Writing and Grammar, Grade 6, 8th Edition ©...

Prentice Hall Writing and Grammar,Grade 6, 8th Edition © 2008

C O R R E L A T E D T O

Mississippi Language Arts Frameworks 2006Grade 6

G r a d e 6

Prentice Hall Writing and Grammar, Grade 6, 8E © 2008Correlated to:

Mississippi Language Arts Frameworks 2006(Grade 6)

Mississippi Language Arts Frameworks 2006PAGE(S) WHERE TAUGHT

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a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en) to determine the meaning of multi-syllabic words.

SE/TE: Prefixes, 663, 669; Suffixes, 335, 342, 538, 539, 540, 541, 552, 553, 664, 669, 670; Root Words, 662, 735

TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

b. The student will develop and apply expansive knowledge of words and word meaning to communicate.

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654–658; Studying Words Systematically, 659–661; Studying Word Parts and Origins, 662–665; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280; Speaking and Listening Skills, 633; Using Informal Speaking Skills, 633–634; Using Formal Speaking Skills, 635–636

While competencies for grades 4 - 8 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from grade four to grade eight, texts should require a greater cognitive involvement by the student in order for the student to appreciate and comprehend the meaning and beauty inherent in language.

In sixth grade, students are presented with a wide, rich variety of texts that are read to, listened to, read by, or viewed by students and then discussed. Sixth grade students are expected to engage actively in language activities involving text as they continue to grow as fluent readers and writers.

COMPETENCIES and Objectives

1. The student will use word recognition and vocabulary (word meaning) skills to communicate.

SIXTH GRADEEach competency and objective assumes the student has mastered the competencies and objectives in the previous grades. New skills and objectives are bold-faced throughout the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. State level assessments may reflect skills and objectives covered in kindergarten through grade six.

The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film.

Sixth graders should read accurately instructional level materials (texts in which no more than approximately 1 in 10 words are difficult for the reader) with an appropriate reading rate. (A sixth grader should read between 170 and 195 words per minute by the end of sixth grade.)

1SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology







c. The student will use grade level appropriate synonyms, antonyms, and homonyms.

SE/TE: Synonyms and Antonyms, 310–311; Homophones, 674, 737; Using Other Reference Aids, 661



d. The student will use context to determine the meanings of unfamiliar or multiple meaning words.

SE/TE: Using Context Clues, 656-657, 676-677; Dictionary, 708–711



e. The student will use context to determine the figurative meanings (e.g., simile, metaphor, personification, hyperbole, idiom) of words and to communicate.

SE/TE: Context Clues, 656–657; Spelling, 666–675; Using Context to Determine Word Meaning, 676–677; Understand Figurative Language, 694








f. The student will apply knowledge of reference materials (e.g., dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing) and to determine meaning.

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654–658; Studying Words Systematically, 659–661; Studying Word Parts and Origins, 662–665; Using Dictionaries, 708–711; Using Other Reference Sources, 712–713; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280



g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language).

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654–658; Studying Words Systematically, 659–661; Studying Word Parts and Origins, 662–665; Improving Your Spelling, 666–675; Standardized Test Preparation Workshop, 676–677; Using Formal and Informal English, 43; Speaking and Listening Skills, 633; Using Informal Speaking Skills, 633–634; Using Formal Speaking Skills, 635–636. See also: Editing and Proofreading, 22, 62, 66, 67, 71, 89, 93, 97, 113, 119, 139, 145, 149, 164, 168, 169, 173, 188, 192, 193, 197, 213, 217, 221, 236, 241, 263, 267, 271, 281, 285



1) Text features - bold-faced print, italics, headings, subheadings, numberings, captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key word searches, etc.

SE/TE: Using Features of Textbooks, 680; Using

Graphic Organizers, 683–684; Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, 639–641

2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity.

a. The student will apply knowledge of text features, parts of a book, and text structures to understand, gain information from, interpret, respond to, or analyze text.






TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


2) Parts of a book - appendix, footnotes, etc. SE/TE: Using Sections in Textbooks, 679



3) Text structures - compare/contrast, order of importance, etc.

SE/TE: Models From Literature: 50–51, 74–77, 100–101, 126-127, 152–153, 176–177, 200–201, 224–225, 248–249; Reading Skills: Reading Methods and Tools, 679–684; Reading Nonfiction Critically, 685–690; Reading Literary Writing, 691–695; Reading from Varied Sources, 696–697



1) Identify and infer the main idea or topic in literary text, literary nonfiction, and informational text of increasing length and difficulty citing text-based evidence.

SE/TE: Main Ideas, 19, 33, 34, 35, 279. Student Work in Progress, 141-143, 166-167, 190-191, 238-240; Model From Literature, 152-153, 224-225. See also: Reading Skills: Reading Methods and Tools, 679–684; Reading Nonfiction Critically, 685–690; Reading from Varied Sources, 696–697



b. The student will analyze text to understand, infer, draw conclusions, or synthesize information.






2) Apply knowledge of transitions and cue words to identify and sequence events in narrative text including text containing flashbacks and events in non-sequential order.

SE/TE: Transitions, 38, 40, 86, 280, 751; Model From Literature, 100-101; Student Work in Progress, 115-117, 215-216; Revising, 19–21, 58–61, 84–88, 108–112, 134–138, 160–163, 184–187, 208–212, 232–235, 258–262, 279–280



3) Infer cause and effect based on sequence of events and predict outcomes.

SE/TE: Model From Literature, 50-51; Cause-and-Effect Essay, 174–197; Reading Skills: Reading Methods and Tools, 679–684; Reading Nonfiction Critically, 685–690; Reading from Varied Sources, 696–697TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


4) Synthesize information stated in the text with prior knowledge and experience to draw valid conclusions with supporting evidence including text-based evidence.

SE/TE: See the Reading/Writing Connection for the following Literary Selections: 50–51, 74–77, 100–101, 126, 127, 152–153, 176–177, 200–201, 224–225, 248–249; Reading Skills: Reading Methods and Tools, 679–684; Reading Nonfiction Critically, 685–690; Reading Literary Writing, 691–695; Reading from Varied Sources, 696–697



5) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

SE/TE: Model From Literature, 50-51; Predicting Outcomes, 50, 691, 692, 695; Standardized Test Preparation Workshop: Make Inferences and Predictions, 698–699TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment







c. The student will recognize or generate an appropriate summary of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence.

SE/TE: Summaries, 187, 229, 255, 277, 637, 692, 703; Reading Skills: Reading Methods and Tools, 679–684; Reading Nonfiction Critically, 685–690; Reading from Varied Sources, 696–697; Standardized Test Preparation Workshop: Constructing Meaning From Informational Texts, 720-721TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

1) Story elements (e.g., setting, characters, character traits, plot, resolution, point of view),

SE/TE: Model From Literature, 74-77; Characters, 95, 96, 147, 691, 692; Setting, 96, 691, 692, Student Work in Progress, 91-92; Plot, 82, 96; Point of View, Student Work in Progress, 283-284; Reading Skills: Reading Methods and Tools, 679–684; Reading Literary Writing, 691–695; Response to Literature, 246–271

TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

2) Text structures (e.g., description, sequential order, procedural, cause/effect, compare/contrast, order of importance)

SE/TE: Model From Literature: 50–51, 74–77, 100–101, 126-127, 152–153, 176–177, 200–201,

224–225, 248–249; Description, 98–123; Persuasive Essay, 124–149; Comparison-and Contrast Essay, 150–173; Cause-and-Effect Essay, 174–197; How-to Essay, 198–221; Reading Nonfiction Critically, 685–690

TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

d. The student will respond to, interpret, or compare increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence.






3) Literary devices (e.g., imagery, exaggeration, dialogue),

SE/TE: Reading Skills: Reading Methods and Tools, 679–684; Reading Literary Writing, 691–695; Model From Literature: 50–51, 74–77, 100–101; Student Work in Progress, 91-92; Figurative Language, 99, 255, 656; Poem, 118–119TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


4) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance), and

SE/TE: Figurative Language, 99, 255, 656; Poem, 118–119



5) Author’s purpose (e.g., inform, entertain, persuade).

SE/TE: See the Reading/Writing Connection for the following Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–225, 248–249; Reading Skills: Reading Methods and Tools, 679–684; Reading Nonfiction Critically, 685–690; Reading Literary Writing, 691–695; Reading from Varied Sources, 696–697



1) Analyze use of and distinguish between fact and opinion.

SE/TE: Facts vs. Opinions, 643, 686; Reading Nonfiction Critically, 685–690; Reading from Varied Sources, 696–697


e. The student will identify and analyze facts, opinions, or tools of persuasion in written and visual texts.







2) Analyze use of tools of persuasion (e.g. name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references).

SE/TE: Persuasive Essay, 124–149; Listening Critically, 638; Viewing Information Media Critically, 642–643; Reading Nonfiction Critically, 685–690



• Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing).

SE/TE: Prewriting, 13, 15, 16, 17, 18, 19, 20, 29, 31, 52, 53, 54, 55, 66, 67, 71, 78, 79, 80, 81, 93, 97, 102, 103, 104, 105, 118, 119, 128, 129, 130, 131, 144, 145, 149, 154, 155, 156, 157, 168, 169, 173, 178, 179, 180, 181, 192, 193, 197, 202, 203, 204, 205, 217, 221, 226, 227, 228, 229, 241, 250, 251, 252, 253, 254, 255, 267, 271, 274, 275, 276, 285

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Draft with increasing fluency. SE/TE: Drafting, 18, 56, 82, 106, 132, 158, 182, 206, 230, 256, 277

2) Drafting

3. The student will express, communicate, evaluate, or exchange ideas effectively.

a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length.

1) Planning






TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

• Revise selected drafts by adding, elaborating, deleting, and rearranging text based on feedback on teacher/peer feedback, writer’s checklist, or rubric.

SE/TE: Revising, 19–21, 58–61, 66–67, 71, 84–88, 93, 97, 108–112, 118–119, 134–138, 144–145, 149, 160–163, 168–169, 173, 184–187, 192–193, 197, 208–212, 217, 221, 232–235, 241, 258–262, 267, 271, 279–280, 285

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure.

SE/TE: Editing and Proofreading, 22, 62, 66, 67, 71, 89, 93, 97, 113, 119, 139, 145, 149, 164, 168, 169, 173, 188, 192, 193, 197, 213, 217, 221, 236, 241, 263, 267, 271, 281, 285



• Share writing with others formally and informally.

SE/TE: Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269, 287


3) Revising

4) Editing

5) Publishing/Sharing







b. The student will compose descriptive texts usingsensory details and vivid language.

SE/TE: A Walk Through the Writing Process, 12–27; Description, 98–123



1) Stories or retellings SE/TE: A Walk Through the Writing Process, 12–27; Autobiographical Writing, 48–71; Short Story, 72–97

TR: Teaching Resources: Writing Support Transparencies; Formal Assessment


2) Narrative poems SE/TE: Opportunities to address this standard may be found on the following pages: Poem, 118–119.TR: Teaching Resources: Writing Support Transparencies; Formal Assessment


3) Plays SE/TE: Connected Assignment: Drama, 93–94



4) Video narratives SE/TE: Connected Assignment: Documentary Video Script, 192–193


c. The students will compose narrative text utilizing effective organization and vivid word choice containing multiple events with specific details.







5) PowerPoint presentations SE/TE: Media and Technology Skills: Creating a Multimedia Presentation, 269

TR: Teaching Resources: Writing Support Transparencies; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

1) Essays SE/TE: Paragraphs in Essays and Other

Compositions, 39–41; Persuasive Essay, 124–149; Comparison-and Contrast Essay, 150–173; Cause-and-Effect Essay, 174–197; How-to Essay, 198–221


2) Presentations SE/TE: Advertisement, 144–145; I-Search Report, 241–242; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 245, 271, 289; Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286


3) Poems SE/TE: Opportunities to address this standard may be found on the following pages: Poem, 118–119.

d. The student will compose informational text clearly expressing a main idea with supporting details, including but not limited to, text containing chronological order, cause and effect, compare and contrast, or informal problem and solution.







4) Functional texts SE/TE: Letter to Editor, 125; Business Letters, 570, 575, 722–723; Personal Letters, 612, 723; Consumer Report, 168–169



1) Letters SE/TE: Letter to Editor, 125; Business Letters, 570, 575, 754; Personal Letters, 612, 755



2) Speeches SE/TE: Persuasive Speech, 125; Delivering a Speech, 636



e. The student will compose persuasive text clearly expressing a main idea with supporting details, utilizing effective word choice and organization for a specific purpose and audience.






3) Advertisement SE/TE: Connected Assignment: Advertisement, 144–145



1) Generate questions. SE/TE: Research Report, 222–245; Response to Literature, 246–271; Writing for Assessment, 272–289


1) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources.

SE/TE: Research Report, 222–245; Response to Literature, 246–271; Writing for Assessment, 272–289; Reading Nonfiction Critically, 685–690; Reading from Varied Sources, 696–697; Reference Skills, 704–714; Internet Research Handbook, 761–765



2) Identify and paraphrase important information from sources.

SE/TE: Research Report, 222–245; Response to Literature, 246–271; Citing Sources and Preparing Manuscript, 756–760


f. The student will compose text of a variety of modes based on inquiry and research.






3) Compare and contrast important findings and select sources to support central ideas, concepts, and themes.

SE/TE: Comparison-and Contrast Essay, 150–173


4) Present the results using a variety of communication techniques.

SE/TE: Research Report, 222–245; Response to Literature, 246–271; Writing for Assessment, 272–289; Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286; Media and Technology Skills, 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269, 287; Creating Graphic Organizers, 645–646



5) Reflect on and evaluate the process. SE/TE: Reflecting on Your Writing, 237, 264, 282



1) Nouns (e.g., singular, plural, irregular plural, common, proper, singular possessive, plural possessive, concrete, abstract, compound, collective)

SE/TE: Nouns and Pronouns, 292–293; Nouns, 61, 62, 294–299; Chapter Review, 308–309; Standardized Test Preparation Workshop, 310–311

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment

4. The student will apply Standard English.

a. The student will use Standard English grammar to compose or edit.







2) Verbs, helping verbs, irregular, transitive, and intransitive verbs

SE/TE: Verbs, 312–313; Action Verbs and Linking Verbs, 87, 314–319; Helping Verbs, 320–323; Chapter Review, 324–325; Standardized Test Preparation Workshop, 326–327



3) Verb tense (e.g., present, past, future, perfect) SE/TE: Using Verbs, 186, 478–501; Chapter Review, 502–503; Standardized Test Preparation Workshop, 504–505



4) Subject verb agreement in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases.

SE/TE: Making Words Agree, 518–519; Subject and Verb Agreement, 162, 520–527; Chapter Review, 532–533; Standardized Test Preparation Workshop, 534–535TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


5) Articles and conjunctions SE/TE: Conjunctions and Interjections, 362–363; Conjunctions, 364–369; Chapter Review, 373–374; Standardized Test Preparation Workshop, 375–376; Articles, 60, 332–333, 744








6) Adjectives (e.g., descriptive, comparative, superlative, nominative, objective, reflexive, possessive)

SE/TE: Adjectives and Adverbs, 328–329; Adjectives, 111, 330–339; Chapter Review, 346–347; Standardized Test Preparation Workshop, 348–349; Using Modifiers, 536–549; Chapter Review, 550–551; Standardized Test Preparation Workshop, 552–553



7) Pronouns (e.g., subject, object, possessive, demonstrative, interrogative, indefinite)

SE/TE: Nouns and Pronouns, 292–293; Pronouns, 164, 300–307; Chapter Review, 308–309; Standardized Test Preparation Workshop, 310–311; Using Pronouns, 506–513; Chapter Review, 514–515; Standardized Test Preparation Workshop, 516–517



8) Adverbs (e.g., comparative forms) SE/TE: Adjectives and Adverbs, 328–329; Adverbs, 340–344; Chapter Review, 346–347; Standardized Test Preparation Workshop, 348–349; Using Modifiers, 536–549; Chapter Review, 550–551; Standardized Test Preparation Workshop, 552–553








9) Interjections SE/TE: Conjunctions and Interjections, 362–363; Interjections, 370–372; Chapter Review, 373–374; Standardized Test Preparation Workshop, 375–376



1) End punctuation (e.g., period, question mark, exclamation point)

SE/TE: End Marks, 139, 558–563; Chapter Review, 596–597; Standardized Test Preparation Workshop, 598–599. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.



2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year)

SE/TE: Abbreviations Guide, 738–741. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


b. The student will use Standard English mechanics to compose or edit.






3) Commas (e.g., dates, series, addresses, greetings and closings of letters, quotations, introductory phrases, appositives)

SE/TE: Commas, 113, 213, 564–573; Chapter Review, 596–597; Standardized Test Preparation Workshop, 598–599. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.



4) Quotation marks (e.g., quotations, titles of poems)

SE/TE: Punctuating and Formatting Dialogue, 89; Quotation Marks and Underlining, 236, 578–585; Chapter Review, 596–597; Standardized Test Preparation Workshop, 598–599. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.



5) Colons (e.g., time, complex sentences, business letters)

SE/TE: Semicolons and Colons, 574–577; Chapter Review, 596–597; Standardized Test Preparation Workshop, 598–599. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.



6) Capitalization SE/TE: Capitalization, 600–613; Chapter Review, 614–615; Standardized Test Preparation Workshop, 616–617. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.








7) Spell words commonly found in sixth grade level text.

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654–658; Studying Words Systematically, 659–661; Studying Word Parts and Origins, 662–665; Improving Your Spelling, 666–675. See also all Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.



8) Produce legible text. SE/TE: Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Styles for Business and Friendly Letters, 722–723; Citing Sources and Preparing Manuscript, 724–728



1) Analyze the structure of sentences (e.g., simple, compound, complex).

SE/TE: Sentence Combining, 29–32; Compound

Sentences, 261; Basic Sentence Parts, 378–409; Chapter Review, 410–411; Standardized Test Preparation Workshop, 412–413; Effective Sentences, 436–471; Chapter Review, 472–473; Standardized Test Preparation Workshop, 474–475; Revising: Sentences, 20, 29–32, 60, 86, 110, 137, 162, 186, 210, 234, 280

c. The student will apply knowledge of sentence structure in composing or editing to achieve a purpose.








2) Compose simple, compound, and complex sentences.

SE/TE: Sentence Combining, 29–32; Basic Sentence Parts, 378–409; Chapter Review, 410–411; Standardized Test Preparation Workshop, 412–413; Effective Sentences, 436–471; Chapter Review, 472–473; Standardized Test Preparation Workshop, 474–475; Revising: Sentences, 20, 29–32, 60, 86, 110, 137, 162, 186, 210, 234, 280



3) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases, appositives and modifiers.

SE/TE: Appositives, 421–422, 744; Prepositions, 350–361; Using Modifiers, 536–546; Revising: Sentences, 20, 29–32, 60, 86, 110, 137, 162, 186, 210, 234, 280TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


4) Compose sentences using descriptive adjectives, adverbs, prepositional phrases, appositives, and modifiers.

SE/TE: Appositives, 421–422, 744; Prepositions, 350–361; Using Modifiers, 536–546; Revising: Sentences, 20, 29–32, 60, 86, 110, 137, 162, 186, 210, 234, 280TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


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