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Prentice Hall Literature, The Penguin Edition,Grade 6 © 2007

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

Oregon English/Language Arts Grade-Level Standards Grade 6

G r a d e 6

Literature, Penguin Edition, 6th Grade © 2007Correlated to:

Oregon English/Language Arts Grade-Level Standards(Grade 6)

OREGON ENGLISH/LANGUAGE ARTS GRADE-LEVEL STANDARDS

PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate

resource(s))

Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression.

SE/TE: Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857. All selections can be read aloud. See pages Build Understanding, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, and 878.

TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies

TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

SE/TE: For Further Reading, 155, 341, 497, 629, 751, 927; On Your Own, 156, 342, 498, 630, 752, 928; Tips for Improving Reading Skill, R9-R10

TE: Options for Independent Reading, 2b, 162b, 346b, 506b, 636b, 760b



Oregon English/Language Arts Grade-level StandardsGrade 6READINGDecoding and Word RecognitionCCG: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

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





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• Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

SE/TE: Talks About the Forms: Fiction and Nonfiction, 2–6, 14, 18; Short Stories, 162–166; Nonfiction, 346–350; Poetry, 506–509; Drama, 636–639; Folk Literature, 760–763; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Comparing Literary Works: Novels and Dramatization, 682, 689; Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Fiction, 7, 683; Short Story, 31, 130, 137, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 888, 901, 928; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825; Drama, 641, 654, 706, 752; For Further Reading, 155, 341, 497, 629, 751, 927; On Your Own, 156, 159, 342, 343, 498, 503, 630, 633, 752, 757, 928, 931; Types of Nonfiction, 346–349; Literary Analysis: Narrative Essay, 366, 376, 382; Expository Essay, 386, 392, 398; Comparing Biography and Autobiography, 406, 421; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351; Essay, 108, 115; Expository Essay, 388, 395; Letter, 476, 480; Narrative Essay, 441, 456; Reflective Essay, 434, 461; Speech, 92, 403



*Suggested grade-level target for reading on own: Sixth Grade, 750,000 words annually.

Listen to and Read Informational and Narrative Text

CCG: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed.






resource(s))

• Make connections to text, within text, and among texts across the subject areas.

SE/TE: Connecting to the Literature, 23, 30, 43, 50, 67, 91, 96, 107, 114, 129, 177, 190, 205, 216, 231, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 433 440, 455, 460, 475, 521, 528, 545, 550, 559, 575, 580, 589, 596, 609, 653, 682, 705, 779, 784, 793, 800, 815, 845, 852, 865, 878, 887; Literature in Context: Biography Connection, 435; Culture Connection, 199, 656, 718, 804; Geography Connection, 272; Health Connection, 26; History Connection, 285, 300, 417, 768; Literature Connection, 100, 874; Media Connection, 374; Music Connection, 908; Safety Connection, 184; Science Connection, 76, 110, 442, 457, 661; Social Studies Connection, 46, 218

TE: Connecting to Literature, 6, 14, 23, 30, 43, 50, 67, 91, 96, 107, 114, 129, 177, 190, 205, 216, 231, 255, 268, 281, 294, 315, 350, 367, 378, 387, 394, 407, 433, 440, 455, 460, 475, 510, 521, 528, 545, 550, 559, 575, 580, 589, 596, 609, 640, 653, 705, 764, 779, 784, 793, 800, 815, 845, 852, 865, 878, 887



• Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

SE/TE: Thinking About the Selection, 28, 38, 48, 58, 71, 78, 94, 102, 112, 120, 136, 140, 188, 200, 214, 222, 239, 242, 266, 276, 292, 304, 321, 326, 327, 362, 376, 382, 392, 398, 420, 429, 438, 446, 458, 470, 482, 526, 536, 554, 578, 584, 594, 600, 612, 678, 688, 734, 782, 788, 798, 806, 824, 832, 850, 856, 876, 882, 900, 910; Communications Workshop, 154, 340, 496, 628, 750, 926






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• Match reading to purpose—location of information, full comprehension, and personal enjoyment.

SE/TE: Purpose for Reading, 842, 844, 846, 849, 850, 853, 855, 856, 859, 863, 864, 868, 871, 874, 876, 880, 882, 885, 912; From The Author's Desk, 149, 335, 491, 623, 745, 919; Build Understanding, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878

TE: Motivation, 7, 15, 24, 31, 44, 51, 68, 72, 92, 97, 108, 115, 130, 137, 157, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 342, 351, 368, 379, 388, 395, 408, 410, 434, 441, 456, 461, 476, 480, 499, 511, 522, 529, 546, 551, 560, 576, 581, 590, 597, 610, 613, 631, 641, 654, 683, 706, 753, 765, 780, 785, 794, 801, 816, 825, 846, 852, 853, 866, 879, 888, 900, 929








resource(s))

• Understand and draw upon a variety of comprehension strategies as needed—re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

SE/TE: Reading and Vocabulary Skills Preview, 20–21, 88–89, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843; Reading and Vocabulary Skill Review, 80–81, 142–143, 244–245, 328–329, 422–423, 484–485, 564–565, 616–617, 694–695, 738–739, 834–835, 912–913; Reading Skills and Strategies: Build Skills, 24, 42, 50, 90, 106, 176, 204, 254, 280, 366, 386, 432, 454, 520, 544, 574, 588, 652, 704, 778, 792, 844, 864; Apply the Skills, 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, 882



• Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

SE/TE: Vocabulary Builder: Build Skills, 22, 42, 66, 90, 106, 176, 204, 230, 254, 280, 314, 366, 386, 406, 432, 454, 520, 544, 558, 574, 588, 608, 652, 704, 778, 792, 814, 844, 864, 886; Apply the Skills, 29, 39, 49, 59, 79, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 327, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883








resource(s))

• Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

SE/TE: Vocabulary Builder: Build Skills, 22, 42, 66, 90, 106, 176, 204, 230, 254, 280, 314, 366, 386, 406, 432, 454, 520, 544, 558, 574, 588, 608, 652, 704, 778, 792, 814, 844, 864, 886; Apply the Skills, 29, 39, 49, 59, 79, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 327, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883

TE: Vocabulary Development, 6, 8, 10, 12, 16, 22, 24, 26, 32, 34, 36, 42, 44, 46, 52, 56, 64, 66, 68, 70, 72, 74, 76, 78, 90, 92, 98, 100, 106, 108, 110, 116, 118, 126, 128, 130, 132, 134, 136, 138, 140, 158, 161, 166, 168, 170, 178, 180, 182, 184, 186, 192, 194, 196, 198, 204, 206, 208, 210, 212, 218, 228, 230, 232, 234, 236, 238, 240, 242, 254, 256, 258, 260, 262, 264, 270, 272, 274, 280, 282, 284, 286, 288, 290, 296, 298, 300, 302, 310, 312, 314, 316, 318, 322, 324, 326, 342, 350, 352, 354, 356, 360, 366, 370, 372, 374, 379, 380, 386, 388, 390, 396, 404, 406, 408, 410, 412, 414, 415, 416, 418, 420, 432, 434, 436, 442, 444, 452, 454, 456, 462, 464, 465, 468, 474, 476, 478, 480, 482, 500, 502, 510, 512, 514, 520, 524, 530, 532, 534, 542, 544, 546, 552, 558, 560, 574, 576, 582, 590, 592, 598, 606, 608, 610, 612, 614, 640, 642, 644, 646, 651, 653, 654, 656, 660, 662, 664, 666, 668, 670, 672, 674, 676, 682, 684, 686, 688, 692, 704, 706, 708, 714, 716, 718, 720, 722, 724, 726, 728, 730, 732, 754, 756, 764, 766, 768, 770, 772, 778, 780, 786, 792, 794, 796, 802, 804, 812, 814, 818, 820, 822, 824, 826, 828, 830, 832, 844, 846, 848, 854, 862, 864, 866, 868, 870, 872, 874, 878, 880, 886, 888, 890, 894, 897, 898, 902, 904, 906, 908, 910, 930


VocabularyCCG: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.






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• Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

SE/TE: Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857. All selections can be read aloud. See pages Build Understanding, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, and 878.



Determine the meaning of unknown words or words with unusual meanings in informational and narrative text by using word, sentence, and paragraph clues.

SE/TE: Context Clues, 518, 520, 523, 525, 526, 530, 532, 534, 536, 540, 539, 543, 544, 547, 548, 551, 554, 557, 564



Interpret figurative language, including similes, metaphors, and words with multiple meanings.

SE/TE: Figurative Language, 474, 508, 544, 546, 547, 548, 551, 552, 554; Images and Imagery, 509, 510, 516, 558, 561, 562, 563







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Understand and explain “shades of meaning” in related words.

SE/TE: Figurative Language, 474, 508, 544, 546, 547, 548, 551, 552, 554; Images and Imagery, 509, 510, 516, 558, 561, 562, 563; Reading and Vocabulary Skills Preview, 20–21, 88–89, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843



Determine pronunciations, meanings, alternate word choices, and parts of speech, using dictionaries and thesauruses.

SE/TE: For related information see: Using a Dictionary, R6; Using a Thesaurus, R7; Build Language Skills: Vocabulary Skill, 40, 60, 104, 122,202, 224, 278, 306, 384, 400, 448, 472, 538, 556, 586, 602, 680, 736, 790, 808, 858, 884; Reading and Vocabulary Skills Preview, 20–21, 88–89, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843








resource(s))

Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs.

SE/TE: Reading Information Materials, 62–65, 124–127, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351; Essay, 108, 115; Expository Essay, 388, 395; Letter, 476, 480; Narrative Essay, 441, 456; Reflective Essay, 434, 461; Speech, 92, 403



Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

SE/TE: Use Text Aids and Features, 174, 226; Use Text Structure for Predicting, 20, 62; Using Text Aids and Text, 229; Web Site, 65; Chart, 82, 189, 201, 215, 223, 743, 836; Venn Diagram, 621; Timeline, 393, 399; Graphic Organizer, 489. Students use graphic organizers as they complete the Apply the Skills activities. See pages 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, and 882.



Read to Perform a TaskCCG: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.






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Identify the structural features of newspapers, magazines, and online information, and use the features to obtain information.

SE/TE: Reading Information Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862



Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

SE/TE: Instruction Manuals, 540–542; Completing Applications, 604–606



Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

SE/TE: Summarizing, 650, 652, 655, 657, 662, 664, 665, 667, 671, 674, 677, 678, 681, 690, 693, 694; Paraphrasing, 572, 574, 578, 584, 588, 591, 593, 597, 598, 600, 604; Critical Thinking: Summarize, 71, 136, 688, 774, 824



Informational Text: Demonstrate General UnderstandingCCG: Demonstrate general understanding of grade-level informational text across the subject areas.






resource(s))

Clarify understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries.

SE/TE: Outline, 650, 690, 918; Chart, 82, 189, 201, 215, 223, 743, 836; Venn Diagram, 621; Timeline, 393, 399; Graphic Organizer, 489. Students use graphic organizers as they complete the Apply the Skills activities. See pages 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, and 882.



Predict future outcomes supported by the text. SE/TE: Predicting, 20, 22, 25, 28, 33, 34, 37, 38, 41, 42, 47, 48, 53, 57, 58, 61, 62, 65, 80; Critical Thinking: Predict, 536, 678



Informational Text: Develop an Interpretation

CCG: Develop an interpretation of grade-level informational text across the subject areas.






resource(s))

Make reasonable, logical statements, conclusions, and inferences about a text, supporting them with accurate examples from the text.

SE/TE: Drawing Conclusions, 252, 254, 257, 258, 260, 262, 263, 264, 265, 266, 271, 274, 275, 276, 279, 280, 283, 284, 286, 289, 290, 291, 292, 296, 297, 298, 302, 303, 304, 307, 308, 313, 328; Make Inferences: 174, 176, 178, 180, 183, 185, 186, 188, 192, 194, 195, 196, 198, 200, 204, 212, 214, 217, 218, 221, 222; Critical Thinking: Draw Conclusions, 18, 48, 58, 94, 120, 172, 188, 214, 222, 376, 382, 438, 516, 578, 648, 688, 734, 850, 882, 910; Infer, 38, 58, 71, 112, 136, 172, 239, 242, 266, 276, 321, 362, 376, 382, 409, 458, 470, 479, 482, 516, 536, 548, 578, 584, 594, 600, 612, 614, 648, 774, 782, 788, 798, 806, 832, 850, 856, 876, 900; Critical Viewing: Draw Conclusions, 282, 514, 772, 846; Infer, 208, 324, 358, 371, 445, 477, 513, 598



Infer the main idea when it is not explicitly stated, and support with evidence from the text.

SE/TE: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484








resource(s))

Draw conclusions about the author’s overall purpose as well as the author’s placement and inclusion of specific information in the text.

SE/TE: Author's/Writer's Purpose, 5, 18, 347, 348,350; Author's Purpose, 364, 366, 370, 372, 373, 375, 376, 380, 381, 382, 385, 386, 389, 390, 392, 396, 397, 398, 401, 405, 422, 430, 450, 453; Meet the Author, 25, 30, 43, 67, 91, 96, 107, 114, 129, 177, 190, 205, 216, 231, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 507, 521, 528, 545, 575, 580, 589, 596, 609, 614, 653, 705, 779, 784, 793, 800, 815, 845, 852, 865, 878, 887; From The Author's Desk, 149, 335, 491, 623, 745, 919

TE: Background, 6, 14, 23, 30, 43, 50, 68, 72, 91, 96, 107, 114, 130, 137, 166, 177, 190, 205, 216, 232, 240, 255, 268, 281, 294, 316, 322, 350, 367, 378, 387, 394, 408, 410, 433, 440, 455, 460, 476, 480, 510, 560, 610, 613, 640, 653, 683, 705, 764, 893, 800, 816, 825, 845, 865, 878, 888, 900



Distinguish among facts, supported inferences, and opinions in text.

SE/TE: Fact and Opinion, 88, 90, 93, 94, 97, 101, 102, 106, 110, 112, 115, 116, 118, 120, 124



Informational Text: Examine Content and StructureCCG: Examine content and structure of grade-level informational text across the subject areas.






resource(s))

Draw conclusions about reasons for actions or beliefs based on an analysis of information in the text.

SE/TE: Drawing Conclusions, 252, 254, 257, 258, 260, 262, 263, 264, 265, 266, 271, 274, 275, 276, 279, 280, 283, 284, 286, 289, 290, 291, 292, 296, 297, 298, 302, 303, 304, 307, 308, 313, 328; Critical Thinking: Draw Conclusions, 18, 48, 58, 94, 120, 172, 188, 214, 222, 376, 382, 438, 516, 578, 648, 688, 734, 850, 882, 910; Infer, 38, 58, 71, 112, 136, 172, 239, 242, 266, 276, 321, 362, 376, 382, 409, 458, 470, 479, 482, 516, 536, 548, 578, 584, 594, 600, 612, 614, 648, 774, 782, 788, 798, 806, 832, 850, 856, 876, 900; Critical Viewing: Draw Conclusions, 282, 514, 772, 846



Identify and analyze text that uses the compare-and-contrast and cause-and-effect organizational patterns.

SE/TE: Cause-and-Effect Organization, 348; Causeand Effect, 776, 778, 780, 782, 787, 788, 792, 795, 798, 802, 803, 806, 810; Critical Thinking: Analyze Cause and Effect, 120, 188, 304, 326, 362, 850; Compare and Contrast, 308, 313, 702, 704, 707, 709, 710, 713, 717, 719, 720, 723, 724, 725, 727, 730, 732, 734, 737, 738; Critical Thinking: Chapter Test; Compare, 18, 774; Compare and Contrast, 58, 266, 292, 304, 326, 376, 382, 438, 470, 548, 824, 850, 876, 882








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Compare and contrast information on the same topic after reading two passages or articles.

SE/TE: Comparing Literary Works, 66, 79, 230, 128, 141, 243, 314, 327, 406, 421, 474, 483, 558, 563, 608, 615, 682, 689, 814, 833, 886, 911; Compare and Contrast, 308, 313, 702, 704, 707, 709, 710, 713, 717, 719, 720, 723, 724, 725, 727, 730, 732, 734, 737, 738; Critical Thinking: Chapter Test; Compare, 18, 774; Compare and Contrast, 58, 266, 292, 304, 326, 376, 382, 438, 470, 548, 824, 850, 876, 882



Connect and clarify main ideas by identifying their relationships to multiple sources, known information and ideas, and related topics.

SE/TE: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484



• Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects.

SE/TE: Historical Fiction, 764; History Connection, 285, 300, 417; Historical Writing, 349; Culture Connection, 199, 656, 718, 804; Background, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878

CCG: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

LITERATUREListen to and Read Literary Text






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• Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions.

SE/TE: Thinking About the Selection, 28, 38, 48, 58, 71, 78, 94, 102, 112, 120, 136, 140, 188, 200, 214, 222, 239, 242, 266, 276, 292, 304, 321, 326, 327, 362, 376, 382, 392, 398, 420, 429, 438, 446, 458, 470, 482, 526, 536, 554, 578, 584, 594, 600, 612, 678, 688, 734, 782, 788, 798, 806, 824, 832, 850, 856, 876, 882, 900, 910; Critical Thinking: Discuss, 28, 48, 112, 120, 188, 200, 266, 276, 376, 382, 458, 470, 548, 554, 734, 798, 806; Informal Discussion, 459, 471



Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.

SE/TE: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484; Details, 174, 176, 178, 180, 183, 185, 186, 188, 192, 194, 195, 196, 198, 200, 217, 218, 364, 366, 370, 372, 373, 375, 376, 380, 381, 382, 430, 432, 436, 438, 443, 444, 446


Literary Text: Demonstrate General Understanding

CCG: Demonstrate general understanding of grade-level literary text.






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Identify the speaker and recognize the difference between first and third-person narration (e.g., autobiography compared with biography).

SE/TE: Point of View, 4, 42, 45, 48, 51, 53, 54, 58



Predict future outcomes supported by the text. SE/TE: Predicting, 20, 22, 25, 28, 33, 34, 37, 38, 41, 42, 47, 48, 53, 57, 58, 61, 62, 65, 80; Critical Thinking: Predict, 536, 678



Determine characters’ traits by what the characters say in narration and dialogue.

SE/TE: Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764; Dialogue in Drama, 636, 638, 646, 648, 652, 657, 658, 660, 662, 666, 668, 669, 670, 672, 674, 675, 676, 678

Literary Text: Develop an Interpretation

CCG: Develop an interpretation of grade-level literary text.






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Analyze the influence of setting on the conflict and its resolution.

SE/TE: Setting, 4, 6, 165, 166, 168, 172, 280, 283, 284, 287, 288, 292, 296, 299, 302, 304, 636, 764; Conflict, 6, 10, 22, 25, 28, 38, 204, 206, 208, 210, 212, 213, 214, 219, 222, 770



Identify and examine the development of themes in literary works.

SE/TE: Theme, 254, 260, 261, 264, 265, 266, 270, 274, 276, 638, 640, 760-764, 766, 769, 770, 774, 864, 869, 870, 875, 876, 880, 882; Comparing Theme, 314, 317, 319, 321, 322, 324, 325, 326, 327; Implied Theme, 165; Selections by Theme: Growing and Changing, 24, 97, 130, 137, 178, 269, 282, 368, 434, 511, 513, 547, 560, 598, 610, 613, 866, 901; Reaching Out, 15, 51, 63, 125, 217, 227, 256, 295, 322, 342, 379, 408, 498, 546, 547, 552, 605, 691; Proving Yourself, 115, 191, 206, 232, 240, 309, 410, 461, 480, 524, 541, 553, 577, 641, 781, 786, 816, 846; Seeing It Through, 7, 44, 92, 156, 167, 316, 351, 388, 395, 456, 476, 530, 551, 765, 780, 785, 861, 888







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Infer the main idea when it is not explicitly stated. SE/TE: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484



Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples.

SE/TE: Make Inferences: 174, 176, 178, 180, 183,185, 186, 188, 192, 194, 195, 196, 198, 200, 204, 212, 214, 217, 218, 221, 222; Critical Thinking: Infer, 38, 58, 71, 112, 136, 172, 239, 242, 266, 276, 321, 362, 376, 382, 409, 458, 470, 479, 482, 516, 536, 548, 578, 584, 594, 600, 612, 614, 648, 774, 782, 788, 798, 806, 832, 850, 856, 876, 900; Critical Viewing: Infer, 208, 324, 358, 371, 445, 477, 513, 598








resource(s))

Evaluate the author’s use of techniques to influence readers’ attitudes and feelings (e.g., use of first person sets a particular tone, exaggeration sets a humorous tone, structure is used to build suspense, logic contributes to believability of plots and settings, figurative language influences tone).

SE/TE: Tone, 5, 16, 106, 109, 111, 112, 116, 120, 474, 506; First-person point of view, 4, 42, 45, 48, 51, 58; Figurative Language, 474, 508, 544, 546, 547, 548, 551, 552, 554



Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

SE/TE: Talks About the Forms: Poetry, 506–509; Literary Analysis: Forms of Poetry, 574, 578, 584; Poetry: Narrative Poem, 511; Lyric Poem, 513; Rhyme and Rhythm, 522, 523, 524, 529, 530, 532; Figurative Language, 546, 547, 551, 552, 553; Imagery, 560, 562; Haiku, 576, 581; Limerick, 576, 582; Concrete, 577, 583; Sound Devices, 590, 592, 593, 597, 598, 599; Sensory Language, 610, 613



LITERATURELiterary Text: Examine Content and StructureCCG: Examine content and structure of grade-level literary text.






resource(s))

Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction, and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

SE/TE: Talks About the Forms: Fiction and Nonfiction, 2–6, 14, 18; Short Stories, 162–166; Nonfiction, 346–350; Poetry, 506–509; Drama, 636–639; Folk Literature, 760–763; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Comparing Literary Works: Novels and Dramatization, 682, 689; Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Fiction, 7, 683; Short Story, 31, 130, 137, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 888, 901, 928; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825; Drama, 641, 654, 706, 752; For Further Reading, 155, 341, 497, 629, 751, 927; On Your Own, 156, 159, 342, 343, 498, 503, 630, 633, 752, 757, 928, 931; Types of Nonfiction, 346–349; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Narrative Essay, 366, 376, 382; Expository Essay, 386, 392, 398; Comparing Biography and Autobiography, 406, 421; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351 476, 480; Narrative Essay, 441, 456; Reflective Essay, 434, 461; Speech, 92, 403



• Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

SE/TE: Prewriting: Book Talk, 246; Brainstorming, 424, 743; Browsing, 743, 917; Freewriting, 147, 333; Making Quicklist, 621; Media flip-through, 621; Media Review, 489; Memory Quicklist, 147; Organizing Round Table, 489; Self-Interview, 696, 836, 917; Using Trigger Words, 82

WRITINGPlanning, Evaluation, and Revision

CCG: Pre-write, draft, revise, edit, and publish across the subject areas.






resource(s))

TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

TECH: Student Express CD-ROM; Teacher Express CD-ROM; Online Essay Scorer

• Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively.

SE/TE: Drafting, 83, 148, 247, 334, 425, 490, 567, 622, 697, 744, 837, 917; Reflecting on Your Writing, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



• Identify audience and purpose. SE/TE: Writing Workshop, 82–86, 146–153, 246–250, 332–339, 424–428, 488–495, 566–570, 620–627, 696–700, 742–749, 836–840, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



• Choose the form of writing that best suits the intended purpose—personal letter, letter to the editor, review, poem, report, or narrative.

SE/TE: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883






resource(s))



• Use the writing process—prewriting, drafting, revising, editing, and publishing successive versions.

SE/TE: Writing Workshop, 82–86, 146–153, 246–250, 332–339, 424–428, 488–495, 566–570, 620–627, 696–700, 742–749, 836–840, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



• Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

SE/TE: Narrowing Topic, 147, 333, 489, 621, 743, 917; Providing Elaboration, 148, 247, 334, 490, 567, 697, 918



• Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

SE/TE: Reflecting on Your Writing & Rubric for Self-Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925








resource(s))

• Revise drafts to improve the organization and consistency of ideas within and between paragraphs.

SE/TE: Reflecting on Your Writing & Rubric for Self-Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



• Edit and proofread one’s own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

SE/TE: Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



Write for different purposes and to a specific audience or person, adjusting tone and style as necessary.

SE/TE: Writing Workshop, 82–86, 146–153, 246–250, 332–339, 424–428, 488–495, 566–570, 620–627, 696–700, 742–749, 836–840, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883


WritingThese standards are assessed using Oregon’s Official Writing Scoring Guide in grades 3 - CIM.

CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.






resource(s))


Write multi-paragraph compositions that:· Engage the interest of the reader.· State a clear purpose.· Use common organizational structures for providing information in writing, such as chronological order, cause-and-effect, similarity and difference, and posing and answering a question.· Develop the topic with supporting details and precise language.· Provide transitions to link paragraphs.· Conclude with a detailed summary linked to the purpose of the composition.

SE/TE: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



Create an organizational structure that is clearly sequenced and uses effective transitions between sentences and paragraphs to unify important ideas.

SE/TE: Organizing Methods, 83, 148, 247, 490, 567, 622, 744, 918; Revising: Sentences, 83, 492, 493, 625, 698, 746, 747; Paragraphs, 150, 247, 336, 492, 697, 920; Transitions, 425



Use a variety of descriptive words to paint a visual image in the mind of the reader.

SE/TE: Descriptive Essay, 82–86; Providing Elaboration, 148, 247, 334, 490, 567, 697, 918; Gathering Details, 147, 246, 333, 489, 566, 836, 917








resource(s))

Make paragraph breaks when using dialogue. SE/TE: Writing a Script, 837; Using Dialogue, 148



Use simple, compound, and complex sentences. SE/TE: Sentences, 538, 556, 568, 625, 698, 747, 808; Revising: Sentences, 83, 492, 493, 625, 698, 746, 747; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



To achieve clarity of meaning and to enhance flow and rhythm, use effective coordination and subordination of ideas—including both main ideas and supporting ideas in single sentences.

SE/TE: Revising: Sentences, 83, 492, 493, 625, 698, 746, 747; Word Choice, 425, 624, 920



Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw, it’s/its).

SE/TE: Spelling, 144, 330, 486, 618, 740, 914; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.

ConventionsSpelling






resource(s))

Correctly use:· indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some),· present perfect verb tense (have been, has been),· past perfect verb tense (had been), and· future perfect verb tense (shall have been).

SE/TE: Pronouns, 104, 122, 151; Verb Tenses, 278, 306, 337; Verbs, 202, 224, 248, 625; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; Grammar Handbook, R31–R47



Ensure that verbs agree with compound subjects. SE/TE: Verbs, 202, 224, 248, 625; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; Grammar Handbook, R31–R47



Correctly use:· colons after the salutation (greeting) in business letters (Dear Sir:),· semicolons to connect main clauses (Katy went to school; her brother stayed home.),· commas before the conjunction in compound sentences (We worked all day, but we didn’t complete the project.), and· semicolons and commas for transitions (The deadline is past; however, we can do it next year.).

SE/TE: Punctuation, 858, 884, 921; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; Grammar Handbook, R31–R47



Punctuation

Grammar






resource(s))

Use correct capitalization. SE/TE: Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; Grammar Handbook, R31–R47



Write legibly. SE/TE: Publishing and Presenting, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; ; Writing Handbook, R20–R30



Personal Narrative SE/TE: Autobiographical Narrative, 146–153; Personal narrative on meeting goal, 293, 305



Fictional Narrative (Imaginative) SE/TE: Developing Plot, 334; Writing Workshops: Autobiographical Narrative, 146–153; Short Story, 332–339; Writing Activities: Narratives, 49, 59; Dramatic Scene, 95, 103; Fable, 783, 789; Journal Entry, 439, 447; Personal Anecdote, 113, 121


Work Samples can be selected from any of the listed modes.

Handwriting

Writing ModesCCG: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.*

*Suggested word length: Sixth Grade, 400-700 words.

Capitalization






resource(s))


Expository SE/TE: How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925



Persuasive (Work Sample only) SE/TE: Persuasive Essay, 488–495; Persuasive Speech, 215, 223; Persuasive Letter, 393; Review of Short Story, 246–250



Write fictional narratives:· Establish and develop a plot and setting, and present a point of view that is suitable to the story.· Include sensory details and clear language to develop plot and character.· Use a range of narrative devices, such as dialogue or suspense.

SE/TE: Developing Plot, 334; Writing Workshops: Autobiographical Narrative, 146–153; Short Story, 332–339; Writing Activities: Narratives, 49, 59; Dramatic Scene, 95, 103; Fable, 783, 789; Journal Entry, 439, 447; Personal Anecdote, 113, 121



Writing ApplicationsNarrative Writing






resource(s))

Write responses to literature:· Develop interpretations that show careful reading, understanding, and insight.· Organize the interpretations around several clear ideas.· Develop and justify the interpretations through the use of examples and evidence from the text.

SE/TE: Review of Short Story, 246–250; Writing for Assessment, 566–570



Write research reports:· Pose relevant questions that are focused enough to be thoroughly answered in the report.· Identify credible sources.· Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches.· Include references used.

SE/TE: Writing Workshops: Multimedia Report, 836–840; Research Report, 916–925. Interview, 267, 277, 527, 537; Taking Notes, 917; Research and Technology, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Research and Technology Guide, R24–R26



Write persuasive compositions:· State a clear position on a proposition or proposal.· Support the position with organized and relevant evidence.· Anticipate and address reader concerns and counter-arguments.

SE/TE: Persuasive Essay, 488–495; Persuasive Speech, 215, 223; Persuasive Letter, 393; Review of Short Story, 246–250



Persuasive Writing

Expository Writing: Response to Literary Text

Expository Writing: Research Reports/Multimedia Presentations






resource(s))

Write summaries, using formal paragraph structure, that contain the main ideas and most significant details using the student’s own words, except for quotations.

SE/TE: Summary, 679; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627



Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.




Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material.

SE/TE: Taking Notes, 566, 917; Multimedia Report, 836–840; Research Report, 916–925



Research Report Writing

CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. (See Writing Applications-Expository Writing: Research Reports)

Summaries, Business Letters, Job Applications and Resumes, Technical Writing






resource(s))

Use a variety of resource materials to gather information for research topics (e.g., books, magazines, newspapers, dictionaries, schedules, journals, phone directories, web resources).




Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

SE/TE: Multimedia Report, 836–840; Research Report, 916–925; Citing Sources and Preparing Manuscripts, R25; Citing Sources to Avoid Plagiarism, 918



Quote or paraphrase ideas from resource materials, citing them appropriately (e.g., Works Cited Entries-MLA).

SE/TE: Multimedia Report, 836–840; Research Report, 916–925; Citing Sources and Preparing Manuscripts, R25; Citing Sources to Avoid Plagiarism, 918








resource(s))

Develop a focus and point of view. SE/TE: Communications Workshops,154, 340, 496, 628, 750, 926; Writing Activities & Listening and Speaking, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883


TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; Online Essay Scorer

Match the purpose, message, occasion, and delivery to the audience.

SE/TE: Communications Workshops,154, 340, 496, 628, 750, 926; Writing Activities & Listening and Speaking, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



CCG: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.*

*Suggested speech length: Sixth Grade, 3-5 minutes.

These standards are assessed using Oregon’s Official Speaking Scoring Guide for the purpose of classroom work sample assessment.

SPEAKING AND LISTENINGSpeaking






resource(s))

Organize information using supporting details, reasons, descriptions, and examples.

SE/TE: Communication Workshops: Delivering Persuasive Speech, 628; Delivering Oral Response to Literature, 926; Listening and Speaking, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Drama, 641, 654, 706, 752



Emphasize key points to assist the listener in following the main ideas and concepts.

SE/TE: Communication Workshops: Delivering an Oral Response to Literature, 926; Oral Report, 783, 789, 799, 807; Oral Response, 579, 585, 877, 883, 926



Support opinions with detailed evidence and with visual or media displays.

SE/TE: Communication Workshops: Delivering an Oral Response to Literature, 926; Oral Report, 783, 789, 799, 807; Oral Response, 579, 585, 877, 883, 926; Speech, 29, 39, 95, 103, 293, 305, 628, 679



Use language effectively to convey the message and make content clear.

SE/TE: Communication Workshops: Delivering an Oral Response to Literature, 926; Oral Report, 783, 789, 799, 807; Oral Response, 579, 585, 877, 883, 926; Speech, 29, 39, 95, 103, 293, 305, 628, 679






resource(s))



Use correct grammar consistently. SE/TE: Communication Workshops: Delivering an Oral Response to Literature, 926; Oral Report, 783, 789, 799, 807; Oral Response, 579, 585, 877, 883, 926; Speech, 29, 39, 95, 103, 293, 305, 628, 679



Use effective rate, volume, pitch, and tone, and align non-verbal elements, including eye contact, to sustain audience interest and attention.

SE/TE: Communication Workshops: Delivering an Oral Response to Literature, 926; Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857; Oral Report, 783, 789, 799, 807; Oral Response, 579, 585, 877, 883, 926; Speech, 29, 39, 95, 103, 293, 305, 628, 679



Relate the speaker’s verbal communication, including word choice, pitch, feeling, and tone to the non-verbal message, including posture, facial expressions, and gestures.


ListeningCCG: Listen critically and respond appropriately across the subject areas.






resource(s))



Identify the tone, mood, and emotion conveyed in oral communication.




Restate and execute multiple-step oral directions and instructions.

SE/TE: Following Oral Instructions, 154; Give Directions, 393, 399



Identify and discuss persuasive and propaganda techniques used in television, including false and misleading information and stereotypes.

SE/TE: Communication Workshops: Delivering Persuasive Speech, 628; Persuasive message, evaluating, 340; Persuasive Speech, 628

AnalysisCCG: Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas.






resource(s))



Compare ideas and points of view expressed in broadcast, print media, and electronic media.

SE/TE: Communication Workshops: Delivering Persuasive Speech, 628; Persuasive message, evaluating, 340; Persuasive Speech, 628




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