grade 8 prentice hall - pearson school

Prentice Hall Writing and Grammar, Handbook Edition, Grade 8 © 2008

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

West Virginia Generic Evaluation Criteria for English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) and

Specific Evaluation Criteria for Composition and GrammarGrade 8

G r a d e 8

INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: Pearson Prentice Hall SUBJECT: Language ArtsSPECIFIC GRADE: 8 COURSE: Composition and Grammar TITLE: Prentice Hall Writing and Grammar, Handbook Edition COPYRIGHT DATE: 2008 SE ISBN: 0132009986 TE ISBN: 0132009714

GENERIC EVALUATION CRITERIA GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) 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).

Writers of diverse backgrounds are featured in both the Writers in Action notes, which give insight into the writing process, and Grammar in Literature notes, which feature passages highlighting specific skills. Examples illustrating diversity include these: Writers in Action, pp. 33, 49, 115, 131, 141, 147; More About the Writer, Teacher’s Edition, pp. 49, 77, 187, 211, 223, 235 Grammar in Literature, pp. 195, 216, 225, 232, 241, 257, 276; More About the Writer, Teacher’s Edition pp. 311, 336, 349, 356, 365, 385 For examples of inter-ethnic illustrations, see pp. 16, 42, 60, 97, 99, 104, 142, 159, 169, 177, 247, 400 Student Works in Progress are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes.

Student Work in Progress: ”Zermatt or Bust!,” by Evan Twohy, pp. 34, 36, 39, 41, 43, 44 ”A Tear and a Smile,” by Robin Myers, pp. 50, 52, 55, 57, 58, 63 ”My Home Sweet Wet Home,” by Victoria Kilinskis, pp. 68, 71, 73, 75, 77, 78 ”I Will Be Drug Free,” by Ryan Caparella, pp. 84, 87, 89, 91, 92, 97 “Small Town, Big City,” by Mindy Glasco, pp. 102, 107, 108, 109 ”The Dust Bowl,” by Emily Meade, pp. 116, 118, 121, 123, 124 ”How to Groom a Dog,” by Katherine Ann Roshani Stewart, pp. 132, 137, 138, 141 “Ben Franklin: Man of Many Talents,” by Joseph Hochberger, pp. 148, 150, 153, 155, 156 ”A Response to ‘Christmas Day in the Morning,” by Pearl S. Buck,” by Stacy Osborn, pp. 164, 166, 168, 171, 173, 174, 176 “A Letter to His Majesty, King George III,” by Paul Keller, pp. 183, 185

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).

Writers of diverse backgrounds are featured in both the Writers in Action notes, which give insight into the writing process, and Grammar in Literature notes, which feature passages highlighting specific skills. Examples illustrating opportunity, heritage, and achievement include these: Writers in Action, pp. 33, 49, 115, 131, 141, 147; More About the Writer, Teacher’s Edition, pp. 49, 77, 187, 211, 223, 235 Grammar in Literature, pp. 195, 216, 225, 232, 241, 257, 276; More About the Writer, Teacher’s Edition, pp. 311, 336, 349, 356, 365, 385 For examples of illustrations highlighting themes of equal opportunity, achievement, and heritage, see pp. 16, 42, 60, 97, 99, 104, 142, 159, 169, 177, 247, 254, 257, 313, 400, 476 Student Works in Progress are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes.

Student Work in Progress: ”Zermatt or Bust!,” by Evan Twohy, pp. 34, 36, 39, 41, 43, 44 ”A Tear and a Smile,” by Robin Myers, pp. 50, 52, 55, 57, 58, 63 ”My Home Sweet Wet Home,” by Victoria Kilinskis, pp. 68, 71, 73, 75, 77, 78 ”I Will Be Drug Free,” by Ryan Caparella, pp. 84, 87, 89, 91, 92, 97 “Small Town, Big City,” by Mindy Glasco, pp. 102, 107, 108, 109 ”The Dust Bowl,” by Emily Meade, pp. 116, 118, 121, 123, 124 ”How to Groom a Dog,” by Katherine Ann Roshani Stewart, pp. 132, 137, 138, 141 “Ben Franklin: Man of Many Talents,” by Joseph Hochberger, pp. 148, 150, 153, 155, 156 ”A Response to ‘Christmas Day in the Morning,” by Pearl S. Buck,” by Stacy Osborn, pp. 164, 166, 168, 171, 173, 174, 176 “A Letter to His Majesty, King George III,” by Paul Keller, pp. 183, 185

GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) 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

Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 486-505) Chapter 30: Reading Skills (pp. 528-547) Chapter 31: Study, Reference, and Test-Taking Skills, (pp. 548-567) Also see: Rubric for Self-Assessment/Reflecting on Your Writing (pp. 47, 62, 81, 96, 113, 128, 144, 161, 179, 189) Connected Assignment: Exposition: Problem-and-Solution Essay (pp. 145)

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

21 Century Tools

B. 21st Century Tools

Chapter 30: Reading Skills: Reading from Varied Sources, 546; Reading Electronic Texts, 547 Chapter 31: Study, Reference, and Test-Taking Skills: Basic Study Skills, Create a Study Schedule, p. 549, Keeping an Assignment Book, p. 550; Reference Skills, 552-561; Using the Internet, 562 Internet Research Handbook, pp. 607-609; Chapter 9: Cause-and-Effect Essay: Publishing and Presenting: Building Your Portfolio: Post Your Work on the Internet, Organize a Group Reading, p.128

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 as 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 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 II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) 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

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Multimedia

The Writing and Grammar program includes a full array of technology resources, as referred to on teacher’s edition Time and Resource Manager pages for each chapter, under the heads Media and Technology and Writing and Grammar On-line (see, for example, Teacher’s

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

Edition pp. 48b, 76b, and 106b). They include the following: Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • PH Online

Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Interactive Writing and Grammar Exercises web codes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials (see for

example, Internet Tip (side column), pp. 47, 81, 128, 144, 161, 179; More Practice (side column), pp. 195, 197, 201, 202, 204, 206)

• Diagnostic Tests and Scoring Rubrics

Other multimedia resources include the following: • Teacher

Express CD-ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization

• Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for

print, LAN-based, and Internet-based tests

• Writers at Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

See next standard for detailed explanation of Internet components of this program.

Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • Interactive

Writing and Grammar Exercises web codes

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

throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials (see for example, Internet Tip (side column), pp. 47, 81, 128, 144, 161, 179; More Practice (side column), pp. 195, 197, 201, 202, 204, 206)

• PH Online Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback


Links to the Interactive Textbook can be found throughout the text, but for examples, please see pp.

84, 92, and 132. For examples of online support, see http: //phschool.com/atschool/writing_grammar/webcodes/program_page.html and following the links for each level of the program. In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank assignments for each genre-specific Writing chapter and can be found at www.phsuccessnet.com.

The Writing and Grammar program includes a full array of technology resources, as referred to on teacher’s edition Time and Resource Manager pages for each chapter,

3. Integrate technology into the curriculum.

http://phschool.com/atschool/writing_grammar/webcodes/program_page.html






under the heads Media and Technology and Writing and Grammar On-line (see, for example, Teacher’s Edition pp. 48b, 76b, and 106b) Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • PH Online

Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Interactive Writing and Grammar Exercises web codes throughout the student edition allow students to quickly access online

grammar exercises, reviews, writing tools, and tutorials


Other multimedia resources include the following: • Teacher

Express CD-ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization

• Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

• Writers at

Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

B. Scientifically-Based Research Strategies

The program emphasizes student awareness of a variety of learning strategies. In Chapter 30: Reading Skills the first section provides instruction in the use of graphic organizers (pp. 533-534). In addition, every writing lesson in the program introduces a variety of graphic organizers to reinforce the stages of the writing process. For examples please see

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

Chapter 2: A Walk Through the Writing Process pages 5, 7, and 9, as well as examples from other writing chapters such as those found on pages 70, 102, and 132.

The Writer in You, pp. 2-3, A Walk Through the Writing Process, pp. 4-15, Narration: Autobiographical Writing, pp. 32-47; Narration: Short Story: pp. 48-65; Description, pp. 66-81; Persuasion, pp. 82-99; Exposition: Comparison–and–Contrast Essay, pp. 100-113; Exposition: Cause–and–Effect Essay, pp. 114-129; Exposition: How-to Essay, 130-145; Research Report, pp. 146-161; Response to Literature,

2. Promote writing skills and study techniques .

pp.162-179; Writing for Assessment, pp. 180-189; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback. Also see, Chapter 31: Study, Reference, and Test-Taking Skills, pp. 548-567

Varied teaching models and differentiated instruction can be found integrated throughout the text. The Time and Resource Manager that introduces every chapter of the program (see Teacher’s Edition pp. 106a-b, 210a-b, and 396a-b) includes an overview of and page list for the following: • In-depth

Lesson Plan

3. Present varied teaching models with emphasis on differentiated instruction in content, process and product.

• Accelerated Lesson Plan

• Options for Adapting Lesson Plans

• Integrated Skills Coverage

• Meeting Individual Needs

• Block Scheduling

• Assessment Support

Also see the Customize for . . . differentiated teaching notes integrated at point of use throughout the teacher’s edition. Examples include the following: a. Customize for

ESL Students (Teacher’s Edition, p. 122, correlated to Handbook p. 78)

b. Customize for Logical/ Mathematical Learners (Teacher’s Edition p. 675,

correlated to Handbook p. 489)

c. Customize for Bodily/Kinesthetic Learners (Teacher’s Edition p. 523, correlated to Handbook p. 377)

d. Customize for Less Advanced Students (Teacher’s Edition p. 245, correlated to Handbook p. 155)

e. Customize for More Advanced Students (Teacher’s Edition p. 517, correlated to Handbook p. 371)

f. Customize for Verbal/Linguistic Learners (Teacher’s Edition p. 118, correlated to Handbook p. 74)

Student Works in Progress are used to provide exemplars of

writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: Student Work in Progress: ”My Home Sweet Wet Home,” by Victoria Kilinskis, pp. 68, 71, 73, 75, 77, 78 ”I Will Be Drug Free,” by Ryan Caparella, pp. 84, 87, 89, 91, 92, 97 “Small Town, Big City,” by Mindy Glasco, pp. 102, 107, 108, 109 ”The Dust Bowl,” by Emily Meade, pp. 116, 118, 121, 123, 124 ”How to Groom a Dog,” by Katherine Ann Roshani Stewart, pp. 132, 137, 138, 141 The first half of the book uses a series of writing

assignments as lessons. Students are expected to develop skills as they create their own pieces of writing. See the following chapters as examples: Exposition: Comparison–and–Contrast Essay, pp. 100-113; Exposition: Cause–and–Effect Essay, pp.114-129; Exposition: Problem–and–Solution Essay, How-to Essay, pp. 130-145 The next section of the book on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after key concepts (see pp. 206 and 212), section review exercises (see pp. 242 and 262) and chapter reviews (see pp.

243 and 263) A variety of extension activities provide additional practice and application of skills as follows: Connected Assignments (pp. 129 and 145) give students the opportunity to connect writing activities to other genres of expression.



80% A=Adequate

80% M=Minimal


C. Critical Thinking

Questioning models are taught to students in a number of sections of the program. Chapter 30: Reading Skills includes sections

1. Emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.

on Use the SQ4R Method (pp. 532), Reading Nonfiction Critically : Applying Forms of Reasoning: Make Generalizations, p. 538 In addition, students move through the Bloom’s Taxonomy competencies in each writing chapter as follows: • Knowledge:

What is… (see p. 49)

• Comprehension: Student Work in Progress (see pp. 50, 52, 55, 57, 58, 63)

• Application: guide for steps of the writing process as students write (see p. 50-62)

• Analysis: Peer Review (see p. 60)

• Synthesis: Publishing and Presenting (see p. 62)

• Evaluation: Rubric for Self-

Assessment and Reflecting on Your Writing (see p. 62)

Each Writing chapter from Chapter 4 through Chapter 12 includes peer review and shared response activities such as those found on pp. 45 and 79. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of each Writing chapter, from Chapter 4 through Chapter 12, such as those found on pp. 81 and 144.

2. Promote student-generated responses.

D. Life Skills

Life skills are integrated throughout the program (see technology and writing references above), but there are two key

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).

chapters that exemplify this emphasis. The first is Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 486-505) includes the following sections: • Using Informal

Speaking Skills • Using Formal

Speaking Skills • Interpreting

Maps and Graphs

• Viewing Information Media Critically

• Interpreting Fine Art

• Creating Visual Aids

In addition, Chapter 31: Study, Reference, and Test-Taking Skills (pp. 548-567) includes the following sections: • Basic Study

Skills • Reference

Skills • Test-Taking

Skills

Habits of mind skills and metacognitive approaches are integrated throughout the program, but there are two key chapters that exemplify this emphasis. The first is Chapter 30: Reading Skills (pp.528-547) includes the following sections: • Reading

Methods and Tools

• Reading Nonfiction Critically

• Reading Literary Writing

• Reading from Varied Sources

In addition, Chapter 31: Study, Reference, and Test-Taking Skills (pp. 548-567) includes the following sections: • Basic Study

Skills

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

• Reference Skills

• Test-Taking Skills

In addition, the varied teaching models mentioned above, General Criteria: Scientifically Based Research Strategies, B.3, also serve to engage students in a variety of learning modalities and habits of thinking.

E. Classroom Management

Opportunities for students to work in a wide variety of cooperative groups as well as independently are integrated into every lesson. In addition, all steps of the writing process include peer review and shared response activities such as those found on pp. 94 and 111. Students also generate

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

reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every Writing chapter from Chapter 4 through Chapter 12, including those found on pp. 96 and 144. In addition, the skills required for group work are covered in the following chapter: Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 486-505) includes the following sections: • Using Informal


Speaking Skills • Listening

Critically

Opportunities for students to work in a wide variety of cooperative

2. Provide classroom management suggestions.

groups as well as independently are integrated into every lesson. Classroom management suggestions can be found in Step-by-Step Teaching Guide notes, such as those found on Teacher’s Edition pp. 17, 18 (step 3), and p. 297 (step 3). For professional support guidance and opportunities, see the Block Scheduling note in the Time and Resource Manager pages before each chapter of the teacher’s edition (examples on Teacher’s Edition pp. 48a-b and 308a-b). Other classroom management suggestions listed in the Time and Resource Manager include: • In-depth Lesson Plan

• Accelerated Lesson Plan • Options for Adapting Lesson Plans These lesson plans and the Step-by-Step Teaching Guide in the teacher’s edition are supported by Ongoing Assessment notes such as those found on Teacher’s Edition pp. 150 and 558 which support the stages of the suggested lessons. In addition, Chapters 4 through 12 include peer review and shared response activities such as those found on pp. 126 and 142. Students also have a variety of self-assessment opportunities in the Reflecting on Your Writing and Rubric for Self-Assessment activities at the

end of each chapter from Chapter 4 through Chapter 12, including those found on pp. 96 and 144. The skills required for group work are covered in the following chapters: Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 486-505) includes the following sections: • Using Informal



Effectively • Listening

Critically

Topic Banks include activities that address the needs of verbal/linguistic learners, intrapersonal learners, and visual learners. For examples,

3. Provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).

please see pp. 51, 69, 103, and 133. Ongoing Assessment support references follow the development of each lesson through Diagnose, Monitor and Reinforce and Assess Mastery (see Teacher’s Edition pp. 163, 167, and 177). These notes provide suggestions for differentiation and intervention. Customize for . . . differentiated teaching notes are integrated at point of use throughout the teacher’s edition. Examples include the following: a. Customize for

ESL Students (Teacher’s Edition, p. 122, correlated to Handbook p. 78)

b. Customize for Logical/ Mathematical

Learners (Teacher’s Edition p. 675, correlated to Handbook p. 489)

c. Customize for Bodily/Kinesthetic Learners (Teacher’s Edition p. 523, correlated to Handbook p. 377)

d. Customize for Less Advanced Students (Teacher’s Edition p. 245, correlated to Handbook p. 155)

e. Customize for More Advanced Students (Teacher’s Edition p. 517, correlated to Handbook p. 371)

f. Customize for Verbal/Linguistic Learners (Teacher’s Edition p. 118, correlated to Handbook p. 74)

Life skills chapters also provide

opportunities for students to work with different learning modalities. Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 486-505) includes the following sections: • Using Informal




Critically

F. Instructional Materials

A variety of models and assignments give teachers and students a wealth of opportunities to explore writing, language, and reading skills using different styles and multiple intelligences. Topic Banks

1. Address varied learning styles and multiple intelligences of students by including models.

include activities that address the needs of verbal/linguistic learners, intrapersonal learners, and visual learners. For examples, please see pp. 51, 69, 103, and 133. Customize for . . . differentiated teaching notes integrated at point of use throughout the teacher’s edition. Examples include the following: • Customize for

Logical/ Mathematical Learners (Teacher’s Edition p. 675, correlated to Handbook p. 489)

• Customize for

Bodily/Kinesthetic Learners (Teacher’s Edition p. 523, correlated to Handbook p. 377)

• Customize for Verbal/Linguistic Learners

(Teacher’s Edition p. 118, correlated to Handbook p. 74)

Life skills chapters also provide opportunities for students to work with different learning modalities. Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 486-505) includes the following sections: • Using Informal




Critically

The structure of the book is centered around students getting directly involved in all skills taught. For example, the first half of the

2. Provide extensive and varied opportunities to practice skills.

book uses a series of writing assignments as lessons. Students are expected to develop skills as they create their own pieces of writing. See the following chapters as examples: Exposition: Comparison–and–Contrast Essay, 100-113; Exposition: Cause–and–Effect Essay, 114-129; Exposition: How-to Essay, 130-145 The next section of the book on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after key concepts (see pp. 206 and 212), section review exercises (see pp. 242 and 262) and chapter reviews (see pp. 243 and 263). A variety of

extension activities provide additional practice and application of skills as follows: Connected Assignments (pp. 129 and 145) give students the opportunity to connect writing activities to other genres of expression. The program also includes additional practice activities in the following booklets: Daily Language Practice; Academic and Workplace Skills Activity Book; Vocabulary and Spelling Practice Book; Grammar Exercise Workbook

Topic Banks include enrichment activities that address the needs of verbal/linguistic learners, intrapersonal

3. Provide intervention, practice and enrichment materials.

learners, and visual learners. For examples, see pp. 35, 69, 103, and 133. The section of the book on Grammar, Usage, and Mechanics, provides students with practice throughout as well, including exercises after key concepts (see pp. 206 and 212), section review exercises (see pp. 242 and 262) as well as chapter review exercises (see p. 243). Ongoing Assessment support references in the Teacher’s Edition follow the development of each lesson, providing intervention, differentiation, and assessment through Diagnose, Monitor and Reinforce and Assess Mastery (see Teacher’s Edition pp. 163,

167, and 177). The program also includes additional practice activities in the following booklets: Daily Language Practice; Academic and Workplace Skills Activity Book; Vocabulary and Spelling Practice Book; Grammar Exercise Workbook

A Walk Through the Writing Process, 4-15, Narration: Autobiography, 32-47; Narration: Short Story: 48-65; Description, 66-81; Persuasion, 82-99; Exposition: Comparison–and–Contrast Essay, 100-113; Exposition: Cause–and–Effect Essay, 114-129; Exposition: How-to Essay, 130-145; Research Report, 146-161; Response to

4. Provide exemplars of narrative, descriptive, informative and persuasive writing types.

Literature, 162-179; Writing for Assessment, 180-189



80% A=Adequate

80% M=Minimal


Every chapter from Chapter 4 through Chapter 12 includes a Student Work in Progress (see pp. 34, 36, 39, 41, 43, and 44). In addition, every chapter from Chapter 4 through Chapter 12 includes peer review and shared response activities such as those found on pp. 126 and 142. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every

5. Provide exemplars of editing/revision for writing.

chapter from Chapter 4 through Chapter 12, including those found on pp. 62 and 81. See also Revising, 11–13, 40–45, 56–60, 74–79, 90–94, 108–111, 122–126, 138–142, 154–158, 172–177, 186–187; Editing, 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, 188

This standard is addressed by the program as a whole, which functions as an interactive Handbook of the English Language. For example, in Part 2 of the program, entitled Grammar, Usage, and Mechanics, chapters include (but are not limited to) the following: a. Nouns and

Pronouns (pp. 192-207)

6. include a Handbook of English Language within the text for writing support (grades 5-12) and a supplemental handbook for grades K-4.

b. Verbs (pp. 208-221)

c. Basic Sentence Parts (pp. 264-293)

d. Using Pronouns (pp. 388-397)

In addition, pages at the end of the program, starting on p. 600, include the following reference resources for students: • Citing Sources

and Preparing Manuscript

• Commonly Overused Words

• Commonly Misspelled Words

• Abbreviations Guide

• Proofreading Symbols Reference

Both the writing chapters and the language/ grammar chapters are structured developmentally and thus can be easily presented

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

in both block and multi-day instructional plans. See the Time and Resource Manager at the beginning of each chapter in the Teacher’s Edition for a three-to-five day In-Depth Lesson Plan for the chapter as well as suggestions for Block Scheduling (see, for example, Teacher’s Edition pp. 162a and 162b). The first half of the book uses a series of writing assignments as lessons. Students are expected to develop skills as they create their own pieces of writing. Each chapter reinforces the stages of the writing process, and helps students by providing them with in-depth exercises that can each become a day’s lesson. See the following

chapters as examples: Exposition: Comparison–and–Contrast Essay, 100-113; Exposition: Cause–and–Effect Essay, 114-129; Exposition: How-to Essay, 130-145 The next section of the book on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after key concepts (see pp. 206 and 212), section review exercises (see pp. 242 and 262) and chapter reviews (see pp. 243 and 263).

As noted above, both the writing lessons and the grammar lessons reinforce previously taught concepts. In the writing lessons, each

8. Connect previously taught skills and strategies with new content and text.

chapter reinforces the stages of the writing process, building on the skills taught in earlier writing lessons. See the following chapters as examples: Exposition: Comparison–and–Contrast Essay, 100-113; Exposition: Cause–and–Effect Essay, 114-129; Exposition: How-to Essay, 130-145 The next section of the book on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after key concepts (see pp. 206 and 212), section review exercises (see pp. 242 and 262).

Both the writing chapters and the language/ grammar chapters are

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

structured developmentally. Writing chapters focus on both general and specific strategies in several categories that repeat: • Prewriting (see

p. 68-71) • Drafting (see p.

72-73) • Revising (see

p. 74-79) • Editing and

Proofreading (see p. 80)

• Publishing and Presenting (see p. 81)

Within these repeated writing process strategies, are more specific sub-categories that also repeat in every lesson, providing students with both structure and variety in their approach to mastering their own writing. These strategies include, but are not limited to the following:

• Choosing Your Topic (see p. 68)

• Narrowing Your Topic (see p. 70)

• Gathering Details or Evidence (see p. 71)

• Shaping Your Writing (see p. 72)

• Revising Your Overall Structure (see p. 74)

A range of learning strategies are also taught and summarized in several chapters that allow teachers to isolate specific approaches to learning and help students integrate them in other areas of the program and their lives. These chapters include: • Chapter 2: A

Walk Through the Writing (pp. 4–15)

• Chapter 28: Speaking, Listening, Viewing, and

Representing (pp. 486-505)

• Chapter 30: Reading Skills (pp. 528-547).

• Chapter 31: Study, Reference, and Test-Taking Skills (pp. 548-567)

G. Assessment

Assessment is integrated into the handbook in the following ways: • Test

Preparation Handbook: Preparing for the New SAT and ACT (see pp. 568-599)

• Rubric for Self-Assessment (see pp. 96 and 113)

• Diagnostic Test (see pp. 193 and 265)

• Section Reviews (see pp. 207, 357, 413)

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

Test Preparation Handbook:

2. Provide preparation for standardized tests.

Preparing for the New SAT and ACT (see pp. 568-599) Also see: Diagnostic Test (see pp. 193 and 265) Section Reviews (see pp. 207, 357, 413)

The program includes a wide range of performance-based assessment as follows: • Rubric for

Self-Assessment (see pp. 128, 179)

• Building Your Portfolio (see pp. 96 and 113)

• Section Reviews (see pp. 207, 357, 413)

• Connected Assignments (pp. 129 and 145) give students the opportunity to connect writing

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

activities to other genres of expression.

The Writing Assessment and Portfolio Management booklet, as cited under Assessment on, for example, Teacher’s Edition pp. 48b, 76b, and 106b, 134b, 162b, includes scoring rubrics for each major genre covered in the student edition along with and guidelines for managing portfolios. In addition, some chapters of the program emphasize assessment through performance. These include but are not limited to the following: Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 548-567) includes the following

sections: • Using Informal




Critically • Interpreting

Maps and Graphs

• Viewing Information Media Critically

• Creating Visual Aids

Diagnostic tests and on-going assessment monitoring can be found in the following places: Diagnostic Test (see pp. 193 and 265) Section Reviews (see pp. 207, 357, 413)

4. Provide benchmark and ongoing progress monitoring.

Rubric for Self–Assessment/ Reflecting on Your Writing/ Building Your Portfolio/ 15, 47,

5. Provide rubric-based differentiated assessment.

62, 81, 96, 113, 128, 144, 161, 179, 189 The Writing Assessment and Portfolio Management booklet, as cited under Assessment on, for example, Teacher’s Edition pp. 48b, 76b, and 106b, 134b, 162b, includes scoring rubrics for each major genre covered in the student edition along with and guidelines for managing portfolios.

EIGHTH GRADE ENGLISH LANGUAGE ARTS K-12 (COMPOSITION, GRAMMAR, HANDWRITING, JOURNALISM AND SPEECH)

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

Reading and Language Arts eighth grade students continue to develop as independent motivated readers and writers who think critically and take responsibility for their learning. Students apply vocabulary and comprehension strategies across the curriculum. The eighth grade students use a variety of literary forms and informational texts to establish the foundations of lifelong reading. Students use the writing process to develop focused compositions. They independently validate information through assessing, researching and comparing data. Eighth grade 21st century learners critique oral and visual information and apply the information to

global situations. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.



80% A=Adequate

80% M=Minimal


Standard 2: Writing Students will apply writing skills and strategies to communicate effectively for different purposes. They will use the writing process by appropriately applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of print and media sources, students will select, organize and evaluate for research purposes. Standard 3: Listening, Speaking, Media Literacy In the twenty-first century, students will be required to communicate ideas clearly and efficiently. They will need to be able to use information technology proficiently to explore, research and express themselves for a variety of purposes. Applying listening, speaking and media literacy skills and strategies, they will connect with different audiences using media appropriate to the situation.

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

Composition/Grammar

Note Taking, 489, 551; Outlines, 152, 154, 489, 551; Research Report, 146-161

1. Use notes to create an outline for developing a written and/or oral presentation noting the inclusion of computer graphics.

Analogy, 565-566; Prewriting: Gathering Details, 37, 53, 71, 87, 105, 119, 135, 151, 168; Drafting: Providing Elaboration, 39,

2. Analyze how analogies, illustrations, examples and anecdotes are used to enhance oral and written communication (e.g., letters, poems, brief reports, descriptions, extended texts, illustrations).

55, 73, 89, 107, 121, 137, 153, 171, 185

Prewriting Strategies, 6–9, 34–37, 50–53, 68–71, 84–87, 102–105, 116–119, 132–135, 148–151, 164–169, 182–183; Drafting Strategies, 10, 38–39, 54–55, 72–73, 88–89, 106–107, 120–121, 136–137, 152–153, 170–171, 184–185; Revising Strategies, 11–13, 40–45, 56–60, 74–79, 90–94, 108–111, 122–126, 138–142, 154–158, 172–177, 186–187

3. use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to • vary sentence length • change sentence order • eliminate organizational errors • Use vivid and concise words to create a personal style or voice while

clarifying and enhancing the central idea.

The Writer in You, 2-3, A Walk Through the Writing Process, 4-15, Narration: Autobiography, 32-47; Narration: Short Story: 48-65; Description, 66-81; Persuasion, 82-99; Exposition: Comparison–and–Contrast

• use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to

• develop a creative or reflective composition (e.g., reflect on an experience or time in the past, draw upon imagination)

• Identify areas for further research by making personal connections to self, to texts and to the world to demonstrate that written communication is affected by choices writers make in language, tone and voice.

Essay, 100-113; Exposition: Cause–and–Effect Essay, 114-129; Exposition: Problem–and–Solution Essay, 130-145; Research Paper, 146-161; Response to Literature, 162-179; Writing for Assessment, 180-189

Narration: Autobiography, 32-47, including Topic Bank prompts, p. 35; Narration: Short Story: 48-65, including Topic Bank prompts, p. 51; Description, 66-81, including Topic Bank prompts, p. 69; Persuasion, 82-99, including Topic Bank prompts, p. 85; Exposition: Comparison–and–Contrast Essay, 100-113, including Topic Bank prompts, p. 103; Exposition: Cause–and–Effect Essay, 114-129,

4. Use a prompt with the five-step writing process to develop a focused composition that contains specific, relevant details and vivid, precise words.

including Topic Bank prompts, p. 117; Exposition: How-to Essay, 130-145, including Topic Bank prompts, p. 133; Research Paper, 146-161, including Topic Bank prompts, p. 149; Response to Literature, 162-179, including Topic Bank prompts, p. 165; Writing for Assessment, 180-189, including Topic Bank prompts, p. 182 Also see: Prewriting: Gathering Details, 37, 53, 71, 87, 105, 119, 135, 151, 168; Drafting: Providing Elaboration, 39, 55, 73, 89, 107, 121, 137, 153, 171, 185; Revising: Word Choice, 44, 59, 78, 94, 111, 126, 141, 158, 176, 187

Peer Review, 45, 60, 79, 94, 111,

5. Use multiple forms for self-directed assessment throughout the writing process.

126, 142, 158, 177; Rubric for Self-Evaluation, 15, 47, 62, 81, 96, 113, 128, 144, 161, 179, 189

Thesis Statement, 27, 88, 152, 183; Topic Sentence, 21-22, 110, 123

6. Recognize and write a simple thesis statement.

(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

Research Report, 146–161; Reading Nonfiction Critically, 535–540; Basic Study Skills, 549–551; Reference Skills, 552–562; Citing Sources and Preparing Manuscript, 602; Internet Research Handbook, 607-609

7. Resolve information conflicts and validate information through assessing, researching and comparing data.


8. conduct research by gathering, evaluating and synthesizing data from a variety of sources: • Internet • databases for periodicals/newspapers • interviews • reference books • card catalogue • miscellaneous resource materials

Research Report, 146–161; Reading

9. Determine the reliability of source materials.

Nonfiction Critically, 535–540; Basic Study Skills, 549–551; Reference Skills, 552–562; Citing Sources and Preparing Manuscript, 602; Internet Research Handbook, 607-609

Parallel Sentences, 93; Parallelism, 77, 89. See also: Phrases and Clauses, 294-323

10. Identify and correct faulty parallel sentence structure such as phrases and clauses.


11. Select and use a variety of resource materials to plan, develop and deliver a research project (5 pages) with documented sources, using multiple computer-generated graphic aids. • scope-and-sequence for completion • exemplars of works cited page • assignments to provide practice for creating works cited page • exemplars of computer-generated graphic aids • assignments to provide practice for creating computer-generated

graphic aids • assessment (e.g., rubric, peer evaluation, self-evaluation, self-reflection

opportunities, checklists for each step of writing process)



80% A=Adequate

80% M=Minimal


The Writer in You, 2-3, A Walk Through the Writing Process, 4-15, Narration: Autobiography, 32-47; Narration: Short Story: 48-65; Description, 66-81; Persuasion, 82-99; Exposition: Comparison–and–Contrast Essay, 100-113; Exposition: Cause–and–Effect Essay, 114-129; Exposition: How-to Essay, 130-145; Research Paper, 146-161; Response to Literature, 162-179; Writing for Assessment, 180-189

12. Use writing exemplars for all forms of writing (narrative, informative, descriptive, persuasive).

Nouns and Pronouns, 192–207; Verbs, 208–221; Adjectives and Adverbs, 222–243; Prepositions, 244–251; Conjunctions and

13. apply information from a writer’s handbook: • citation guide • grammar • capitalization • punctuation • sentence structure

Interjections, 252–263; Basic Sentence Parts, 264–293; Phrases and Clauses, 294–323; Effective Sentences, 324–357; Using Verbs, 358–387; Using Pronouns, 388–397; Making Words Agree, 398–413; Using Modifiers, 414–429; Punctuation, 430-467; Capitalization, 468-483; Resources, 600-631

Building Your Portfolio, 15, 47, 62, 81, 96, 113, 128, 144, 161, 179, 189

14. Apply information for the creation of a portfolio.

Rubric for Self Evaluation, 15, 47, 62, 81, 96, 113, 128, 144, 161, 179, 189

15. use a writing rubric which incorporates and evaluates organization, development, sentence structure, word choice and mechanics

Speaking and Listening Skills, 486; Using Informal Speaking Skills, 487; Using Formal Speaking Skills, 488–491; Speech, 83; Creating a Video, 504; Performing

16. model effective oral communication skills (e.g., tone, volume, rate, audience, etiquette, standard English) through the presentation of • compositions • reports • scripts • dramatizations

or Interpreting, 505; Documentary Video Script, 129

Speaking and Listening Skills, 486; Using Informal Speaking Skills, 487; Using Formal Speaking Skills, 488–491; Speech, 83; Creating a Video, 504; Performing or Interpreting, 505; Documentary Video Script, 129

17. Present an oral report with computer-generated graphic aids (e.g., tables, graphs, diagrams or charts).

Viewing Information Media Critically, 497-498; Interpreting Fine Art, 499; Responding to Fine Art, 35, 51, 69, 85, 103, 117, 133, 149, 165, 182

18. Critique oral/visual information presented, relate personal experiences and apply the information to global situations.



80% A=Adequate

80% M=Minimal



19. Listen in order to analyze and critique information received in spoken texts (e.g., of a guest speaker, informational video, televised interview or radio news program).


20. perform a variety of roles in group discussion • collaboration • facilitation • persuasion

Research Report, 146–161; Reading Nonfiction Critically, 535–540; Basic Study Skills, 549–551; Reference Skills, 552–562; Citing Sources and Preparing Manuscript, 602–

21. Distinguish between private and public information for use in research and writing.

606; Internet Research Handbook, 607-609, including Respecting Copyrighted Material, 609

Creating Visual Aids, 500; Use Formatting Features, 502; Working with Multimedia, 503; Creating a Video, 504; Documentary Video Script, 129

22. plan, create, organize and present an age-appropriate media product that demonstrates • format • purpose • audience

grade 8 prentice hall - pearson school

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