final unit of each semester. There is a printable test, an answer sheet for the student, and an answer key.

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Appendix—Scope and Sequence Unit 1: Courage and Survival Negative Prefixes (Courseware/Exempt)

Objective • Given a root word, learner will recognize the meaning of the word when a

negative prefix (un-, im-, in-, il-, ir-, dis-, non-) is added. Prefixes (Courseware/Exempt)

Objective • Given a root word, learner will recognize the meaning of a word when a prefix

(re-, im-, in-, and over-) is added.

Prefixes of Numbers (Courseware/Exempt) Objective • Learner will recognize the meanings of words that have prefixes of numbers up

to 10.

Roots and Affixes (Webtivity) Objective • Learner will use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to

understand content-area vocabulary.

Comparisons (Courseware/Exempt) Objective • Learner will recognize the comparative and superlative forms of adjectives

formed with –er and –est.

Choosing “Who” or “That” (Courseware/Exempt) Objective • Learner will modify relative pronouns to match who and that to their referents.

Plot Development (Offline)

Objectives • Learner will analyze plot development (e.g., conflict, rising action, falling action,

resolution, subplots, flashbacks, parallel episodes) to determine whether and how conflicts are resolved.

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• Learner will identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).

• Learner will identify and contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in a narrative.

Character Development (Offline)

Objectives • Learner will describe a character based on the thoughts, words, and actions of

the character; the narrator's description; and what other characters say and do. • Learner will analyze characterization as delineated through a character's

thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

• Learner will analyze the ways characters change or interact with others over time and give supporting evidence from the text.

Themes in Literature (Offline)

Objectives • Learner will identify and analyze recurring themes across works (e.g., the value

of bravery, loyalty, and friendship; the effects of loneliness). • Learner will recognize multiple themes in a text and supply evidence from the

selection.

Writing Fiction (Webtivity) Objectives • Learner will write creative fiction that includes major and minor characters, a

coherent plot, effective imagery, descriptive language, and concrete detail. • Learner will understand the function of words, phrases, and clauses in a

sentence and use them effectively, including coordinate and subordinate conjunctions.

Unit 2: Facing Challenges Synonyms (Courseware/Exempt)

Objective • Learner will recognize words that are synonyms of a given word.

Antonyms (Courseware/Exempt) Objective

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• Learner will recognize words that are antonyms of a given word.

Tenses of Regular Verbs (Courseware/Exempt) Objective • Learner will recognize whether a regular verb describes something taking place

now, in the past, or in the future. Using Verbs That Are Irregular in the Past Tense (Courseware/Exempt)

Objective • Learner will change irregular verbs (begin, break, bring, wear, see, give) to their

correct past tense or past participle forms. Fixing Misplaced Modifiers (Courseware/Exempt)

Objective • Learner will alter sentences to correct misplaced modifiers.

Using Graphics to Understand Information—Great Barrier Reef (Courseware)

Objective • Learner will use a graphic to find and understand information in expository text.

Nonfiction Text Features (Webtivity) Objective • Learner will identify and apply knowledge of the text structure and

organizational elements to analyze nonfiction or informational text: identify organizational elements and graphic features of nonfiction texts (e.g., headings, subheadings, italics, bold print, captions, charts, tables, cartoons, illustrations).

Finding Causes and Effects (Courseware/Exempt)

Objective • Learner will identify causes and effects when the relationship is explicit or

implicit in the text.

Finding What's Similar and What's Different (Courseware/Exempt) Objective • Learner will compare information within a text or between texts for a given

purpose.

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Working with Order (Courseware/Exempt) Objective • Learner will recognize the order of events in a passage when they are arranged

in and out of chronological order. Asking and Answering Questions—Serengeti (Courseware/Exempt)

Objective • Learner will use a strategy to ask and answer questions in order to understand

expository texts. Interpreting Nonfiction Text (Webtivity)

Objectives • Learner will identify and apply knowledge of the text structure and

organizational elements to analyze nonfiction or informational text. • Learner will generate how, why, and what-if questions in interpreting nonfiction

text. It's My Story (Webtivity)

Objectives • Learner will write a narrative based on experience that uses descriptive

language and detail effectively, presents a sequence of events, and reveals a theme.

• Learner will use the active voice.

Unit 3: Human Ingenuity Being a Word Detective (Courseware/Exempt)

Objective • Learner will determine the meaning of unfamiliar words using context clues.

Nouns, Verbs, and Pronouns (Interactive)

Objective • Learner will identify parts of speech: nouns, verbs, and pronouns.

Adverbs and Adjectives (Interactive) Objective • Learner will identify parts of speech: adverbs and adjectives.

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Prepositions, Conjunctions, and Interjections (Interactive)

Objective • Learner will identify parts of speech: prepositions, conjunctions, and

interjections.

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Summarizing What You Read—Carpathian Mountains (Courseware/Exempt) Objective • Learner will use a strategy to summarize expository text.

Finding What's Important—Chauvet Cave (Courseware/Exempt)

Objective • Learner will use a strategy to determine what’s important in expository text.

Finding What's Important (Webtivity)

Objective • Learner will analyze and evaluate passages of texts chosen for specific

purposes. Tracking Your Understanding—Mount Everest (Courseware)

Objective • Learner will use metacognition to understand expository text better.

Why Are You Reading This—Thames River (Courseware/Exempt)

Objective • Learner will determine an appropriate purpose for reading a selection of

expository text.

Finding Facts and Opinions (Courseware/Exempt) Objective • Learner will distinguish facts and opinions.

Finding Main Ideas 1 (Courseware/Exempt) Objective • Learner will identify the main idea of a paragraph when it is explicitly stated in

the text. Finding Main Ideas 2 (Courseware/Exempt)

Objective • Learner will identify the main idea of a paragraph when it is not explicitly stated

in the text. Oral and Written Summaries (Webtivity)

Objectives

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• Learner will deliver oral summaries of articles and books. • Learner will write summaries that give significant details about a passage and

describe its main ideas.

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Unit 4: Writer’s Workshop Denotations and Connotations (Webtivity)

Objective • Learner will develop and use an extended vocabulary: denotation and

connotation.

Capitalizing Titles of People (Courseware/Exempt) Objective • Learner will capitalize titles of persons when they precede proper names.

Capitalizing Names of Places and Events (Courseware/Exempt)

Objective • Learner will capitalize names of places and events.

Capitalizing Words in Quotations (Courseware/Exempt)

Objective • Learner will capitalize the first word of a direct complete sentence quote.

Capitalizing Proper Nouns and Modifiers (Courseware/Exempt)

Objective • Learner will capitalize proper nouns.

Mapping Ideas (Courseware)

Objective • Learner will create idea maps to organize and generate ideas.

Selecting Your Topic (Offline) Objective • Learner will select a topic of appropriate breadth for the particular situation.

Taking Notes (Courseware) Objective • Learner will take summary notes on a paragraph or short reading section to

generate critical analysis questions and comments.

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Note-taking Strategies (Offline) Objective • Learner will use strategies of note taking and summarizing to impose structure

on composition drafts.

Outlining (Courseware) Objective • Learner will create an outline before writing a paper.

Outlining Strategies (Offline) Objective • Learner will use strategies of outlining to impose structure on composition

drafts.

Writing in a Formal Style (Courseware) Objective • Learner will follow several conventions for formal academic writing.

First Draft (Offline) Objectives • Learner will write compositions with an introduction, body, and conclusion. • Learner will support all statements and claims with anecdotes, descriptions,

facts and statistics, and specific examples.

Asking Peer Review Questions (Courseware) Objective • Learner will generate peer review feedback in the form of questions that

suggest directions for improvement.

Conducting a Peer Review (Offline) Objectives • Learner will edit compositions using standard English conventions. • Learner will use established criteria to evaluate his/her own writing.

Choosing Words Carefully (Courseware)

Objective • Learner will identify repeated words and phrases and replace them with

pronouns or other substitute words.

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Separating Ideas into Paragraphs (Courseware)

Objective • Learner will organize his/her thoughts into paragraphs.

Varying Your Sentences (Courseware)

Objective • Learner will identify areas of text that suffer from repetitive sentence lengths.

Tying Sentences Together (Courseware)

Objective • Learner will use transition words to link ideas effectively while using

cause/effect, chronology, and compare/contrast structures. Revising Your Draft (Offline)

Objective • Learner will revise compositions to improve voice, content, organization, word

choice, and sentence fluency. Tying Your Ideas Together—Conclusions (Courseware)

Objective • Learner will write conclusions that effectively summarize the major ideas of

his/her papers. Your Final Draft (Offline)

Objectives • Learner will produce multiple drafts, including finished pieces, that demonstrate

the capacity to generate, focus, and organize ideas and to revise the language, organization, content, and tone of successive drafts in order to fulfill a specific purpose for communicating with a specific audience.

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Recommended Literature Classic Literature: Traditional Literature: Grimm’s fairy tales French fairy tales Tales by Hans Christian Andersen and Rudyard Kipling Aesop’s fables Greek, Roman, or Norse myths Myths and legends of indigenous peoples of North America American folktales, myths, and legends Asian and African folktales and legends Stories about King Arthur, Robin Hood, Beowulf and Grendel, and St. George and the Dragon American Authors/Illustrators: Louisa May Alcott Lloyd Alexander Natalie Babbitt L. Frank Baum Nathaniel Benchley Carol Ryrie Brink Elizabeth Coatsworth Esther Forbes Paula Fox Jean George Virginia Hamilton Bret Harte Washington Irving Jack London L. M. Montgomery (Canadian) Sterling North Scott O’Dell Edgar Allan Poe Howard Pyle Ellen Raskin Marjorie Kinnan Rawlings

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Elizabeth Speare Booth Tarkington James Thurber Mark Twain E. B. White Laura Ingalls Wilder N. C. Wyeth British and European Authors/Illustrators: James Barrie Lucy Boston Frances Burnett Lewis Carroll Carlo Collodi Daniel Defoe Charles Dickens Arthur Conan Doyle Leon Garfield Kenneth Grahame C. S. Lewis George MacDonald Edith Nesbit Mary Norton Philippa Pearce Arthur Rackham Anna Sewell William Shakespeare Johanna Spyri Robert Louis Stevenson Jonathan Swift J. R. R. Tolkien T. H. White Poets: Stephen Vincent and Rosemarie Carr Benét Lewis Carroll John Ciardi Rachel Field Robert Frost Langston Hughes

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Edward Lear Henry Wadsworth Longfellow David McCord Ogden Nash

Contemporary Literature (United States): Maya Angelou (multi-genre) Isaac Asimov (fiction: science fiction) Avi (multi-genre) James Berry (fiction) Nancy Bond (fiction: fantasy) Ray Bradbury (fiction: science fiction) Bruce Brooks (fiction) Joseph Bruchac (fiction: historical) Alice Childress (fiction: realistic) Vera and Bill Cleaver (fiction) James and Christopher Collier (fiction: historical) Caroline Coman (fiction: realistic) Susan Cooper (fiction: fantasy) Robert Cormier (fiction) Bruce Coville (fiction: fantasy) Sharon Creech (fiction: realistic) Chris Crutcher (fiction) Christopher Paul Curtis (fiction: historical) Karen Cushman (fiction: historical) Michael Dorris (fiction) Paul Fleischman (poetry, fiction) Russell Freedman (biography) Jack Gantos (fiction: humorous) Sheila Gordon (fiction: Africa) Bette Greene (fiction) Rosa Guy (fiction: realistic) Mary Downing Hahn (fiction) Joyce Hansen (fiction) James Herriot (informational: animals) Karen Hesse (fiction: historical, fanciful) S. E. Hinton (fiction: realistic) Felice Holman (fiction: historical, realistic)

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Irene Hunt (fiction: historical, realistic) Paul Janeczko (poetry) Angela Johnson (fiction) Diana Wynne Jones (fiction: fantasy) Norton Juster (fiction: fantasy) M. E. Kerr (fiction: realistic) E. L. Konigsburg (fiction: realistic) Kathryn Lasky (multi-genre) Madeleine L’Engle (fiction: fantasy) Ursula LeGuin (fiction: fantasy) Robert Lipsyte (fiction: realistic) Lois Lowry (fiction) Anne McCaffrey (fiction: fantasy) Robin McKinley (fiction: fantasy) Patricia McKissack (informational: history) Margaret Mahy (fiction: realistic) Albert Marrin (biography) Milton Meltzer (informational: history, biography) Jim Murphy (informational: history) Phyllis Reynolds Naylor (fiction: realistic) Naomi Nye (poetry; fiction) Richard Peck (fiction: historical, realistic) Daniel Pinkwater (fiction: humorous) Philip Pullman (fiction: fantasy) Ellen Raskin (fiction: mystery) J. K. Rowling (fiction: fantasy) Cynthia Rylant (short stories; poetry) Louis Sachar (fiction: humorous, realistic) Isaac Bashevis Singer (fiction: historical) Gary Soto (fiction) Mildred Taylor (historical fiction) Theodore Taylor (fiction: historical) Yoshiko Uchida (fiction: historical; nonfiction) Cynthia Voigt (fiction: realistic, fantasy) Yoko Kawashima Watkins (fiction: historical) Janet Wong (poetry) Laurence Yep (fiction) Jane Yolen (fiction: fantasy) Paul Zindel (fiction: realistic)

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Newbery Medal Winners, 1922 – Present 2006: Criss Cross by Lynne Rae Perkins (Greenwillow Books/HarperCollins) 2005: Kira-Kira by Cynthia Kadohata (Atheneum Books for Young Readers/Simon & Schuster) 2004: The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool of Thread by Kate DiCamillo (Candlewick Press) 2003: Crispin: The Cross of Lead by Avi (Hyperion Books for Children) 2002: A Single Shard by Linda Sue Park (Clarion Books/Houghton Mifflin) 2001: A Year Down Yonder by Richard Peck (Dial) 2000: Bud, Not Buddy by Christopher Paul Curtis (Delacorte) 1999: Holes by Louis Sachar (Frances Foster) 1998: Out of the Dust by Karen Hesse (Scholastic) 1997: The View from Saturday by E.L. Konigsburg (Jean Karl/Atheneum) 1996: The Midwife's Apprentice by Karen Cushman (Clarion) 1995: Walk Two Moons by Sharon Creech (HarperCollins) 1994: The Giver by Lois Lowry (Houghton) 1993: Missing May by Cynthia Rylant (Jackson/Orchard) 1992: Shiloh by Phyllis Reynolds Naylor (Atheneum) 1991: Maniac Magee by Jerry Spinelli (Little, Brown) 1990: Number the Stars by Lois Lowry (Houghton) 1989: Joyful Noise: Poems for Two Voices by Paul Fleischman (Harper) 1988: Lincoln: A Photobiography by Russell Freedman (Clarion) 1987: The Whipping Boy by Sid Fleischman (Greenwillow) 1986: Sarah, Plain and Tall by Patricia MacLachlan (Harper) 1985: The Hero and the Crown by Robin McKinley (Greenwillow) 1984: Dear Mr. Henshaw by Beverly Cleary (Morrow) 1983: Dicey's Song by Cynthia Voigt (Atheneum) 1982: A Visit to William Blake's Inn: Poems for Innocent and Experienced Travelers by Nancy Willard (Harcourt) 1981: Jacob Have I Loved by Katherine Paterson (Crowell) 1980: A Gathering of Days: A New England Girl's Journal, 1830-1832 by Joan W. Blos (Scribner) 1979: The Westing Game by Ellen Raskin (Dutton) 1978: Bridge to Terabithia by Katherine Paterson (Crowell) 1977: Roll of Thunder, Hear My Cry by Mildred D. Taylor (Dial) 1976: The Grey King by Susan Cooper (McElderry/Atheneum) 1975: M. C. Higgins, the Great by Virginia Hamilton (Macmillan) 1974: The Slave Dancer by Paula Fox (Bradbury) 1973: Julie of the Wolves by Jean Craighead George (Harper) 1972: Mrs. Frisby and the Rats of NIMH by Robert C. O'Brien (Atheneum) 1971: Summer of the Swans by Betsy Byars (Viking) 1970: Sounder by William H. Armstrong (Harper) 1969: The High King by Lloyd Alexander (Holt) 1968: From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg (Atheneum)

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1967: Up a Road Slowly by Irene Hunt (Follett) 1966: I, Juan de Pareja by Elizabeth Borton de Trevino (Farrar) 1965: Shadow of a Bull by Maia Wojciechowska (Atheneum) 1964: It's Like This, Cat by Emily Neville (Harper) 1963: A Wrinkle in Time by Madeleine L'Engle (Farrar) 1962: The Bronze Bow by Elizabeth George Speare (Houghton) 1961: Island of the Blue Dolphins by Scott O'Dell (Houghton) 1960: Onion John by Joseph Krumgold (Crowell) 1959: The Witch of Blackbird Pond by Elizabeth George Speare (Houghton) 1958: Rifles for Watie by Harold Keith (Crowell) 1957: Miracles on Maple Hill by Virginia Sorenson (Harcourt) 1956: Carry On, Mr. Bowditch by Jean Lee Latham (Houghton) 1955: The Wheel on the School by Meindert DeJong (Harper) 1954: . . . And Now Miguel by Joseph Krumgold (Crowell) 1953: Secret of the Andes by Ann Nolan Clark (Viking) 1952: Ginger Pye by Eleanor Estes (Harcourt) 1951: Amos Fortune, Free Man by Elizabeth Yates (Dutton) 1950: The Door in the Wall by Marguerite de Angeli (Doubleday) 1949: King of the Wind by Marguerite Henry (Rand McNally) 1948: The Twenty-One Balloons by William Pène du Bois (Viking) 1947: Miss Hickory by Carolyn Sherwin Bailey (Viking) 1946: Strawberry Girl by Lois Lenski (Lippincott) 1945: Rabbit Hill by Robert Lawson (Viking) 1944: Johnny Tremain by Esther Forbes (Houghton) 1943: Adam of the Road by Elizabeth Janet Gray (Viking) 1942: The Matchlock Gun by Walter Edmonds (Dodd) 1941: Call It Courage by Armstrong Sperry (Macmillan) 1940: Daniel Boone by James Daugherty (Viking) 1939: Thimble Summer by Elizabeth Enright (Rinehart) 1938: The White Stag by Kate Seredy (Viking) 1937: Roller Skates by Ruth Sawyer (Viking) 1936: Caddie Woodlawn by Carol Ryrie Brink (Macmillan) 1935: Dobry by Monica Shannon (Viking) 1934: Invincible Louisa: The Story of the Author of Little Women by Cornelia Meigs (Little, Brown) 1933: Young Fu of the Upper Yangtze by Elizabeth Lewis (Winston) 1932: Waterless Mountain by Laura Adams Armer (Longmans) 1931: The Cat Who Went to Heaven by Elizabeth Coatsworth (Macmillan) 1930: Hitty, Her First Hundred Years by Rachel Field (Macmillan) 1929: The Trumpeter of Krakow by Eric P. Kelly (Macmillan) 1928: Gay Neck, the Story of a Pigeon by Dhan Gopal Mukerji (Dutton) 1927: Smoky, the Cowhorse by Will James (Scribner) 1926: Shen of the Sea by Arthur Bowie Chrisman (Dutton) 1925: Tales from Silver Lands by Charles Finger (Doubleday)

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1924: The Dark Frigate by Charles Hawes (Little, Brown) 1923: The Voyages of Doctor Dolittle by Hugh Lofting (Lippincott) 1922: The Story of Mankind by Hendrik Willem van Loon (Liveright)

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