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Prentice Hall Literature, The Penguin Edition,

Grade 10 © 2007

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

West Virginia Reading and English Language Arts Content Standards and Objectives

Grade 10

G r a d e 1 0

INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: Prentice Hall SUBJECT: Reading/Literature SPECIFIC GRADE: 10 COURSE: English Language Arts TITLE: Literature: The Penguin Edition, Grade 10 COPYRIGHT DATE: 2007 SE ISBN: 0-13-131718-0 TE ISBN: 0-13-131757-1

GENERIC EVALUATION CRITERIA GROUP VI – 2007 TO 2013

Reading/Literature K-12

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

Maya Angelou, “Occupation: Conductorette,” begins on p. 73; Langston Hughes, “Marian Anderson, Famous Concert Singer,” begins on p. 88; Umberto Eco, “How to React to Familiar Faces,” begins on p. 174; Pat Mora, “The Leader in the Mirror,” begins on p. 177; Chinua Achebe, “Civil Peace,” begins on p. 327; R. K. Narayan, “Like the Sun,” begins on p. 372; Rudolfo Anaya, from “In Commemoration: One Million Volumes,” begins on p. 463; Yoshiko Uchida , from Desert Exile: The Uprooting of a Japanese-American Family, begins on p. 536, ; N. Scott Momaday, from The Way to Rainy Mountain, begins on p. 545; Federico García Lorca, “The Guitar,” begins on p. 600; Yusef Komunyakaa, “Glory,”

begins on p. 666; Langston Hughes, “The Weary Blues,” begins on p. 682; Native American Myth, “The Orphan Boy and the Elk Dog,” begins on p. 991; Miguel de Cervantes, from Don Quixote, begins on p. 1113

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Louise Erdrich, “The Leap,” begins on p. 45; Rachel Carson, “The Marginal World,” begins on p. 55; Lynne Cox, from Swimming to Antarctica, begins on p. 58; Sandra Cisneros, “Tepeyac,” begins on p. 94; Anita Desai, “Games at Twilight,” begins on p. 129; Luisa Valenzuela, “The Censors,” begins on p. 376; Dorothy West, “The Sun Parlor,” begins on p. 454; Elizabeth Bishop, “The Fish,” begins on p. 602; Naomi Shihab Nye, “Making a Fist,” begins on p. 617; Gwendolyn Brooks, “The Bean Eaters,” begins on p. 649; Lorraine Hansberry, from A Raisin in the Sun, begins on p. 934; D.T. Niane, from Sundiata, begins page 1006; R. K. Narayan, from The Ramayana, begins page 1019

GROUP VI – 2007 TO 2013

Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills

Reading Informational Materials, 82–85, 166–171, 270–273, 366–369, 448–451, 514–517, 622–625, 696–699, 794–797, 928–931, 1030–1033, 1126–1131; Writing Workshops: Essay, problem–and–solution, 386–393, Letter to the editor, 490–494, Persuasive writing, persuasive essay, Research report, 942–953, Timed essay, 1054–1058; Communication Workshop, 194, 394, 566, 720, 954, 1158

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

___ ___ ___ ___

B. 21st Century Tools

Reading Informational Materials: Web Sites, 270–273; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954; also see: Research and Technology, 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123; Using the Internet, R31–R32

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such a e-learning, time management/calendar, collaboration tools)

___ ___ ___ ___

INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of reading/literature at all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP VI – 2007 TO 2013 Reading/Literature, K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will

A. MULTIMEDIA

A wide range of technology resources support every unit and part of the program. These include the following: • In-From the

Author’s Desk DVD which includes in-depth interviews with authors

• Student Express CD-ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

___ ___ ___ ___

options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See next standard for detailed explanation of Internet components of this program. Every unit and part of the program includes a wealth of Internet support. Using in-text links and companion website codes, teachers access: Author Video Clips, Crosswords, selection-specific Self-Tests, and selection-specific Internet Activities. For examples, see http://phschool.com/atschool/literature/ and following the links for each level of the program. In the Teacher’s Edition, links can be found throughout the text, but for examples, please see pp. 31, 43, 53, and 72. In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for all Writing Workshop assignments and can be found at www.phsuccessnet.com as referenced in the Teacher’s Edition text on pp. 100, 186, 386, 490, 558, 656, 712, 810, 942, 1054, and 1150.

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

___ ___ ___ ___

A wide range of technology resources support every unit and part of the program. These include the following: • From the Author’s

Desk DVD which includes in-depth interviews with authors





• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See the previous standard for detailed explanation of Internet components of this program.

3. integrate technology into the curriculum. ___ ___ ___ ___

B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

Every selection in the program introduces a reading skill, then reinforces it after the selection. Each of these skills is taught with a graphic organizer supported in the resources materials. For all reading strategies and graphic organizers, please see: Reading Skill, (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 627, 664, 680, 748, 820, 846, 868, 892, 910, 980, 1004, 1062, 1096; (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074, 1092, 1110, 1122; also see the reading skills taught with Reading Informational Materials, 82, 166, 270, 366, 448, 514, 622, 696, 794, 928, 1030, 1126

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

___ ___ ___ ___

Reading Skill (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 627, 664, 680, 748, 820, 846, 868, 892, 910, 980, 1004, 1062, 1096; (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642, 670, 676, 686, 692, 768, 790,

2. promote independent reading skills and study techniques (e.g., DRTA, SQ3R, ReQuest, Feature Analysis, QAR).

___ ___ ___ ___

844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074, 1092, 1110, 1122; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; Reading Informational Materials, 82, 166, 270, 366, 448, 514, 622, 696, 794, 928, 1030, 1126 For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 11, 23, 37, 49, 57, 73, and 107. Also see the Professional Development notes as follows: Professional Development: Say Something Bookmark, 28, Response Journals, 195, The ReQuest Procedure, 216, Literature Circles, 395, Think Aloud, 424, Save the Last Word for Me, 567, Word Form Charts, 590, Developing Poetry Inquiry Skills, 662, Most Important Word, 721, Translating Shakespeare, 835

3. present varied teaching models. ___ ___ ___ ___

C. CRITICAL THINKING

Student & Teacher’s Edition: Making predictions, by asking questions, 28, 56, 59, 62, 64, 68; Analyzing main idea/supporting details, by asking questions, 424, 452,

1. emphasize questioning models to promote higher order thinking skills in all levels of comprehension (literal, interpretive, critical/evaluative).

456, 458, 465, 467, 469; Analyzing cultural context, by generating questions, 978, 980, 984, 991, 996, 998, 999 See Thinking About the Selection in the Student and Teacher’s edition on pp. 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074, 1092, 1110, 1122; see also Teacher Edition Critical Thinking notes throughout, including those found on pp. 33, 34, 36, 38, 40, 45, 47, 50, 64, 68, 114. Skills includes the following: Analyze, Analyze cause and effect, Apply, Assess, Categorize, Cause and effect, Clarify, Compare, Compare and contrast, Connect, Contrast, Define, Describe, Discuss, Distinguish, Draw conclusions, Evaluate, Explain, Extend, Generalize, Hypothesize, Infer, Interpret, Make a judgment, Make generalizations, Recall, Reflect, Relate, Resolve, Respond, Speculate, Summarize, Support, Take a position

2. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy. ___ ___ ___ ___


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. LIFE SKILLS

Student & Teacher’s Edition: Reading Informational Materials: Job Applications, 82–85, Technical Articles, 166–171, Web Sites, 270–273, Literary Reviews, 366–369, Technical Directions, 448–451, Newspaper Editorials, 514–517, Research Sources, 622–625, 1030–1033, Feature Articles, 696–699, Drama Reviews, 794–797, Signs, 928–931, Position Statements, 1126–1131

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

___ ___ ___ ___

Student & Teacher’s Edition: Reading Skill (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 627, 664, 680, 748, 820, 846, 868, 892, 910, 980, 1004, 1062, 1096; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; Communication Workshop, 194, 394, 566, 720, 954, 1158; also see: Listening and Speaking (Apply the Skills), 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 769, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093,

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

___ ___ ___ ___

1111, 1123

E. CLASSROOM MANAGEMENT

Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 769, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123; also, in the Teacher’s Edition, see the Differentiated Instruction notes throughout the text, such as those found on pp. 11, 23, 37, 49, 57, 73, and 107, and the Professional Development notes as follows: Professional Development: Say Something Bookmark, 28, Response Journals, 195, The ReQuest Procedure, 216, Literature Circles, 395, Think Aloud, 424, Save the Last Word for Me, 567, Word Form Charts, 590, Developing Poetry Inquiry Skills, 662, Most Important Word, 721, Translating Shakespeare, 835

1. include opportunities for large group, small group and independent learning.

___ ___ ___ ___

For professional support guidance and opportunities, see the Research and Professional Development articles provided in the Teacher’s edition, such as: “Giving Hope to Struggling Readers” on page T45, and “Making the Difference Matter” on page T47. Also see the Differentiated Instruction notes

2. provide classroom management suggestions. ___ ___ ___ ___

throughout the text, such as those found on pp. 11, 23, 37, 49, 57, 73, and 107. Also see “Classroom Management for Differentiated Instruction” in the Reading Kit ancillary. F. INSTRUCTIONAL MATERIALS

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 11, 23, 37, 49, 57, 73, and 107. Also see the Professional Development notes as follows: Professional Development: Say Something Bookmark, 28, Response Journals, 195, The ReQuest Procedure, 216, Literature Circles, 395, Think Aloud, 424, Save the Last Word for Me, 567, Word Form Charts, 590, Developing Poetry Inquiry Skills, 662, Most Important Word, 721, Translating Shakespeare, 835

1. address varied learning styles and multiple intelligences of students including models for insightful decision-making by the instructor.

___ ___ ___ ___

Student & Teacher’s Edition: Literary Analysis & Reading Skill (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074,

2. provide extensive and varied opportunities to practice skills. ___ ___ ___ ___

1092, 1110, 1122; Extend Your Learning (Apply the Skills), 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 769, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; Comparing Literary Works, 86, 97, 172, 181, 274, 295, 370, 381, 474, 487, 534, 553, 646, 653, 700, 707, 798, 807, 932, 937, 1034, 1051, 1132, 1145; Reading and Vocabulary Skills Review, 98–99, 182–183, 296–297, 382–383, 488–489, 554–555, 654–655, 708–709, 808–809, 938–939, 1052–1053, 1146–1147 For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 11, 23, 37, 49, 57, 73, and107. Also see the Professional Development notes as follows: Professional Development: Say Something Bookmark, 28, Response Journals, 195, The ReQuest Procedure, 216, Literature Circles, 395, Think Aloud, 424, Save

3. provide intervention, practice and enrichment materials.

___ ___ ___ ___

the Last Word for Me, 567, Word Form Charts, 590, Developing Poetry Inquiry Skills, 662, Most Important Word, 721, Translating Shakespeare, 835 Also see the following print resources: • Teaching Resources,

including Diagnostic and Benchmark tests, skills worksheets, and enrichment materials for each instructional segment

• Reading Kit,

providing remedial practice and additional assessment for every skill

Also see the following technology resources: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities



• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook

Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition:Writing Workshops: Autobiographical narrative, 100–104, Cause–and–effect essay (article), 186–193, Narrative, short story, 298–302, Essay, problem–and–solution, 386–393, Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565, Response to literature, analytic, 712–719, Reflective essay, 810–814, Research report, 942–953, Timed essay, 1054–1058, Comparison–and–contrast essay, 1150–1157; also see: Timed Writing, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131

4. provide exemplars of narrative, descriptive and expository writing types.

___ ___ ___ ___

Student & Teacher’s Edition:Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 101, 102, 190, 191, 299, 300, 390, 391, 491, 492, 562, 563, 657, 658, 716, 717, 811, 812, 947, 949, 1055, 1056, 1154, 1155; Writing Workshops: Editing and Proofreading, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157

5. provide exemplars of editing/revision for writing. ___ ___ ___ ___

Student & Teacher’s Edition: Vocabulary Handbook, R1–R9; Literary Handbook,

6. provide leveled texts to allow students to read independently (grades K-4) or include a Handbook of English Language Arts, which will include an

___ ___ ___ ___

R10–R25; Writing Handbook, R26–R38; Grammar, Usage and Mechanics Handbook, R39–R51; also see: Background & Meet the Author: 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 499, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 822–823, 990, 1005, 1018, 1063, 1076, 1097, 1112 and Literature in Context, 65, 76, 121, 151, 227, 248, 289, 319, 331, 354, 440, 465, 507, 529, 766, 776, 832, 848, 860, 870, 902, 986, 997, 1083, 1105

extensive glossary of literary and grammatical terminology as well as background on authors (grades 5-12).

All titles in the Prentice Hall Literature Library are supported with background, discussion questions, activities and lesson plans, found in the Reading Guides and Lesson Plans book. A wide range of technology resources support every unit and part of the program. These include the following: • In-From the

Author’s Desk DVD which includes in-depth interviews with authors


• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned

7. include teacher and student study guides for literary works.

___ ___ ___ ___

assessment tools • Examview Test

Generator creates standards-aligned tests that can be matched to individual student needs.


• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition:Reading and Vocabulary Skills Preview, 28–29, 106–107, 216–217, 304–305, 424–425, 496–497, 590–591, 662–663, 744–745, 816–817, 978–979, 1060–1061; Reading and Vocabulary Skills Review, 98–99, 182–183, 296–297, 382–383, 488–489, 554–555, 654–655, 708–709, 808–809, 938–939, 1052–1053, 1146–1147; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125

8. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

___ ___ ___ ___

(Vendor/Publisher) (IMR Committee) Responses

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Connecting to the Literature: Reading/Writing Connection, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112; also see: Reading and Vocabulary Skills Preview, 28–29, 106–107, 216–217, 304–305, 424–425, 496–497, 590–591, 662–663, 744–745, 816–817, 978–979, 1060–1061; Reading and Vocabulary Skills Review, 98–99, 182–183, 296–297, 382–383, 488–489, 554–555, 654–655, 708–709, 808–809, 938–939, 1052–1053, 1146–1147; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125

9. connect previously taught skills and strategies with new content and text.

___ ___ ___ ___

Student & Teacher’s Edition: Academic Vocabulary for analyzing literature, 29, 99, 107, 183, 217, 297, 305, 383, 425, 489, 497, 555, 591, 655, 663, 709, 745, 808, 817, 939, 979, 1053, 1061, 1147; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269,

10. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

___ ___ ___ ___

337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157; Spelling Workshops (assessment), 185, 385, 557, 711, 941, 1149 H. ASSESSMENT

Student & Teacher’s Edition: Timed Writing, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054,

1. provide assessment formats commensurate with WV assessment programs (WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

___ ___ ___ ___

1125, 1131; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157; Spelling Workshops (assessment), 185, 385, 557, 711, 941, 1149 In addition, technology resources support assessment: • Student Express CD-





Student & Teacher’s Edition: Timed Writing, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679,

2. provide preparation for standardized tests. ___ ___ ___ ___

695, 793, 927, 1003, 1029, 1125; Spelling Workshops (assessment), 185, 385, 557, 711, 941, 1149 Teaching resources include Standardized Test Preparation Workbook with separate Teacher’s Guide. In addition, technology resources support assessment: • Student Express CD-





Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123; Writing Workshops: Rubric for Self–Assessment, 104, 193, 393, 565, 660, 814, 1058, 1157, R35–38 Writing Workshop: Work in Progress, 17, 25, 55,

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

___ ___ ___ ___

m81, 100, 141, 165, 186, 213, 243, 269, 298, 337, 365, 386, 421, 447, 473, 490, 513, 553, 558, 587, 621, 645, 656, 679, 695, 712, 741, 793, 810, 927, 942, 975, 1003, 1029, 1054, 1095, 1125, 1150 Student & Teacher’s Edition: Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; Spelling Workshops (assessment), 185, 385, 557, 711, 941, 1149 • Teaching Resources

include Diagnostic and Benchmark tests for each instructional segment

• The Reading Kit

provides remedial worksheets and follow-up assessment for each skill

In addition, technology resources support assessment: • Student Express CD-




• Examview Quicktake allows the instructor to monitor

4. provide benchmark and ongoing progress monitoring. ___ ___ ___ ___

student progress instantly in an interactive format.

READING/LITERATURE SPECIFIC CRITERIA FOR CONTENT AND SKILLS

TENTH GRADE Reading and English Language Arts tenth grade students will use written language for educational, occupational and interpersonal endeavors. Preparation will include critiquing oral presentations and using listening, speaking and viewing while reading and writing. To meet the needs of the 21st Century student, a wide range of media should enhance instructional delivery. Frequent interaction with a broadened array of literature will encourage an increased appreciation and understanding of the power of the spoken and written word across the curriculum. West Virginia teachers are responsible for the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to: A. VOCABULARY: use vocabulary skills to read for literacy experience, read to

inform and read to perform a task

Student & Teacher’s Edition: Word roots (Latin), 29, 54, 80, 107, 140, 164, 217, 242, 268, 297, 305, 336, 383, 745, 792, 809, 817, 926; Context clues, 127, 139, 471, 979, 1002, 1028, 1053, 1061, 1094, 1124, 1147; Prefixes, 425, 446, 472, 497, 512, 532, 555; Suffixes, 591, 620, 644, 663, 678, 694, 709; Multiple Meanings, 1124, 1147

1. expand the use of various strategies to establish word meaning i.e.,

context clues affixes multiple word meanings

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Student & Teacher’s Edition: Academic Vocabulary for analyzing literature, 29, 99, 107, 183, 217, 297, 305, 383, 425, 489, 497, 555, 591, 655, 663, 709, 745, 809, 817, 939, 979, 1053, 1061, 1147; Vocabulary Builder (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498 518, 592 626, 664, 680, 748, 820, 980,

2. expand vocabulary through reading various literary works.

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1004, 1062, 1096; (Apply the Skills), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123; Vocabulary Skill (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124; Reading and Vocabulary Review, 98–99, 182–183, 296–297, 382–383, 488–489, 554–555, 654–655, 708–709, 808–809, 938–939, 1052–1053, 1146–1147 Student & Teacher’s Edition: Etymology of words: predominant, 305, 364; sequence, 305, 336; also see: Using a dictionary, 43, 53, 71, 153, 163, 257, 267, 349, 363, 435, 445, 525, 531, 635, 643, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1075, 1111, 1123

3. explain and apply knowledge of word etymologies to determine word meaning.

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See the teacher’s notes for the following features: Academic Vocabulary for analyzing literature, 29, 99, 107, 183, 217, 297, 305, 383, 425, 489, 497, 555, 591, 655, 663, 709, 745, 809, 817, 939, 979, 1053, 1061, 1147; Vocabulary Builder (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 626,

4. develop vocabulary skills through direct instruction. ___ ___ ___ ___

664, 680, 748, 820, 980, 1004, 1062, 1096; (Apply the Skills), 43, 53, 71, 86, 127, 139, 153, 163, 172, 231, 241, 257, 267, 274, 325, 335, 349, 363, 370, 435, 445, 461, 471, 474, 503, 511, 525, 531, 534, 607, 619, 635, 643, 646, 671, 677, 687, 693, 700, 791, 798, 845, 867, 891, 909, 925, 932, 989, 1017, 1027, 1034, 1075, 1093, 1111, 1123, 1132; Vocabulary Skill (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124; Reading and Vocabulary Review, 98–99, 182–183, 296–297, 382–383, 488–489, 554–555, 654–655, 708–709, 808–809, 938–939, 1052–1053, 1146–1147 Student & Teacher’s Edition: Spelling Workshop, 184, 384, 556, 710, 942, 1148; Using a thesaurus, 127, 139, 231, 241, 325, 335, 461, 471, 503, 511, 607, 619, 671, 677, 1093; Using a dictionary, 43, 53, 71, 153, 163, 257, 267, 349, 363, 435, 445, 525, 531, 635, 643, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1075, 1111, 1123

5. compare and contrast pronunciation of words and different spellings.

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B. FLUENCY: increase personal reading fluency, both silent and oral, through a

variety of genres to enhance reading development

Student & Teacher’s Edition: Tips for Improving Reading Fluency: R24–R25; Reading Skill (Build Skills), 30, 56, 108,

1. participate in independent and directed reading selections with emphasis on fiction and nonfiction, classic and contemporary.

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142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 627, 664, 680, 748, 820, 846, 868, 892, 910, 980, 1004, 1062, 1096; (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074, 1092, 1110, 1122; Reading Skill (Monitor Your Progress), 55, 81, 141, 165, 243, 269, 337, 365, 447, 473, 513, 533, 621, 645, 679, 695, 793, 927, 1003, 1029, 1125; For Further Reading, 195, 395, 567, 721, 955, 1159 See Reading Skill: Reading fluently: by reading aloud, 592, 606, 618; by previewing, 627, 634, 642; Reading Informational Materials: Analyzing text structure by skimming/scanning, 622, 625; Extension Activities: Oral reading, 257, 267; dramatic reading, 845. Note also that selection in the program introduces a reading skill, then reinforces it after the selection. Each of these skills is taught with a graphic organizer supported in the resources materials. For all reading strategies and graphic organizers, please see: Reading Skill, (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 627, 664,

2. use texts for practice in rate, accuracy and prosody (e.g., Readers Theatre).

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680, 748, 820, 846, 868, 892, 910, 980, 1004, 1062, 1096; (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642, 670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074, 1092, 1110, 1122; also see the reading skills taught with Reading Informational Materials, 82, 166, 270, 366, 448, 514, 622, 696, 794, 928, 1030, 1126


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. COMPREHENSION: understand and relate to a variety of genres on literal,

interpretive and critical levels using effective reading strategies

Student & Teacher’s Edition: Reading and Vocabulary Skills Preview, 978; Reading Skill: Analyzing cultural context, 980, 988, 1000, 1004, 1016, 1026; Reading and Vocabulary Skills Review, 1052; Background and Meet the Author, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 746-747, 749, 770, 818-823, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112; Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 65, 76, 121, 151, 227, 248, 289, 319, 331, 354, 440, 465, 507, 529, 766, 776, 832, 848, 860, 870, 902, 986, 997, 1083, 1105

1. analyze and research historical, cultural and biographical influences of literary works.

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Student & Teacher’s Edition: Unit Introductions: Fiction and Nonfiction, 2–5, Short Stories, 200–203, Autobiographical Essays, 406–409, Poetry, 578–581, Drama, 726–729, Themes in Literature: Heroes and Dreamers, 962–965; Genre Review (Apply the Skills): 26, 214, 422, 588, 742, 976;

2. compare and contrast literary styles according to genre.

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Comparing Literary Works, 86, 172, 274, 370, 474, 534, 646, 700, 798, 932, 1034, 1132; Reading Informational Materials, 82, 166, 270, 366, 448, 514, 622, 696, 794, 928, 1030, 1126 Student & Teacher’s Edition: Comparing Literary Works: Style, 86–97; Comparing Literary Works: Tone, 172–181; Comparing Literary Works: Purpose, 534–553

3. recognize characteristics of author’s style, purpose and tone.

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Student & Teacher’s Edition: Predictions, make, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, Inferences, making, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Conclusions, drawing, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382

4. form supportable predictions, opinion, inferences and conclusions based upon a text and/or implicit ideas.

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Student & Teacher’s Edition: Symbol, 338, 347, 348, 351, 355, 358, 361, 362; Personification in poetry, 580, 664, 670, 676; Figurative language, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676; Alliteration, 580, 680; Rhyme, 580, 626; Meter, 580, 626; Assonance, 580, 680

5. recognize and interpret author’s choice of literary devices (e.g., personification, symbolism, imagery, metaphor, simile, humor, rhythm, rhyme, meter and alliteration).

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Student & Teacher’s Edition: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 530, 533, 554; Assessing comprehension/ interpretation: literary

6. recognize persuasive language and techniques (e.g., advertisements, junk mail and news stories).

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reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Argument, 498, 502, 510; Shaping writing: evaluating arguments, 560, emphasizing strongest arguments, 560; Timed Writing Applications, persuasive argument on assertion in poem, 621 Student & Teacher’s Edition: Report: on sources, 231, 241; Sources: Web, 270, for research, 622, 1030, documenting, primary/secondary, 944, using and crediting, 945, avoiding plagiarism, 947; Editing/proofreading: focusing on accuracy in citations, 953; Providing elaboration: using examples, facts, quotations, 1152; Citing Sources and Preparing Manuscript: R33–R34; also see: Writing Workshops: Research report, 942–953; also see: Research and Technology (Apply the Skills): 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123

7. access and evaluate a variety of sources (e.g., Reader’s Guide, card catalog, electronic media and newspapers).

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Student & Teacher’s Edition: Reading Skill: Summarizing, 770, 790; Reading

8. apply note-taking skills to process and organize information such as paraphrasing, summarizing and quoting.

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Informational Materials: Quoting, Paraphrasing, and Critiquing, 696, 699; Report: on sources, 231, 241; Sources: Web, 270, for research, 622, 1030, documenting, primary/secondary, 944, using and crediting, 945, avoiding plagiarism, 947; Editing/proofreading: focusing on accuracy in citations, 953; Providing elaboration: using examples, facts, quotations, 1152; Citing Sources and Preparing Manuscript: R33–R34

Student & Teacher’s Edition: Reading Skill: Analyze Main Ideas and Supporting Details, 426, 434, 446, 452, 460, 470, 473 (Assessment Practice); Reading Skill: Summarizing, 770, 791, 793 (Assessment Practice); Shaping Writing by: using plot diagram, 101, summarizing analysis (prewriting ideas), 187, choosing logical organization (order of events), 188, making plot diagram, 299, creating essay map, 388, writing outline, 388, using proper format, 491, organizing essay, 560, emphasizing strongest arguments, 560, evaluating arguments, 560, presenting a controlling idea, 657, writing thesis statement, 714, organizing response, 714, choosing logical organization (order of events), 811, refining thesis statement, 945, synthesizing ideas, 945, using outline, 945, Nestorian organization, 1055, compare–and–

9. organize text and composition information and outline by selecting main points and supporting details.

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contrast organization, 1055, 1152, using thesis statement/purpose, 1152 Student & Teacher’s Edition: Reading Informational Materials: Job Applications, 82–84, Technical Articles, 166–170, Technical Directions, 448–450, Signs, 928–930

10. communicate and follow intricate directions. ___ ___ ___ ___

Student & Teacher’s Edition: Communications Workshop: 194, 394, 566, 720, 954, 1158; also see: Listening and Speaking (Apply the Skills): 43, 53, 71, 127, 139, 153, 163, 194, 231, 241, 257, 267, 325, 335, 349, 363, 394, 435, 445, 461, 471, 503, 511, 525, 531, 566, 607, 619, 635, 643, 671, 677, 687, 693, 720, 791, 845, 867, 891, 909, 925, 954, 989, 1017, 1027, 1075, 1093, 1111, 1123, 1158

11. employ appropriate classroom communications skills such as asking and answering questions to foster comprehension and communication in the appropriate tone, and at the appropriate time.

___ ___ ___ ___

Every selection in the program introduces a reading skill, then reinforces it after the selection. Each of these skills is taught with a graphic organizer supported in the resources materials. For all reading strategies and graphic organizers, please see: Reading Skill, (Build Skills), 30, 56, 108, 142, 218, 244, 306, 338, 426, 452, 498, 518, 592, 627, 664, 680, 748, 820, 846, 868, 892, 910, 980, 1004, 1062, 1096; (Apply the Skills), 42, 52, 70, 78, 126, 138, 152, 162, 230, 240, 256, 266, 324, 334, 348, 362, 434, 444, 460, 470, 502, 510, 524, 530, 606, 618, 634, 642,

12. practice various reading skills for literary experience, information and/or performing a task (e.g., skimming, scanning, note-taking, SQ3R).

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670, 676, 686, 692, 768, 790, 844, 866, 890, 908, 924, 988, 1000, 1016, 1026, 1074, 1092, 1110, 1122; also see the reading skills taught with Reading Informational Materials, 82, 166, 270, 366, 448, 514, 622, 696, 794, 928, 1030, 1126; also see: Summarizing, skim and scan for, 722, 852


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Reading Skill: Analyze main ideas and supporting details, 426, 434, 446, 452, 460, 470, 473 (Assessment Practice); Reading Informational Materials, 82, 166, 270, 366, 448, 514, 622, 696, 794, 928, 1030, 1126; Report: on sources, 231, 241; Sources: Web, 270, for research, 622, 1030, documenting, primary/secondary, 944, using and crediting, 945, avoiding plagiarism, 947; Editing/proofreading: focusing on accuracy in citations, 953; Providing elaboration: using examples, facts, quotations, 1152; Citing Sources and Preparing Manuscript: R33–R34

13. practice locating specific information from various genres (e.g., main and supporting ideas, specific facts, statistics, definition).

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D. WRITTEN APPLICATION: use writing application and the writing process to

enhance understanding of a wide variety of literature

Student & Teacher’s Edition: Writing Application, 257, 267;

1. employ writing strategies to address specific audiences.

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Choosing Topic by: analyzing audience, 387; Gathering Details, 599; Providing Elaboration, 491, 388, 560; also see: Choosing Topic by: listing pros and cons of issues in chart, 490, conducting media review, 559, book group discussion, 713; Shaping writing, 101, 188, 299, 388, 491, 560, 657, 714, 811, 945, 1055, 1152 Student & Teacher’s Edition: Prewriting, 20, 23, 100, 187, 298, 387, 490, 559, 656, 713, 810, 943, 944, 1054, 1151

2. use prewriting strategies to generate topics and plan approaches to writing.

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Student & Teacher’s Edition: Writing Application, 231, 241, 503, 511; Timed Writing, 513, 517, 1131; Revising Paragraphs: by obtaining peer review, 190, 947, asking for peer review, 1154; Revising overall structure: asking for peer review, 390, 716; Gathering details by: asking for peer review, 490; also see: Writing Workshops: Drafting (includes shaping writing, providing elaboration), 101, 187, 188, 299, 388, 491, 560, 657, 714, 811, 945, 1055, 1152

3. use various points of view to create a well-developed composition from a writing prompt.

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Student & Teacher’s Edition: Narrowing topic: developing working thesis statement, 943, considering purpose for writing, 1151, using keywords to focus thesis, 1054; Shaping writing: writing thesis statement, 714, refining thesis statement, 945, using thesis statement/purpose,

4. develop worded and correctly placed thesis statement that is supported by relevant details to develop a composition that addresses the assigned topic.

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1152 Student & Teacher’s Edition: Shaping Writing by: using plot diagram, 101, summarizing analysis (prewriting ideas), 187, choosing logical organization (order of events), 188, making plot diagram, 299, creating essay map, 388, writing outline, 388, using proper format, 491, organizing essay, 560, emphasizing strongest arguments, 560, evaluating arguments, 560, presenting a controlling idea, 657, writing thesis statement, 714, organizing response, 714, choosing logical organization (order of events), 811, refining thesis statement, 945, synthesizing ideas, 945, using outline, 945, Nestorian organization, 1055, compare–and–contrast organization, 1055, 1152, using thesis statement/purpose, 1152

5. develop writing that is focused and coherent and has a clear, logical progression of ideas.

___ ___ ___ ___

Student & Teacher’s Edition: Providing elaboration: using clear transitions, 188, using transitions to clarify connections, 1152; Editing/Proofreading: focusing on transitional words, 1157

6. use different transitional devices within and between paragraphs.

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Student & Teacher’s Edition: Revising word choice, 190, 390, 491, 562, 657, 716, 811, 948, 1055, 1154

7. develop a composition with vivid, precise and economical word choice.

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Student & Teacher’s Edition: Sources: Web, 270, for research, 622, 1030, documenting, primary/secondary, 944, using and

8. explain and identify the concept of intellectual property and plagiarism in all media.

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crediting, 945, avoiding plagiarism, 947; Editing/proofreading: focusing on accuracy in citations, 953; Providing elaboration: using examples, facts, quotations, 1152; Citing Sources and Preparing Manuscript: R33–R34 Student & Teacher’s Edition: Sources: Web, 270, for research, 622, 1030, documenting, primary/secondary, 944, using and crediting, 945, avoiding plagiarism, 947; Editing/proofreading: focusing on accuracy in citations, 953; Providing elaboration: using examples, facts, quotations, 1152; Citing Sources and Preparing Manuscript: R33–R34; also see: Reading Informational Materials: Quoting, Paraphrasing, and Critiquing, 696, 699; Paraphrase, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708

9. differentiate between plagiarism and paraphrasing. ___ ___ ___ ___

Student & Teacher’s Edition: Writing Workshop: Integrating Grammar, 102, 191, 300, 391, 492, 563, 658, 717, 812, 949, 1056, 1155; Grammar Lesson (Build Language Skills), 54, 80, 140, 164, 242, 268, 336, 364, 446, 472, 512, 532, 620, 644, 678, 694, 792, 926, 1002, 1028, 1124; also see: Writing (Apply the Skills), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 531, 607, 621, 635, 643, 671, 677, 687, 693, 769, 791, 845, 867, 891, 909, 925, 989,

10. integrate writing skills and assignments using literary text and grammar.

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1017, 1027, 1075, 1093, 1111, 1123; Timed Writing, 55, 81, 85, 141, 165, 171, 243, 269, 273, 337, 365, 369, 447, 451, 473, 513, 517, 533, 621, 625, 645, 679, 695, 699, 793, 797, 927, 931, 975, 1003, 1029, 1033, 1095, 1054, 1125, 1131; Writing Workshops, 100–104, 186–193, 298–302, 386–393, 490–494, 558–565, 656–660, 712–719, 810–814, 942–953, 1054–1058, 1150–1157 The following resources materials provide integrated and supplemental grammar and writing support: Daily Language Practice Transparencies, Graphic Organizer Transparencies, and the Skills Development Workbook. In addition, Prentice Hall Online Essay Scorer provides instant scoring and feedback for all Writing Workshop assignments and can be found at www.phsuccessnet.com as referenced in the Teacher’s Edition text on pp. 20, 23, 100, 187, 298, 387, 490, 559, 656, 713, 810, 943, 944, 1054, and 1151.

11. use supplemental language materials to support writing.

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The Teaching Resources include additional support for writing assignments. Using in-text links and companion website codes, teachers access: Author Video Clips, , and selection-specific Internet Activities. For examples, see http://phschool.com/atschool/literature/ . In

12. use supplemental materials to develop literary criticism for different student developmental levels (e.g., graphic organizers, essential questions, and research-based strategies).

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addition, the In-From the Author’s Desk DVD includes in-depth interviews with authors. The following resources materials provide additional opportunities for humanities study: Fine Art Transparencies, Volumes 1 & 2

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