literature, the penguin edition © 2007 grade 9 correlated...

Literature, The Penguin Edition © 2007 Grade 9Correlated to:

Maryland Core Learning Goals, English 2(Grade 9)

Maryland Core Learning Goals, English 2PAGE(S) WHERE TAUGHT

(If submission is not a text, cite appropriate resource(s))

The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials.

SE/TE: Reading and Vocabulary Skills Preview, 22–23, 94–95, 158–159, 198–199, 282–283, 290–291, 368–369, 400–401, 473–474, 532–533, 562–563, 618–619, 626–627, 684–685, 722–723, 872–873, 880–881, 912–913, 946–947, 1038–1039, 1130–1131; Thinking About the Selection, 20, 32, 38, 58, 68, 77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128; Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 656–657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 10Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, Improving Reading Fluency: R24–R25

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs

English Core Learning Goals

Goal 1 The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.

Expectation 1.1

Indicator 1.1.1

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





The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.

SE/TE: Predictions, make, 22, 24, 30, 31, 32, 36, 38, 41, 42, 45, 46, 51, 55, 56, 57, 58, 62, 67, 68, 71, 86; use prior knowledge for making inferences, 198, 244, 247, 248, 252, 256, 260, 262; set purpose for reading to compare and contrast, 1046, 1094; also see: Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113



* Recognizing the implications of text features SE/TE: Recognize organizational features for identifying author’s purpose, 94, 118; evaluate text format for analyzing cause and effect, 290, 344; use text aids for summarizing, 728, 732, 735, 738, 740, 744, 748, 749, 754



* Linking appropriate experiences and prior knowledge about the topic, author, or type of material to the text

SE/TE: use prior knowledge for making inferences, 198, 244, 247, 248, 252, 256, 260, 262


Assessment Limit(s)







* Identifying an appropriate purpose for reading the text SE/TE: Set purpose for reading to compare and contrast, 1046, 1094



* Identifying questions a reader would expect to be answered by reading the text

SE/TE: Ask questions for analyzing cause and effect, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316; generate questions to identify main idea and supporting details, 400, 402, 408, 411, 412, 417, 420



* Identifying topics of discussion that may enhance a reader’s understanding of a text

SE/TE: Talk About It (On Your Own): 179, 383, 547, 699, 931, 1147; Tips for Discussing Literature, R20–R21



Indicator 1.1.2






The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing.

SE/TE: Visualize action for analyzing cause and effect, 290, 320, 323, 328, 329, 330, 335, 339, 340; reread to identify main idea and supporting details, 400, 424, 429, 433, 434, 438, 442; reread to evaluate persuasive appeals, 472, 474, 476, 478, 479, 480, 488, picture the action for paraphrasing, 626, 628, 633, 635, 636, 640, 641, 645, 647, 648; summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

TE: Summary, 931



* Using visual aids SE/TE: evaluate visual aids for making inferences, 198, 240



* Making connections between ideas within the text SE/TE: Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113; Critical Thinking: Connect, 32, 58, 142, 280, 316, 330, 340, 434, 459, 480, 500, 596, 615, 672, 754, 848, 1018, 1108; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112

Assessment Limit(s)








* Making connections between ideas within the text and relevant prior knowledge

SE/TE: Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113; Critical Thinking: Connect, 32, 58, 142, 280, 316, 330, 340, 434, 459, 480, 500, 596, 615, 672, 754, 848, 1018, 1108; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112



* Identifying the organizational pattern of the text SE/TE: recognize organizational features for identifying author’s purpose, 94, 118; Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464








* Focusing on similarities or differences in organizational patterns, text/author’s purpose, and relevant prior knowledge within or across texts

SE/TE: Author's purpose, identifying, 94, 96, 99, 103, 104, 111, 114, 117, 118, 121, 122, 125, 130, 137, 138, 142, 145, 158; use prior knowledge for making inferences, 198, 244, 247, 248, 252, 256, 260, 262; Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies


* Identifying the meaning of above-grade-level words as they are used in context

SE/TE: Vocabulary Study: Context clues, 213, 237; Context clues: prefixes/roots for, 947, 990, 1020, 1047, 1092, 1110, assessment, 1039, 1131

TE: Vocabulary : Context Clues, 8, 48, 62, 124, 176, 188, 204, 218, 222, 228, 278, 298, 310, 322, 394, 404, 506, 568, 632, 710, 800, 868, 902, 958, 968, 994, 1058, 1074, 1082, 1126



* Identifying the appropriate meaning of multiple-meaning words as they are used in context










* Identifying the meaning of phrases as they are used in context





* Predicting the development of ideas that might logically be included in the text

SE/TE: Predictions, make, 22, 24, 30, 31, 32, 36, 38, 41, 42, 45, 46, 51, 55, 56, 57, 58, 62, 67, 68, 71, 86



Indicator 1.1.3






The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.

SE/TE: Critical Thinking: Draw conclusions, 32, 38, 77, 84, 130, 142, 152, 252, 262, 273, 302, 361, 366, 412, 459, 462, 488, 524, 574, 582, 615, 616, 636, 648, 830, 848, 905, 944, 1017, 1120; Critical Thinking: Summarize, 77, 280, 462, 560, 720, 905, 974, 1017, 1029, 1031, 1064, 1090, 1128; Critical Thinking: Compare and contrast, 84, 114, 130, 142, 156, 196, 212, 236, 273, 302, 340, 361, 398, 574, 615, 754, 780, 810, 870, 905, 974, 987, 1008, 1029; Critical Thinking: Contrast, 236, 574; Critical Thinking: Compare, 330, 340, 1120; Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872; Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912; Compare and contrast, 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097, 1098, 1102, 1107, 1108, 1111, 1130

TE: Summary, 931



* Summarizing, comparing, contrasting, and synthesizing significant ideas in a text

SE/TE: Critical Thinking: Summarize, 77, 280, 462, 560, 720, 905, 974, 1017, 1029, 1031, 1064, 1090, 1128; Critical Thinking: Compare and contrast, 84, 114, 130, 142, 156, 196, 212, 236, 273, 302, 340, 361, 398, 574, 615, 754, 780, 810, 870, 905, 974, 987, 1008, 1029; Critical Thinking: Contrast, 236, 574; Critical Thinking: Compare, 330, 340, 1120; Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872; Compare and contrast, 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097, 1098, 1102, 1107, 1108, 1111, 1130

Assessment Limit(s)








* Summarizing or synthesizing significant ideas across texts and drawing conclusions based on the information in more than one text

SE/TE: Critical Thinking: Draw conclusions, 32, 38, 77, 84, 130, 142, 152, 252, 262, 273, 302, 361, 366, 412, 459, 462, 488, 524, 574, 582, 615, 616, 636, 648, 830, 848, 905, 944, 1017, 1120; Critical Thinking: Summarize, 77, 280, 462, 560, 720, 905, 974, 1017, 1029, 1031, 1064, 1090, 1128; Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872; Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912; Compare and contrast, 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097 1098 1102 1107 1108 1111 1130TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies


* Drawing conclusions based upon information from the text

SE/TE: Critical Thinking: Draw conclusions, 32, 38, 77, 84, 130, 142, 152, 252, 262, 273, 302, 361, 366, 412, 459, 462, 488, 524, 574, 582, 615, 616, 636, 648, 830, 848, 905, 944, 1017, 1120; Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912








* Confirming the usefulness or purpose for reading the text

SE/TE: set purpose for reading to compare and contrast, 1046, 1094



* Predicting the development, topics, or ideas that might logically be included if the text were extended

SE/TE: Critical Thinking: Speculate, 20, 32, 77, 152, 156, 236, 316, 510, 524, 530, 615, 664, 681, 720, 754, 861, 870, 955, 1036, 1090; Extend Your Learning, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109



The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text.

SE/TE: Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112; Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912


Indicator 1.1.4







* Recognizing the implications of non-print text such as photographs, posters, art reproductions, cartoons, and stills from film or stage productions

SE/TE: Communication Workshops, Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142; Paraphrasing evaluate Web sources by, 626; Reading Informational Materials: Web Sites, 652–654; also see: Research and Technology: Storyboard for movie, 59, 69, Illustrated report, plan for on city life, 253, Illustrated report, plan for on wolves, 263, Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Fact sheet on tornadoes, 637, Fact sheet on ravens, 649, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781



Assessment Limit(s)






* Identifying an appropriate purpose for viewing non-print text

SE/TE: Communication Workshops, Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142; Paraphrasing evaluate Web sources by, 626; Reading Informational Materials: Web Sites, 652–654; also see: Research and Technology: Storyboard for movie, 59, 69, Illustrated report, plan for on city life, 253, Illustrated report, plan for on wolves, 263, Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Fact sheet on tornadoes, 637, Fact sheet on ravens, 649, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781



* Confirming the usefulness or purpose for viewing a non-print text

SE/TE: Critical Viewing: Assess, 365, 603, 808, 1058, 1115



* Evaluating non-print text as it relates to a print text SE/TE: SE/TE: Critical Viewing: Evaluate, 57, 566, 592, 668, 804, 823, 839, 1010, 1062








* Focusing on similarities and/or differences in purpose and effect across texts

SE/TE: Critical Viewing: Compare and contrast, 4, 63, 192, 204, 216, 271, 277, 323, 362, 404, 407, 428, 630, 644, 717, 772, 794, 887, 902, 957, 972, 986, 1008, 1014, 1052TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies


* Summarizing, comparing, drawing conclusions about, and synthesizing significant ideas between print and non-print text

SE/TE: Critical Viewing: Compare, 29, 82, 529, 678; Draw conclusions, 36, 750, 753; Synthesize, 553



Indicator 1.1.5






The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film.

SE/TE: Unit Introductions: Fiction and Nonfiction, 2, 4, Short Stories, 182, 184, Nonfiction, Types of, 386, 388, Poetry, 550, 552, Drama, 702, 704, Themes in Literature: Heroism, 934, 936; Literary Analysis (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 656–657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Meet the Author: 25, 34, 47, 60, 73, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 321, 332, 349, 403, 414, 425, 436, 449, 475, 482, 493, 502, 521, 565, 576, 591, 598, 613, 628, 638, 658, 666, 677, 726–727, 857, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113; Literary Analysis (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; Reading Informational Materials : Instructions: Recipes, 42–44, Spanish/English Dictionaries, 118–120, Signs and Instructions, 240–242, Brochures, 344–346, Technical Documents, 446–448, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Book Reviews, 892–894, Applications, 1022–1024, Encyclopedia Entries, 1094–1096; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112; Genre Review (Apply the Skills): Fiction and Non–Fiction, 20, Short Story, 196, Types of Non–Fiction, 398, Poetry, 560, Drama, 720, Themes in Literature, 944

TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources

TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit.

SE/TE: Extend Your Learning, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109

Expectation 1.2








The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.

SE/TE: Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848; Conflict, 4, 6, 46, 58, 68, 184, 200, 205, 207, 208, 209, 211, 212, 216, 218, 222, 224, 225, 226, 228, 232, 234, 236, 704, 718; Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704; Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85, 911; Setting, 4, 7, 20, 185, 266, 268, 270, 272, 273, 276, 279, 280, 281



* plot, sequence of events (including foreshadowing and flashback), cause-and-effect relationships, and events that are exposition, climax or turning point, resolution (Students will not be asked to label events.)

SE/TE: Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704; Climax, 46, 58, 68, 184, 704 ; Foreshadowing, 46, 50, 53, 55, 58, 64, 68 ; Resolution (of conflict), 46, 58, 68, 184, 200, 212, 236 ; Flashback, 948, 954, 984, 987, 988


* Determining the significance of the following as each contributes to the meaning of a text

Indicator 1.2.1

Assessment Limit(s)







* characters' defining traits, motivations, and developments throughout the text

SE/TE: Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848



* details that provide clues to the setting, the mood created by the setting, and the role the setting plays in the text

SE/TE: Setting, 4, 7, 20, 185, 266, 268, 270, 272, 273, 276, 279, 280, 281



* conflicts that motivate characters and those that serve to advance the plot

SE/TE: Conflict, 4, 6, 46, 58, 68, 184, 200, 205, 207, 208, 209, 211, 212, 216, 218, 222, 224, 225, 226, 228, 232, 234, 236, 704, 718








* the perspective of the author or speaker as well as the effects of first or third person narration and multiple narrators within and across text(s)

SE/TE: Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85, 911; Perspective in nonfiction, 388, 393; Speaker in poetry, 550; Perspective in satire, 896



The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose.

SE/TE: Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108; Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420; Author's purpose, identifying, 94, 96, 99, 103, 104, 111, 114, 117, 118, 121, 122, 125, 130, 137, 138, 142, 145, 158; Word choice, voice and, 96, 104, 114; Imagery, 552, 556, 560, 612, 614, 616, 617



* a particular speaker in a text SE/TE: Speaker in poetry, 550



Assessment Limit(s)

* Identifying and/or explaining the significance of the following as each contributes to the author's purpose

Indicator 1.2.2






* the arrangement of ideas in a particular way SE/TE: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420



* the arrangement of words or phrases SE/TE: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420



* words that convey author's purpose SE/TE: Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108



* syntax, words, and syllables that create rhythm to reveal the meaning of the text

SE/TE: Syntax, 402, 412, 420; Rhythm in poetry, 552








* implied meaning or particular image associated with a particular word or phrase

SE/TE: Images in poetry, 550, 552, 560; Imagery, 552, 556, 560, 612, 614, 616, 617



The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose.

SE/TE: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420; also see: Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108; Author's purpose, identifying, 94, 96, 99, 103, 104, 111, 114, 117, 118, 121, 122, 125, 130, 137, 138, 142, 145, 158TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources


* repetition SE/TE: Repetition, 492, 500, 510, 552, 558


Indicator 1.2.3

Assessment Limit(s)* Identifying and/or explaining the effect and/or effectiveness of the following as each contributes to the author's purpose







* exaggeration SE/TE: Tall tales, 937, 1112, 1115, 1116, 1119, 1120, 1122, 1124, 1125, 1126, 1128, 1129



* parallelism SE/TE: Parallelism, 492, 500, 510



* allusion SE/TE: Allusion, 782, 810, 1026, 1037



* analogy SE/TE: Analogy








* figurative language SE/TE: Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628



* transitions SE/TE: opportunities to address this standard can be found on the following pages: Revising Word Choice: transitions, 875



* choice of details SE/TE: Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464



* syntax SE/TE: Syntax, 402, 412, 420








* organizational patterns SE/TE: Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368; Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532



* structural features SE/TE: Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464



Indicator 1.2.4






The student will identify and/or explain connections between and among themes and/or styles of two or more texts.

SE/TE: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944; Comparing Literary Works: Point of View, 72, Theme, 146, Setting, 266, Symbolism and Allegory, 348, Biographical Writing, 450, Humorous Essay, 520, Imagery, 612, Lyric Poetry, 676, Archetypal Theme: Ill–fated Love, 856, Satire, 896, Contemporary Interpretations, 1026, Tall Tale and Myth, 1112; also see: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420;



* Analyzing the similarities or differences in styles (e.g., formal, informal, conversational, scholarly, journalistic, poetic) of two or more texts

SE/TE: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420; also see: Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112

TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General ResourcesTECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

* Analyzing the similarities or differences in themes of two or more texts

SE/TE: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944; Comparing Literary Works: Theme, 146, Archetypal Theme: Ill–fated Love, 856; also see: Comparing Literary Works, 72, 85, 266, 348, 450, 520, 612, 676, 896, 1026, 1112


Assessment Limit(s)







* Analyzing the ways in which different texts illustrate a similar theme

SE/TE: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944; Comparing Literary Works: Theme, 146, Archetypal Theme: Ill–fated Love, 856; also see: Comparing Literary Works, 72, 85, 266, 348, 450, 520, 612, 676, 896, 1026, 1112TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources


The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society.

SE/TE: Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038; Communication Workshops: Analyzing Broadcast Media Presentations, 170, Multimedia Presentation of a Research Report, 928, Comparing Media Coverage, 1142; also see: Literature in Context (culture, geography, history, humanities, language, literature, math, mythology,science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118



Indicator 1.2.5

Assessment Limit(s)






* Identifying and/or explaining ideas and issues of a text or across texts that may have implications for readers or contemporary society

SE/TE: Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038; also see: Literature in Context (culture, geography, history, humanities, language, literature, math, mythology,science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118



* Extending ideas found in a text or across texts by connecting them to ideas that have personal or societal relevance

SE/TE: Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118



Indicator 1.2.6






The student will extend or further develop meaning by comparing texts presented in different media.

SE/TE: Communication Workshops, Multimedia Presentation of a Research Report, 928; also see: Reading Informational Materials, 42–44, 118–120, 240–242, 344–346, 446–448, 514–516, 586–588, 652–654, 852–854, 892–894, 1022–1024, 1094–1096; Research and Technology: Storyboard for movie, 59, 69, Illustrated report, plan for on city life, 253, Illustrated report, plan for on wolves, 263, Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Fact sheet on tornadoes, 637, Fact sheet on ravens, 649, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781



The student will explain and give evidence to support perceptions about print and non-print works.

SE/TE: Writing Workshops: Response to Literature, 688–695; Work in Progress : Response to literature, 651, 675; Writing to Compare Literary Works: 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; Communication Workshops: Analyzing Broadcast Media Presentations, 170, Multimedia Presentation of a Research Report, 928, Comparing Media Coverage, 1142; also see: Reflecting/Assessing (Journal/Rubric): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141



Indicator 1.3.1

Expectation 1.3






The student will explain how language and textual devices create meaning.

SE/TE: Literary Analysis (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108



The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references.

SE/TE: Writing Workshops: Response to Literature, 688–695; Work in Progress : Response to literature, 651, 675; Writing to Compare Literary Works: 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; also see: Reflecting/Assessing (Journal/Rubric): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141



The student will identify features of language that create tone and voice.

SE/TE: Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420; Voice, 96, 99, 103, 104, 109, 110, 113, 114, 183



Indicator 1.3.2

Indicator 1.3.3

Assessment Limit(s)






* Analyzing the effects of certain words and phrases on the tone or voice of a text or across texts

SE/TE: Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420; Voice, 96, 99, 103, 104, 109, 110, 113, 114, 183



* Identifying similarities or differences in the overall tone created by language choices throughout a text or across texts

SE/TE: Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420



The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a non-print medium are used to create meaning and evoke response.

SE/TE: Communication Workshops: Analyzing Broadcast Media Presentations, 170, Giving the Oral Interpretation (punctuation, rhythm), 696, Comparing Media Coverage, 1142; also see: Dramatic reading : of poem, 597, 609; Performance : dramatic, 703, staged performance from drama scene, 755TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources


Indicator 1.3.4

Indicator 1.3.5






The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.

SE/TE: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944; also see: Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038; Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118



* Identifying the experiences, emotions, issues and ideas in a text or across texts that give rise to universal literary themes

SE/TE: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944; also see: Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112



Assessment Limit(s)






* Considering the influence, effect, or impact of historical, cultural, or biographical information on a text (will not be dependent on student’s prior knowledge)

SE/TE: Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038; Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118



The student will assess the literary merit of a text. SE/TE: Writing Workshops: Response to Literature, 688–695; Work in Progress : Response to literature, 651, 675; Writing to Compare Literary Works: 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; also see: Reflecting/Assessing (Journal/Rubric): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141



Goal 2 The student will demonstrate the ability to compose in a variety of modes by developing content , employing specific forms, and selecting language appropriate for a particular audience and purpose.

Expectation 2.1

Indicator 1.3.6






The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas.

SE/TE: Extend Your Learning, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109; Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111; Writing to Compare Literary Works, 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; Writing Workshops: Autobiographical Narrative, 88–93, Problem–and–Solution Essay, 162–169, Short Story, 284–289, Cause–and–Effect Essay, 372–379, Business Letter, 466–471, Editorial, 536–543, Descriptive Essay, 620–625, Response to Literature, 688–695, How–to Essay, 874–889, Research Report, 916–927, Writing for Assessment, 1040–1045, Comparison–and–Contrast Essay, 1134–1141



The student will compose to inform by using appropriate types of prose.

SE/TE: Writing Workshops: Problem–and–Solution Essay, 162–169, Cause–and–Effect Essay, 372–379, Business Letter, 466–471, How–to Essay, 874–889, Research Report, 916–927, Writing for Assessment, 1040–1045, Comparison–and–Contrast Essay, 1134–1141; also see: Research and Technology, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109; Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111

Indicator 2.1.1






TE: Extend the Lesson: Slang / Plain English Dictionary, 121, Create a Definition, 178, Signs All Around Us, 243, Favorite Place, 347, Technical Writing, 449, Historical Study, 519, Community Article, 547, Case Studies, 589, Web Page Text, 655, Atlas Entry, 855, Writing Reviews, 895, Summary, 931, Ideal Positions, 1025, Encyclopedia Articles Comparison, 1097

TR: Skills Development Workbook; Skills Development Transparencies

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

* using description to support the writing purpose SE/TE: Providing Elaboration by: choosing vivid details, 89, using, details to show, not tell, 285, filling in details from outline, 1041, providing specific/supporting details, 690, 1136



* using personal ideas to support the writing purpose SE/TE: Choosing Topic by: freewriting, 373, relating question to own knowledge, 1040



* fulfilling the writing purpose as stated in the prompt SE/TE: Narrowing Topic by: clarifying purpose, 689, specifying purpose, 1135



* including relevant and complete support of ideas SE/TE: Gathering Details, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135; Providing Elaboration, 89, 164, 285, 374, 467, 538, 621, 690, 875, 920, 1041, 1136

* Composing to explain an idea or examine a topic

* Composing to meet the criteria of the ECR rubric

Assessment Limit(s)








* organizing appropriately for the writing purpose SE/TE: Shaping Writing: 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 1041, 1136; Revising overall structure, 285, 376, 540, 621, 692, 922, 1041



* using language carefully and correctly SE/TE: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139; Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138



* demonstrating attention to audience understanding and interest

SE/TE: Gathering Details by: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Revising word choice: peer review for, 166, 540, 692, 922, 1138, for target audience, 166; Providing Elaboration by: considering audience, 467, 621, 690;



* having no errors in usage or conventions that interfere with meaning

SE/TE: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139; Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141



Indicator 2.1.2






The student will compose to describe, using prose and/or poetic forms.

SE/TE: Writing Workshops: Descriptive Essay, 620–625; also see: Timed Writing: description of setting, 343; Writing (Apply the Skills): description of a scene, 575, 583, 637, 649, poem, 665, 673

TE: Extend the Lesson:, Favorite Place, 347, Write a Poem, 383, Praise Poem, 1146



The student will compose to express personal ideas, using prose and/or poetic forms.

SE/TE: Writing Workshops: Autobiographical Narrative, 88–93; Writing (Apply the Skills): journal entry, 105, 115, poem, 665, 673, journal entries, 1065, 1091

TE: Extend the Lesson: Favorite Place, 347, Write a Poem, 383, Dream Story, 699, Ideal Positions, 1025, Praise Poem, 1146TR: Skills Development Workbook; Skills Development Transparencies


The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.

SE/TE: Writing Workshops: Editorial, 536–543, Response to Literature, 688–695; also see: Critique: of ending of story, 59, of suspense in story, 69; Editorial: 491, 513, 597, 609, 811; Persuasive letter: 849; Response to Literature: 651, 675; Persuasion, 243, 347, 491, 1025



Assessment Limit(s)

* using description to support the writing purpose SE/TE: Providing Elaboration by: choosing vivid details, 89, using, details to show, not tell, 285, filling in details from outline, 1041, providing specific/supporting details, 690, 1136

Indicator 2.1.3

Indicator 2.1.4

* Composing to state and support, refute, or modify a position








* using personal ideas to support the writing purpose SE/TE: Choosing Topic by: freewriting, 373, relating question to own knowledge, 1040



* fulfilling the writing purpose as stated in the prompt SE/TE: Narrowing Topic by: clarifying purpose, 689, specifying purpose, 1135



* including relevant and complete support of ideas SE/TE: Gathering Details, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135; Providing Elaboration, 89, 164, 285, 374, 467, 538, 621, 690, 875, 920, 1041, 1136



* organizing appropriately for the writing purpose SE/TE: Shaping Writing: 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 1041, 1136; Revising overall structure, 285, 376, 540, 621, 692, 922, 1041



* using language carefully and correctly SE/TE: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139; Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138TR: Skills Development Workbook; Skills Development Transparencies

* Composing to meet the criteria of the ECR rubric







* demonstrating attention to audience understanding and interest

SE/TE: Gathering Details by: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Revising word choice: peer review for, 166, 540, 692, 922, 1138, for target audience, 166; Providing Elaboration by: considering audience, 467, 621, 690;



* having no errors in usage or conventions that interfere with meaning

SE/TE: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139; Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141



The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers.

SE/TE: Writing Workshops: Autobiographical Narrative, 88–93, Problem–and–Solution Essay, 162–169, Short Story, 284–289, Cause–and–Effect Essay, 372–379, Business Letter, 466–471, Editorial, 536–543, Descriptive Essay, 620–625, Response to Literature, 688–695, How–to Essay, 874–889, Research Report, 916–927, Writing for Assessment, 1040–1045, Comparison–and–Contrast Essay, 1134–1141; Writing (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109; Writing to Compare Literary Works: 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111


Expectation 2.2







The student will use a variety of prewriting strategies to generate and develop ideas.

SE/TE: Writing Workshops: Prewriting (includes choosing topic, narrowing topic and gathering details), 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135



* Identifying an appropriate prewriting strategy for a specific purpose or topic

SE/TE: Writing Workshops: Prewriting (includes choosing topic, narrowing topic and gathering details), 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135



* Identifying relevant sources of information SE/TE: Choosing Topic by: media scan, 163, examining current events, 373, scanning newspapers, 537, notebook review, 917; Gathering Details by: conducting research, 466, finding supporting evidence, 689, listing materials, 874, primary and secondary sources, 917



The student will select and organize ideas for specific audiences and purposes.

SE/TE: Choosing Topic, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 1040, 1135; Narrowing Topic, 163, 373, 537, 689, 917, 1040, 1135; Gathering Details, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135TR: Skills Development Workbook; Skills Development Transparencies

Indicator 2.2.1

Assessment Limit(s)

Indicator 2.2.2







* Selecting a logical sequence of ideas or sentences SE/TE: Shaping Writing: 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 1041, 1136



* Determining an appropriate organizational structure emphasizing purpose and/or audience

SE/TE: Shaping Writing: 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 1041, 1136



* Selecting or deleting information to suit a given purpose or audience

SE/TE: Revising overall structure, 285, 376, 540, 621, 692, 922, 1041



* Identifying the logical placement of a sentence or paragraph within a text

SE/TE: Revising sentences: 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139; Revising paragraphs, 90, 166, 167, 541, 875, 1138



The student will revise and edit texts for clarity, completeness, and effectiveness.

SE/TE: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139; Writing Workshops: Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141


Assessment Limit(s)

Indicator 2.2.3







* logical coordination of ideas SE/TE: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139TR: Skills Development Workbook; Skills Development Transparencies


* subordination to replace excessive coordination SE/TE: Subordinate clauses, 890, 923; Subordinate conjunctions, 923; also see: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139



* logical or succinct subordination SE/TE: Subordinate clauses, 890, 923; Subordinate conjunctions, 923; also see: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139



* subordination to show space or time, cause or effect, condition, or concession

SE/TE: Subordinate clauses, 890, 923; Subordinate conjunctions, 923; also see: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139

Assessment Limit(s)

* Completing or expanding ideas








* sequence of ideas in a sentence for effectiveness and emphasis

SE/TE: Revising sentences: 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139



* conciseness (eliminating redundancy, superfluous words and phrases, and awkward constructions)

SE/TE: Revising sentences: by combining, 376, fragmented and run–on, 1042, structure and length, 1139; Revising word choice: powerful words, 540, vivid words, 621; Revising overall structure: by cutting unnecessary details, 692; Revising paragraphs: for clarity, 875, to make comparisons/contrasts clear, 1138



* elaboration or support sentences SE/TE: Providing Elaboration by: addressing readers' concerns, 164, considering audience, 467, 621, 690



* transitional devices between sentences and paragraphs SE/TE: Revising word choice: transitions, 875



* coherence (focusing on a central idea) SE/TE: Revising overall structure: to strengthen main impression, 621; Revising paragraphs: for clarity, 875

* Attending to audience








* clear connectors SE/TE: Revising sentences : by combining, 376, with compound elements, 468, with phrases, 876, with adverb clauses, 923, fragmented and run–on, 1042, structure and length, 1139



* word choice SE/TE: Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138



* inverted word order for effectiveness SE/TE: Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138



* clear placement of modifiers SE/TE: Writing Workshops: Integrating Grammar Skills, Parallelism, 541, Types of Phrases, 876, Clauses, 923



* shifts in person, number, and tone SE/TE: Writing Workshops: Integrating Grammar Skills, Possessive nouns, 90, Pronoun–Antecedent Agreement, 167, Verb Tense, 286, Subject–Verb Agreement, 377

* Controlling language structures








* misplaced and dangling modifiers SE/TE: Writing Workshops: Integrating Grammar Skills, Parallelism, 541, Types of Phrases, 876, Clauses, 923



The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions.

SE/TE: Communication Workshops: Evaluating a Speech, 380; Speaker’s Purpose, Development of Arguments, Choice of Language, Speaker’s Technique, 544, 696, 928, 1142; also see: Listening And Speaking (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109



The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions.

SE/TE: Communication Workshops, Multimedia Presentation of a Research Report, 928; also see: Research and Technology: Storyboard for movie, 59, 69, Illustrated report, plan for on city life, 253, Illustrated report, plan for on wolves, 263, Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Fact sheet on tornadoes, 637, Fact sheet on ravens, 649, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781


Indicator 2.2.5

Indicator 2.2.4







* avoiding the use of trite expressions and clichés SE/TE: Revising word choice: to create formal tone, 467, powerful words, 540, vivid words, 621, by checking words of praise/criticism, 692, formal language, 1041; Grammar, Usage and Mechanics Handbook



* using smooth and informative transitions SE/TE: Editing and Proofreading: transitions, 624; Revising word choice: transitions, 875; Grammar, Usage and Mechanics Handbook



* arranging parallel elements appropriately and effectively SE/TE: Parallelism, 492, 500, 510; Parallelism, 541; Grammar, Usage and Mechanics Handbook



* selecting appropriate use of active or passive voice SE/TE: Voice, active and passive, 342; Revising Sentences: by highlighting active voice, 467; Grammar, Usage and Mechanics HandbookTR: Skills Development Workbook; Skills Development Transparencies


* selecting an appropriate word for a given purpose SE/TE: Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138; Grammar, Usage and Mechanics Handbook

Assessment Limit(s)

* Using resources to select and use appropriate language








The student will prepare the final product for presentation to an audience.

SE/TE: Writing Workshops: Publishing and Presenting, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141



The student will locate, retrieve, and use information from various sources to accomplish a purpose.

SE/TE: SE/TE: Writing Workshops: Research Report, 916–927; Research and Technology, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 831, 889, 989, 1019, 1065, 1091, 1103, 1109; Reading Informational Materials : Spanish/English Dictionaries, 118–120, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Encyclopedia Entries, 1094–1096; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33

The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose.

SE/TE: Gathering Details : conducting research, 466, finding supporting evidence, 689, listing materials, 874, primary and secondary sources, 917, recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920; Research report , 891, 916–927; Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33

Indicator 2.2.6

Expectation 2.3

Indicator 2.3.1








* dictionary SE/TE: Using a dictionary, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091, R6; Comprehension and Interpretation: Spanish/English dictionaries, 121



* thesaurus SE/TE: Using a thesaurus, 33, 39, 105, 115, 131, 143, 213, 237, 303, 317, 331, 341, 413, 421, 435, 443, 501, 511, 575, 583, 637, 649, 665, 673, 831, 889, 1065, 1091, 1103, 1109, R7



* encyclopedia SE/TE: Comprehension and Interpretation: encyclopedia entries, 1097



* magazines SE/TE: Choosing Topic by: media scan, 163



* newspapers SE/TE: Choosing Topic by: scanning newspapers, 537

* Determining the appropriateness of a resource to accomplish a purpose

Assessment Limit(s)








* fiction and nonfiction books SE/TE: Selections (On Your Own): 172–179, 382–383, 546–547, 698–699, 930–931, 1144–1147TR: Skills Development Workbook; Skills Development TransparenciesTECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

* card catalogue (traditional and electronic) SE/TE: FLAG NO MATCH



* on-line websites and electronic resources SE/TE: evaluate Web sources, 626, 652; Evaluation of Web site, 655; Using the Internet, R31–R32



The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.

SE/TE: SE/TE: Research and Technology, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 831, 889, 989, 1019, 1065, 1091, 1103, 1109; Writing Workshops: Research Report, 916–927; also see: Reading Informational Materials : Spanish/English Dictionaries, 118–120, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Encyclopedia Entries, 1094–1096; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33



Indicator 2.3.2

Indicator 2.3.3






The student will use a systematic process for recording and documenting information.

SE/TE: Gathering Details : listing materials, 874, primary and secondary sources, 917, recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920; Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33



* Assessing the advantages, disadvantages, or limitations of sources of information (e.g., comprehensiveness, honesty, reliability, bias, accuracy, availability, variety, currency, multiple points of view)

SE/TE: Gathering Details : listing materials, 874, primary and secondary sources, 917, recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920



* Identifying information to include or exclude in a reference citation when using either traditional or electronic sources of information

SE/TE: Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33



* Determining information that should be documented SE/TE: Gathering Details : listing materials, 874, primary and secondary sources, 917, recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920

Assessment Limit(s)








The student will take a position and support it with documented information from an authoritative source.

SE/TE: Communication Workshops, Multimedia Presentation of a Research Report, 928; also see: Research and Technology: Illustrated report, plan for on city life, 253, Illustrated report, plan for on wolves, 263, Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Fact sheet on tornadoes, 637, Fact sheet on ravens, 649, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781



The student will synthesize information from two or more sources to fulfill a self-selected or given purpose.

SE/TE: Gathering Details : conducting research, 466, finding supporting evidence, 689, listing materials, 874, primary and secondary sources, 917, recording and organizing information, 918; Providing Elaboration by : crediting sources, making direct references to sources, 920; Research report , 891, 916–927; Research and Technology: Comparative chart on library services, 489, Annotated source list on civil rights movement, 501, Annotated source list on Great Depression, 511, Annotated electronic database on Frost, 665, 673, Annotated flowchart on Verona nobility, 781; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33



Indicator 2.3.4

Indicator 2.3.5

Goal 3 The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking.






The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language.

SE/TE: Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092; Reading and Vocabulary Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131; Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139; Spelling Workshops, 160, 161, 370, 371, 534, 535, 686, 687, 914, 915, 1132, 1133; Spelling Workshops (assessment), 161, 371, 535, 687, 915, 1133

TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies


The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes.

SE/TE: Gathering Details: considering audience, 163; Shaping Writing by: engaging audience immediately, 164; Revising Word Choice: for target audience, 166; Providing Elaboration by: considering audience, 467, 621, 690; Narrowing Topic: clarifying purpose, 689, specifying purpose, 1135



The student will describe how intonation, pitch, volume, pause, and rate all influence meaning.

SE/TE: Communications Workshop: Speaker’s Technique, 544, 696, 928, 1142; also see: Listening and Speaking (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109


Indicator 3.1.1

Indicator 3.1.2

Expectation 3.1







The student will determine grammatical classification of words by using meaning, position, form, and function.

SE/TE: Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092; also see: Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139



* subjects and objects: noun, pronoun, gerund, infinitive, appositive, simple, compound

SE/TE: Nouns, 40, 70, 90, 541; Compound elements, 90, 377, 468, 584, 990, 1020; Pronouns, 116, 144, 167, 377 ; Object, 422, 468, 584, 622, 1139 ; Appositive phrases, 650, 876; Infinitives, 674; Gerund phrases, 850, 876; Simple sentences, 990



* predicates: verb, verb phrase, simple, compound SE/TE: Verbs, 238, 264, 377, 468, 541 ; Predicate, subject and, 318; Predicate nominatives and adjectives, 444, 468



* modifiers: adjective (including pronouns used as adjectives), adverb, prepositional phrase, participle, infinitive, article

SE/TE: Adjectives, 444, 468, 490; Adverbs, 512; Prepositional phrases, 610, 622, 1139; Infinitive phrases, 674, 876; Participial phrases, 812, 876

* Using the position and form to determine the function or classification of words and phrases

Indicator 3.1.3

Assessment Limit(s)








* conjunctions: coordinating, subordinating, correlative, and conjunctive adverbs

SE/TE: Conjunctions, 923



The student will differentiate grammatically complete sentences from non-sentences.

SE/TE: Sentences: simple/compound, 990, complex/compound–complex, 1020, revising fragmented/run–on, 1042



* Identifying sentence fragments SE/TE: fragmented and run–on sentences, 1042



* Identifying run-on sentences, including fused sentences and comma splices

SE/TE: fragmented and run–on sentences, 1042


Indicator 3.1.4

Assessment Limit(s)







* Completing inappropriate sentence fragments SE/TE: revising fragmented/run–on sentence, 1042



The student will incorporate subjects, predicates, and modifiers when composing original sentences.

SE/TE: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139



The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas.

SE/TE: Sentences, combining with compound elements, 468, simple/compound, 990, complex/compound–complex, 1020; also see: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139



* logical coordination SE/TE: Revising sentences: by varying, beginnings, 89, by combining, 376, for subject–verb agreement, 377, by highlighting active voice, 467, with compound elements, 468, subject–verb patterns, 622

Indicator 3.1.5

Indicator 3.1.6

Assessment Limit(s)

* Combining sentences through the use of








* logical and effective subordination SE/TE: Revising sentences: by varying, beginnings, 89, by combining, 376, with compound elements, 468, with phrases, 876, with adverb clauses, 923, structure and length, 1139



* logical sequencing of ideas SE/TE: Revising sentences: by varying, beginnings, 89, by highlighting active voice, 467, subject–verb patterns, 622, with phrases, 876, with adverb clauses, 923, fragmented and run–on, 1042, structure and length, 1139



The student will vary sentence types—simple, compound, complex, and compound/complex—to sustain reader or listener interest.

SE/TE: Sentences, varying patterns in, 622, varying structure/length of, 1139



Indicator 3.1.7

Indicator 3.1.8






The student will expand sentences by positioning phrases and clauses to accomplish a purpose.

SE/TE: Sentences, combining: with phrases, 876, with adverb clauses, 923



* Expanding sentences by using correctly placed modifiers, including appositives, verbals, dependent clauses, and restrictive or nonrestrictive clauses

SE/TE: Sentences, combining: with phrases, 876, with adverb clauses, 923



The student will recognize, combine, and transform basic sentence patterns to vary sentence structure, to emphasize selected ideas, and to achieve syntactic maturity.

SE/TE: Revising sentences : by varying, beginnings, 89, verb tenses, inconsistent, 286, by combining, 376, for subject–verb agreement, 377, by highlighting active voice, 467, with compound elements, 468, subject–verb patterns, 622, usage problems, common, 693, with phrases, 876, with adverb clauses, 923, fragmented and run–on, 1042, structure and length, 1139



The student will identify how language choices in writing and speaking affect thoughts and feelings.

SE/TE: Revising word choice, 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138


Assessment Limit(s)

Indicator 3.1.9

Expectation 3.2







The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose.

SE/TE: Informal tone, 14; Informal letter from character's point of view, 331, 341; Formality, level of, 390, 398; Informal presentation, 435, 443, Revising Word Choice: to create formal tone, 467, to create formal tone, 467



The student will differentiate connotative from denotative meanings of words.

SE/TE: Connotations, 105, 115; Denotation, 105, 115; Connotation



* Determining implied meaning(s) or image(s) associated with a particular word or phrase

SE/TE: Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129



* Will not focus on the meaning of above-grade-level words

SE/TE: Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129

Indicator 3.2.2

Assessment Limit(s)

Indicator 3.2.1








The student will describe how readers or listeners might respond differently to the same words.

Opportunities to address this standard may be found on the following pages: SE/TE: Listening and Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, debate about prosecuting Odysseus, 1019; Timed Writing: persuasion for posting safety sign, 243, persuasion for museum funding, 347, persuasion for viewpoint on issue, 491, persuasion for acceptance into program, 1025; Writing Workshops: Editorial, 536–543; Writing (Apply the Skills): editorial, 597, 609, 811, persuasive letter, 849



The student will describe regional and social language differences.

SE/TE: Dialect, 320, 323, 327, 330, 337, 340



The student will describe the impact of regional and social variations of language on listener or reader response.

SE/TE: Dialect, 320, 323, 327, 330, 337, 340



Indicator 3.2.3

Indicator 3.2.4

Indicator 3.2.5

Expectation 3.3






The student will use capitalization, punctuation, and correct spelling appropriately.

SE/TE: Writing Workshops: Editing and Proofreading: dates and facts, 92, spelling, 169, 543, punctuation in dialogue, 288, direct quotations, 695, lists, 878, format, 927; also see: Spelling, 160, 370, 534, 686, 914, 1132; Capitalization; Punctuation

The student will edit texts for spelling, capitalization, and punctuation.

SE/TE: Writing Workshops: Editing and Proofreading, dates and facts, 92, spelling, 169, 543, punctuation in dialogue, 288, direct quotations, 695, lists, 878, format, 927; also see: Spelling, 160, 370, 534, 686, 914, 1132; Capitalization; Punctuation



* spelling of commonly confused words SE/TE: Spelling, 160, 370, 534, 686, 914, 1132; Editing/Proofreading: spelling, 169, 543



* end punctuation SE/TE: Punctuation in dialogue, 288; Using direct quotations, 690;Commas, 1092; Colons, 1110



Indicator 3.3.1

Assessment Limit(s)

* Using internalized knowledge to identify and correct errors






* commas: in a series, after introductory elements, setting off appositives and parenthetical statements, in dates and places, before coordinating conjunctions in compound sentences

SE/TE: Commas, 1092



* semicolons between closely-related main clauses SE/TE: Semicolons, 1110



* semicolon and comma in compound sentence with a conjunctive adverb

SE/TE: Commas, 1092; Semicolons, 1110



* apostrophes SE/TE: Punctuation, R39–R51



* capitalization: proper nouns, proper adjectives, geographic places, businesses, organizations and institutions

SE/TE: Nouns, common/proper, 40; Capitalization, R47








The student will use available resources to correct or confirm revisions and/or editorial choices.

SE/TE: Using a thesaurus, 33, 39, 105, 115, 131, 143, 213, 237, 303, 317, 331, 341, 413, 421, 435, 443, 501, 511, 575, 583, 637, 649, 665, 673, 831, 889, 1065, 1091, 1103, 1109, R7; Using a dictionary, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091, R6; Vocabulary Handbook: R1–R10; Citing Sources and Preparing Manuscript: R33–R34; Writing Handbook: R26–R38



* Using a resource for all punctuation or capitalization skills not internalized or for rules that may be in flux

SE/TE: Grammar, Usage and Mechanics Handbook



* agreement of subject and verb SE/TE: Subject–verb agreement, 377



* agreement of pronoun and antecedent SE/TE: Pronoun–antecedent agreement, 167


* Using a resource for standard English usage

Indicator 3.3.2

Assessment Limit(s)







* clear pronoun reference SE/TE: Pronouns, 116, 144, 167, 377



* appropriate case of nouns and pronouns SE/TE: Nouns, 40, 70, 90, 541; Pronouns, 116, 144, 167, 377\



* appropriate and consistent verb tenses SE/TE: Verb tenses, 286



* Using a resource to apply other common rules of language usage that are grade appropriate

SE/TE: Grammar, Usage and Mechanics Handbook, R39–R51



* Using a resource for standard English in place of nonstandard English and slang

SE/TE: Using a thesaurus, 33, 39, 105, 115, 131, 143, 213, 237, 303, 317, 331, 341, 413, 421, 435, 443, 501, 511, 575, 583, 637, 649, 665, 673, 831, 889, 1065, 1091, 1103, 1109, R7; Using a dictionary, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091, R6; Grammar, Usage and Mechanics Handbook



Goal 4 The student will demonstrate the ability to evaluate the content , organization, and language use of texts.






The student will describe the effect that a given text, heard or read, has on a listener or reader.

SE/TE: Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532; also see: Listening and Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, debate about prosecuting Odysseus, 1019; Timed Writing: persuasion for posting safety sign, 243, persuasion for museum funding, 347, persuasion for viewpoint on issue, 491, persuasion for acceptance into program, 1025; Writing Workshops: Editorial, 536–543; Writing (Apply the Skills): editorial, 597, 609, 811, persuasive letter, 849



The student will state and explain a personal response to a given text.

SE/TE: Writing Workshops: Response to Literature, 688–695; Work in Progress : Response to literature, 651, 675; Writing to Compare Literary Works: 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129; also see: Reflecting/Assessing (Journal/Rubric): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141



Expectation 4.1

Indicator 4.1.1

Assessment Limit(s)






* Explaining the effectiveness of text(s) in accomplishing a purpose

SE/TE: Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532; also see: Listening and Speaking (Apply the Skills): debate about story lesson, 253, debate about disputed land, 263, debate about prosecuting Odysseus, 1019; Timed Writing: persuasion for posting safety sign, 243, persuasion for museum funding, 347, persuasion for viewpoint on issue, 491, persuasion for acceptance into program, 1025; Writing Workshops: Editorial, 536–543; Writing (Apply the Skills): editorial, 597, 609, 811, persuasive letter, 849



* Explaining connections within or between texts SE/TE: Critical Thinking: Connect, 32, 58, 142, 280, 316, 330, 340, 434, 459, 480, 500, 596, 615, 672, 754, 848, 1018, 1108; Writing to Compare Literary Works, 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129



* specific words and phrases SE/TE: Providing Elaboration, 89, 164, 285, 374, 467, 538, 621, 690, 875, 920, 1041, 1136


* Selecting and explaining appropriate textual evidence that supports a personal response







* details SE/TE: Gathering Details, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135



* scenes SE/TE: Gathering Details, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135; Providing Elaboration, 89, 164, 285, 374, 467, 538, 621, 690, 875, 920, 1041, 1136



* images SE/TE: Imagery, 552, 556, 560, 612, 614, 616, 617



* symbols SE/TE: Symbol, 185, 186, 193, 348, 367








The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices.

SE/TE: Word choice, voice and, 96, 104, 114; Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464; Rhetorical devices, 492, 500, 510, Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628; also see: Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368; Compare and contrast, 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097, 1098, 1102, 1107, 1108, 1111, 1130



The student will assess the effectiveness of diction that reveals an author’s purpose.

SE/TE: Diction, 390, 402, 412, 420, 520, 531; also see: Word choice, voice and, 96, 104, 114



Assessment Limit(s)

* Evaluating author's choice of words, phrases, sentences, and word order

Expectation 4.2

Indicator 4.2.1






* for a particular audience or effect SE/TE: Audience, 5, 14, 702, 938, 1098, 1102, 1108 ; Gathering Details by: considering audience, 163; Providing Elaboration by: addressing readers' concerns, 164, considering audience, 467, 621, 690; Revising word choice: peer review for, 166, 540, 692, 922, 1138, for target audience, 166



* for a given purpose SE/TE: Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108; Author's motive, 474, 480, 488



* to extend meaning in a context SE/TE: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420; Historical context, 705, 706, 936; Cultural context, 942, 944; Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038








* to provide emphasis SE/TE: Word choice, voice and, 96, 104, 114; Dialect, 320, 323, 327, 330, 337, 340; also see: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420



The student will explain how the specific language and expression used by the writer or speaker affects reader or listener response.

SE/TE: Word choice, voice and, 96, 104, 114; Dialect, 320, 323, 327, 330, 337, 340; also see: Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420



The student will evaluate the use of transitions and their effectiveness in a text.

SE/TE: Editing/Proofreading: transitions, 624, Revising Word Choice: transitions, 875



Indicator 4.2.3

Indicator 4.2.4

Indicator 4.2.2






The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text.

SE/TE: Repetition, 492, 500, 510, 552, 558; also see: Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420



The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose.

SE/TE: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139



The student will alter the tone of a text by revising its diction.

SE/TE: Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138



Indicator 4.3.1

Assessment Limit(s)

* Selecting appropriate revisions of words and phrases

Expectation 4.3






* tone (e.g., humorous, urgent, official, authoritative, more or less critical, commanding, diplomatic, detached, resentful, sympathetic, formal, informal)

SE/TE: Revising overall structure : to clarify cause–and–effect relationships, 376, to strengthen main impression, 621, by revising conclusion, 1041; Revising word choice: to create formal tone, 467, powerful words, 540, vivid words, 621, by checking words of praise/criticism, 692, formal language, 1041; Revising paragraphs: for clarity, 875, to make comparisons/contrasts clear, 1138



* purpose (inform, persuade, express personal ideas) SE/TE: Revising overall structure: to clarify cause–and–effect relationships, 376, by cutting unnecessary details, 692, by revising conclusion, 1041; Revising word choice: by choosing/using, active language, 285, vivid words, 621, by checking words of praise/criticism, 692; Revising sentences: by highlighting active voice, 467; Revising paragraphs: to make comparisons/contrasts clear, 1138



* audience (e.g., peer, adult, child, official authority) SE/TE: Revising word choice: peer review for, 166, 540, 692, 922, 1138, for target audience, 166; Revising overall structure: peer review for, 376, to address readers' concerns, 540; Revising paragraphs: peer review for, 875



The student will justify revisions in syntax and diction from a previous draft of a text by explaining how the change affects meaning.

SE/TE: Revising word choice: 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138


Indicator 4.3.2







The student will alter a text to present the same content to a different audience via the same or different media.

SE/TE: Publishing/presenting: essay post on bulletin board, 92, oral presentation of autobiographical narrative, 92, letter to government, 169, speech, 169, oral presentation of short story, 288, anthology, 288, submit to newspaper, 379, oral presentation of cause–and–effect essay, 379, discussion class, 470, letter to business, 470, editorial, 543, oral presentation of editorial, 543, oral presentation of descriptive essay, 624, visitor's guide, 624, oral presentation of response to literature, 695, collection of responses to literature, 695, how–to manual, 878, oral presentation of how–to essay, 878, discussion panel, 927, oral presentation of research report, 927, study group, 1044, review to prepare for future exams, 1044, oral presentation of comparison–and–contrast essay, 1141, poster, 1141



The student will compare the differences in effect of two texts on a given subject.

SE/TE: Comparing Literary Works: Point of View, 72, Theme, 146, Setting, 266, Symbolism and Allegory, 348, Biographical Writing, 450, Humorous Essay, 520, Imagery, 612, Lyric Poetry, 676, Archetypal Theme: Ill–fated Love, 856, Satire, 896, Contemporary Interpretations, 1026, Tall Tale and Myth, 1112



Indicator 4.3.3

Indicator 4.3.4
