tennessee english language arts standards … ela grade 8_ph lit... · participants came from eight...

A Correlation and Narrative Brief of

Prentice Hall Literature Grade 8 © 2012

to the

Tennessee English Language Arts

Standards

Grade 8

TEXTBOOK NARRATIVE FOR THE STATE OF TENNESSEE PRENTICE HALL LITERATURE COMMON CORE EDITION ©2012 Prentice Hall Literature Common Core Edition, Grade 6 9780133195521 Prentice Hall Literature Common Core Edition, Grade 7 9780133195538 Prentice Hall Literature Common Core Edition, Grade 8 9780133195545 Prentice Hall Literature Common Core Edition, Grade 9 9780133195552 Prentice Hall Literature Common Core Edition, Grade 10 9780133195569 Prentice Hall Literature Common Core Edition, Grade 11 9780133195576 Prentice Hall Literature Common Core Edition, Grade 12 9780133195583 Prentice Hall Literature Common Core Edition ©2012 is aligned 100% to the Common Core State Standards (CCSS). The program incorporates instruction of both literature and language arts skills. Language Arts instruction is fully integrated throughout the program with instruction and practice with grammar, conventions and writing through Integrated Language Skills Workshops. Listening and Speaking activities are standards-based, providing students with formal and informal opportunities to master key communication skills while strengthening writing, listening, speaking and research skills. Communications Workshops provide opportunities to meet key listening and speaking standards, as well as develop media literacy skills. A Writing Workshop with step-by-step instruction guides students to develop ideas into full-length composition, addressing the key stages in the writing process. The readings in Prentice Hall Literature comprise the best classic and contemporary literature, representing diverse authors in the context of a rich literary tradition. Informational texts are current, and were selected for their relevance to today’s sources and topics. Together, the literary and informational texts provide extensive opportunities for students to deepen their understanding of the CCSS. The questioning strategies and opportunities that surround the readings further encourage students to cultivate critical thinking. The Critical Thinking questions that appear after selections use appropriate instructional scaffolding to cultivate students’ ability to interpret, analyze, evaluate, synthesize, and apply their understanding. Post-reading questions on the After You Read pages help students develop their critical thinking abilities by applying their understanding of literary and reading skills to the literature they have read. Prentice Hall Literature provides integrated support for all levels of learners. A hallmark feature of the program is the ability to differentiate instruction and deliver content customized for each student. Students are assigned a learner level and selections and support provided to each student is based on this level. This differentiation allows students to develop skills as needed, eventually allowing them to read more complex texts to prepare them for high school and beyond. The program also features PHLitOnline - an integrated Digital Center for teachers and students. PHLitOnline can be used as a companion to the print program or as complete support for a total 21st century digital learning experience. You can easily move between print and digital resources to give students exactly what they need. For teachers, all print teacher resources are online as well as classroom management tools such as the online lesson planner and standards reporting. For students, PHLitOnline.com includes:

Student Edition eText Interactive selections with an interactive journal Vocabulary games and interactive flashcards Full selection audio in English with summaries in Spanish and Haitian Creole Background videos Grammar Tutorials

BQ Tunes PHLitOnline also offers SuccessTracker where students can take tests online. Tests are scored automatically and remediation is assigned based on skills missed. Reports are available and show how students are meeting both the TN Standards and the CCSS. SUPPORT FOR TENNESSEE STANDARDS To assist in the transition to the CCSS, a Tennessee Overview & Implementation Guide has been designed specifically for Tennessee teachers. This Guide includes author essays, an annotated walk-through of the CCSS, and cross-walk correlations of the Tennessee SPIs to the CCSS to Prentice Hall Literature. These correlations will help teachers using the program by identifying where the SPIs are taught and which CCSS aligns with each SPI. Practice tests are provided to help prepare students for the TCAP and EOC tests. These tests contain the same number of test items found on the actual Achievement Test. These tests will help familiarize students with the test format because the design and layout of the Practice Test is similar to the TCAP and EOC. Supporting the TCAP and EOC while preparing to take the national assessments in 2014-15 will be a key factor to student success with the CCSS. RESEARCH Pearson has used a variety of research methods as a base on which to build Prentice Hall Literature © 2012. In addition, a scientific efficacy study conducted by Cobblestone Evaluation found that students in classrooms where Prentice Hall Literature was implemented with high fidelity significantly outperformed their peers using other language arts programs on the GMRT Vocabulary test and the MAT8 Writing test. Participants came from eight ethnically and economically diverse schools, including sites in Arizona, California, Ohio, and Oregon. The sample included 29 teachers and 2,729 students in seventh, eighth, and tenth grades and varying levels of language arts ability. The full report is available upon request. ASSESSMENT Prentice Hall Literature provides built-in, frequent and systematic progress monitoring and benchmarking to ensure results. Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills coverage and evaluation. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content.

The Beginning-of-Year Benchmark Test assesses students’ skills and deficiencies at the onset of the year.

The Reading Readiness Diagnostic Test assesses students’ reading ability at the

beginning of the year. Subsequently, the Vocabulary in Context diagnostics assesses students’ reading readiness for selections in each upcoming unit.

Selection Tests assess student understanding of the literary works and the skills and

vocabulary associated with them.

At the end of each unit, Cumulative Review allows students to read passages and respond to multiple choice questions and short answer writing prompts to apply Reading Literature, Reading Informational Text, Writing, and Language standards from the unit.

Six Performance Tasks assess the Reading Literature and Reading Informational Text

standards taught in the unit. These Performance Tasks are modeled after those provided in Appendix B to the CCSS and the assignments call on students to apply Writing, Speaking and Listening, and Language standards taught in the unit, as relevant.

A series of twelve Benchmark Tests, together with comprehensive Mid-Year and End-of-Year Summative Tests, help you identify students who have mastered the skills taught and those who need re-teaching.

Table of Contents

Standard 1 - Language ................................................................1 Standard 2 - Communication ........................................................9 Standard 3 - Writing.................................................................. 21 Standard 4 - Research ............................................................... 30 Standard 5 - Logic .................................................................... 35 Standard 6 - Informational Text .................................................. 42 Standard 7 - Media ................................................................... 46 Standard 8 - Literature .............................................................. 50

Prentice Hall Literature © 2012 Grade 8 Correlated to

Tennessee English Language Arts Standards Effective 2009-2010 Grade 8

Tennessee English

Language Arts Standards Effective 2009-2010 Grade 8

Prentice Hall Literature © 2012 Grade 8

Standard 1 - Language

Grade Level Expectations GLE 0801.1.1 Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).

SE/TE: Conventions, 52, 78, 154, 178, 274, 304, 382, 404, 498, 524, 570, 588, 668, 688, 738, 762, 826, 914, 958, 1036, 1060, 1108, 1130; also see: Writing Workshop: Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Writer’s Toolbox: Conventions, 213, 329, 443, 551, 711, Sentence Fluency, 619; Common Core Assessment Workshop: Writing and Language Conventions, 223, 453, 629, 795, 1001, 1171

GLE 0801.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 216–217; Word Origins, 446–447; Words With Multiple Meanings, 622–623; Idiom, 788–789; Borrowed and Foreign Words, 994–995; Figurative Language, 1164–1165; Vocabulary, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 246, 261, 262, 273, 278, 291, 292, 303, 334, 343, 344, 381, 386, 393, 394, 403, 476, 483, 484, 497, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 652, 659, 660, 667, 672, 679, 680, 687, 716, 725, 726, 737, 742, 753, 754, 761, 816, 825, 852, 913, 918, 957, 1024, 1029, 1040, 1049, 1050, 1059, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129

GLE 0801.1.3 Understand and use a variety of sentence structures.

SE/TE: Sentence Patterns, 785; Grammar: Sentence Structure, 1036; Structure/Types, 1087; Fragment/Run-On, 1161

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Checks for Understanding (Formative/Summative Assessment) 0801.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including predicate nouns, appositives), pronouns (including use of proper pronoun case: objective, nominative, and possessive; pronoun-antecedent agreement), verbs (including agreement with the subject in person and number, verbs that take objects, linking verbs with predicate nouns and adjectives, verb phrases, consistency in verb tense, regular and irregular verb forms, correct use of both simple and perfect tenses, proper use of active and passive voice, subjunctive mood), adjectives (including correct comparative and superlative forms, predicate adjectives, adjective phrases and clauses), adverbs (including correct comparative and superlative forms, adverb phrases and clauses, conjunctive adverbs), conjunctions (including coordinating, correlative, and subordinating conjunctions to combine sentences and sentence elements), interjections, and prepositions (including recognizing them as adjective or adverb modifiers and place properly within the sentence).

SE/TE: Nouns, 52, 78, 107, 668, 847; Pronouns, 154, 178, 213, 668; Verbs, 274, 304, 382, 329, 404, 442, 711; Adjectives, 109, 498, 553, 668, 785, R40; Adverbs, 524, 785, R40; Conjunctions, 570, 619, 989, R40; Interjections, 442; Prepositions, 538, 588, 738, 762, 785, 1163, R41

0801.1.2 Recognize and correct usage errors (e.g., subject-verb agreement, pronoun case {with emphasis on who/whom}, double negatives, comparative and superlative forms, troublesome words {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who}).

SE/TE: Pronoun-antecedent agreement, 213, R42; Subject-verb agreement, 443, R42; Simple tenses of verbs, tense and mood of verbs, 445; Double negatives, 621; Common usage, glossary, R42

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0801.1.3 Use capitalization correctly (e.g., titles, business letters, quotations, proper nouns and adjectives).

SE/TE: Grammar: Common and Proper Nouns, 52, Capitalization, 1130; Editing and Proofreading: Capitalization of Proper Adjectives, 553; Punctuation and Capitalization, R43

0801.1.4 Demonstrate the correct use of commas (including after introductory words, phrases or clauses; setting off appositives and interrupters; before coordinating conjunction joining independent clauses to form compound sentences), colons (including in business letters, before a list of items in a series, before a long or formal quotation), semicolons (including combining sentences, between items in a series when the items already contain commas, before conjunctive adverbs), underlining and italicizing (including titles; certain words, letters, figures; foreign words), quotation marks (including with direct quotations, to set off dialogue, in titles, correct use with end marks), apostrophes (including both singular and plural possessives), hyphens, and end marks.

SE/TE: Writer’s Toolbox: Using Concrete, Abstract, and Possessive Nouns, 107; Editing and Proofreading: Focus on Punctuating Dialogue, 215, Commas, Colons, and Semicolons, 787; Commas, 1060; Semicolons and Colons, 1108; Punctuation, R43

0801.1.5 Spell correctly high frequency, misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.

SE/TE: Editing and Proofreading: Check Commonly Misspelled Words, 109; Spell Tricky or Difficult Words Correctly, 331; Spelling Homophones, 713; Spelling Plurals, 847; Revising: Correct spellings of comparative and superlative forms, 551; Integrated Language Skills: Spelling plural words, 78, 847

0801.1.6 Demonstrate knowledge of correct sentence structure by correcting run-on sentences (e.g., using correct punctuation, forming separate sentences, using coordinating or subordinating clauses) and sentence fragments (e.g., supplying the missing sentence elements).

SE/TE: Fragment/Run-On, 1161; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

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0801.1.7 Distinguish between clauses (adjective, adverb, noun) and phrases (adjective, adverb, appositive, infinitive, prepositional, verb, verbal {including gerunds and participles}).

SE/TE: Prepositional Phrases, 738; Infinitive Phrases, 762; Principal Phrases, 826; Clauses, 958

0801.1.8 Differentiate between independent and subordinate clauses.

SE/TE: Independent and subordinate clause, 958, R41; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

0801.1.9 Recognize and differentiate among simple, compound, and complex sentences.

SE/TE: Grammar: Sentence Structure, 1036; Structure/Types, 1087; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

0801.1.10 Use printed and electronic dictionaries, thesauruses, and glossaries to determine word pronunciation, spelling, and part of speech; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 216–217; Synonyms: choose and explain, 63, 77, 511, 523, replace word with, 291, 303, match meaning, explain similarity, 1101, 1107; Connotation/ Denotation, 573, 579, 587

0801.1.11 Define and recognize synonyms, antonyms, and homonyms.

SE/TE: Synonyms: choose and explain, 63, 77, replace word with, 291, 303, match meaning, explain similarity, 1101, 1107; Antonyms, choose and explain, 511, 523; Words With Multiple Meanings, 622–623

0801.1.12 Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are based on them (e.g., audible, autobiography, malice).

SE/TE: Roots, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 334, 343, 344, 381, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 742, 753, 754, 761, 1024, 1029, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129

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0801.1.13 Use roots and affixes to determine the meaning of unfamiliar words, to clarify the meaning of familiar words, and to make connections with word families (e.g., suffixes such as –phobia and –ology).

SE/TE: Prefixes, 246, 261, 262, 273, 386, 393, 394, 403, 652, 659, 660, 667, 716, 725, 726, 737, 918, 957; Suffixes, 278, 291, 292, 303, 476, 483, 484, 497, 672, 679, 680, 687, 816, 825, 852, 913, 1040, 1049, 1050, 1059; Roots, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 334, 343, 344, 381, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 742, 753, 754, 761, 1024, 1029, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129

0801.1.14 Continue to use previously learned strategies to distinguish among multi meaning words and to determine the meaning of unfamiliar words.

SE/TE: Vocabulary Workshop: Words With Multiple Meanings, 622–623; also see: Test Practice, 221, 451, 627, 793, 999, 1169

0801.1.15 Use textual structure (e.g., examples of cause-effect and compare-contrast relationships) to determine the meaning of unfamiliar words or distinguish multi-meaning words in texts about concrete and abstract topics (e.g., after the harvest we had an abundance of apples, and so we made apple pie, applesauce, and apple juice).

SE/TE: Vocabulary Workshop: Words With Multiple Meanings, 622–623; also see: Vocabulary Workshop, 216–217, 446–447, 788–789, 994–995, 1164–1165; Vocabulary, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 246, 261, 262, 273, 278, 291, 292, 303, 334, 343, 344, 381, 386, 393, 394, 403, 476, 483, 484, 497, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 652, 659, 660, 667, 672, 679, 680, 687, 716, 725, 726, 737, 742, 753, 754, 761, 816, 825, 852, 913, 918, 957, 1024, 1029, 1040, 1049, 1050, 1059, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129

0801.1.16 Recognize and appreciate cultural and regional differences signaled by word, usage and vocabulary.

SE/TE: Vocabulary Workshop: Idiom, 788–789, Borrowed and Foreign Words, 994–995; also see: Dialect, 1030; Dialogue, 105, 383

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0801.1.17 Demonstrate understanding of common phrases and terms from other languages commonly used in English (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum).

SE/TE: Vocabulary Workshop: Borrowed and Foreign Words, 994–995; also see: Vocabulary (bottom of page), 1026, 1033, 1042, 1046, 1047, 1053, 1054, 1073, 1076

State Performance Indicators

SPI 0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context.

SE/TE: Nouns, 52, 78, 107, 668, 847; Pronouns, 154, 178, 213, 668

SPI 0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.

SE/TE: Verbs, 274, 304, 382, 329, 404, 442, 711

SPI 0801.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative/superlative) within context.

SE/TE: Adjectives, 109, 498, 553, 668, 785, R40; Adverbs, 524, 785, R40

SPI 0801.1.4 Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.

SE/TE: Conjunctions, 570, 619, 989, R40; Interjections, 442

SPI 0801.1.5 Identify the correct use of prepositional phrases (place correctly according to the words they modify within the sentence) within context.

SE/TE: Prepositions, 538, 588, 738, 762, 785, 1163, R41

SPI 0801.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.

SE/TE: Commas, 787, 989, 1060, R43

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SPI 0801.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma with coordinating conjunction, use of semicolon, introductory phrases or clauses).

SE/TE: Combine Sentences, 619, 845, 989

SPI 0801.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements).

SE/TE: Fix fragment/run-on, 1161; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

SPI 0801.1.9 Identify the appropriate use of gerund and participial phrases.

SE/TE: Gerunds, 845; Participial Phrases, 826, 845, R41

SPI 0801.1.10 Identify the correct use of appositives/appositive phrases and infinitives/infinitive phrases within context.

SE/TE: Appositives and Appositive Phrases, 785, R41; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

SPI 0801.1.11 Select the correct pronoun-antecedent agreement for personal pronouns within context.

SE/TE: Pronoun-antecedent agreement, 213, R42; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

SPI 0801.1.12 Identify correctly or incorrectly spelled words in context.

SE/TE: Editing and Proofreading: Check Commonly Misspelled Words, 109; Spell Tricky or Difficult Words Correctly, 331; Spelling Homophones, 713; Spelling Plurals, 847; Revising: Correct spellings of comparative and superlative forms, 551; Integrated Language Skills: Spelling plural words, 78, 847

SPI 0801.1.13 Form singular and plural possessives using apostrophes correctly.

SE/TE: Possessive case, 154, R42; also see: Editing and Publishing, 109, 215, 331, 445, 553, 621, 708, 787, 847, 1089, 1163

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SPI 0801.1.14 Recognize usage errors occurring within context (i.e., subject-verb agreement, pronoun case, double negatives, comparative/superlative forms, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery, where/were, which/that/who}) within context.

SE/TE: Common usage, glossary, R42–R43

SPI 0801.1.15 Select the appropriate use of underlining/italicizing with titles, specific words, numbers, letters, and figures.

SE/TE: Bibliography, 992; MLA Style, R35; Grammar, Usage, and Mechanics Handbook: Titles, R43

SPI 0801.1.16 Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words.

SE/TE: Context clues, lxxvii, 651, 655, 659, 665, 667, 671, 675, 678, 679, 683, 687, 690–691, R23; Prefixes, 246, 261, 262, 273, 386, 393, 394, 403, 652, 659, 660, 667, 716, 725, 726, 737, 918, 957; Suffixes, 278, 291, 292, 303, 476, 483, 484, 497, 672, 679, 680, 687, 816, 825, 852, 913, 1040, 1049, 1050, 1059; Roots, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 334, 343, 344, 381, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 742, 753, 754, 761, 1024, 1029, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129

SPI 0801.1.17 Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.

SE/TE: Vocabulary Workshop: Words With Multiple Meanings, 622–623; Synonyms and Antonyms, 63, 77, 291, 303, 511, 523, 1101, 1107

SPI 0801.1.18 Recognize the effect of stressed or unstressed syllable to aid in identifying the meaning of multiple meaning words.

SE/TE: Vocabulary Workshop: Words With Multiple Meanings, 622–623; also see: Test Practice, 221, 451, 627, 793, 999, 1169

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SPI 0801.1.19 Recognize and use grade appropriate and/or content specific vocabulary.

SE/TE: Vocabulary Workshop, , 216–217, 446–447, 622–623, 788–789, 994–995, 1164–1165; Vocabulary, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 246, 261, 262, 273, 278, 291, 292, 303, 334, 343, 344, 381, 386, 393, 394, 403, 476, 483, 484, 497, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 652, 659, 660, 667, 672, 679, 680, 687, 716, 725, 726, 737, 742, 753, 754, 761, 816, 825, 852, 913, 918, 957, 1024, 1029, 1040, 1049, 1050, 1059, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129

SPI 0801.1.20 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim).

SE/TE: Vocabulary Workshop: Borrowed and Foreign Words, 994–995; also see: Vocabulary (bottom of page), 1026, 1033, 1042, 1046, 1047, 1053, 1054, 1073, 1076

Standard 2 - Communication

Grade Level Expectations Listening GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219, Conducting Interviews, 448–449, Evaluating an Oral Presentation, 624–625, Evaluating Media Messages, 790–791; also see: Collaboration, 2, 230, 460, 636, 802, 1008; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173, Oral Evaluation, 631, Critical Review, 1003; Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165

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GLE 0801.2.2 Distinguish among summaries, paraphrases, and critiques.

SE/TE: Effective Listening and Note-Taking: Paraphrase, 218, Take notes, capturing the speaker’s main points and a few supporting details, 219; Conducting Interviews: Summary of the interview, 449; Evaluating an Oral Presentation, 624–625; Evaluating Media Messages: Summarize each commercial, 791; also see: Performance Tasks: Oral Review, 455, Oral Evaluation, 631, Critical Review, 1003

GLE 0801.2.3 Identify the thesis and main points of a speech.

SE/TE: Effective Listening and Note-Taking: Note main ideas and details, 218, Take notes, capturing the speaker’s main points and a few supporting details, 219; Evaluating an Oral Presentation: Evaluate the content, 624; Evaluating Media Messages: Identify the purpose and point of view of each message, 791; Performance Tasks: Performance Tasks: Analyze and Interpret a Speech, 1003

GLE 0801.2.4 Analyze the structure of a speech.

SE/TE: Evaluating an Oral Presentation: Identify organization, 624; Evaluating Media Messages: Be aware of persuasive appeals and rhetorical techniques, 790; also see: Performance Tasks: Performance Tasks: Analyze and Interpret a Speech, 1003

Speaking

GLE 0801.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.

SE/TE: Oral Presentation: Present information clearly and concisely, emphasizing main points in a focused way and using relevant evidence, 625; Delivering a Narrative Presentation: Practice beforehand, 996, Presentation Checklist, 997; Delivering a Persuasive Speech Using Multimedia: Be prepared, 1166, Use speaking techniques to effectively deliver your presentation, 1167; also see: Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

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GLE 0801.2.6 Deliver effective oral presentations.

SE/TE: Communications Workshop: Giving an Oral Presentation, 625, Delivering a Narrative Presentation, 996–997, Delivering a Persuasive Speech Using Multimedia, 1166–1167; also see: Listening and Speaking Activities: Radio broadcast, 53, Oral response to short story, 305, Speech, 589, Poetry recitation, 669, Debate, 827, Narrative presentation, 996, Oral presentation about a myth, 1037, Storytelling workshop, 1061; Performance Tasks: Oral Presentation, 225, 631, 1003, Speech, 1173

GLE 0801.2.7 Participate in work teams and group discussions.

SE/TE: Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Listening and Speaking Activities: Panel discussion, 405, Skit, 499, Debate, 827; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Literature circle tips, R21

Checks for Understanding (Formative/Summative Assessment) Listening

0801.2.1 Follow multi-step oral instructions to perform single tasks, to answer questions, and to solve problems.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219; also see: Collaboration: One-on-One, 2, 230, 460, 636, 802, 1008; Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165; Listening and Speaking Activities: Evaluation form, 739, Debate, 827, Guided tour, 915, Storytelling workshop, 1061; Performance Tasks: Hold a Panel Discussion About Three Poems, 797; Literature circle tips, R21

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0801.2.2 Identify the thesis of a speech in which the main idea may be explicitly or implicitly stated, concepts may be more abstract, and extended metaphors may be used; determine the essential elements that elaborate it.


0801.2.3 Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and supporting details or evidence.


0801.2.4 Paraphrase accurately ideas and information presented orally by others.

SE/TE: Effective Listening and Note-Taking: Paraphrase, 218; Conducting Interviews: Summary of the interview, 449; Evaluating Media Messages: Summarize each commercial, 791

0801.2.5 Construct a summary and a paraphrase of a speech.

SE/TE: Effective Listening and Note-Taking: Paraphrase, 218, Take notes, capturing the speaker’s main points and a few supporting details, 219; Conducting Interviews: Summary of the interview, 449; Evaluating Media Messages: Summarize each commercial, 791

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0801.2.6 Construct a critique of a speech. SE/TE: Communications Workshop: Evaluating an Oral Presentation, 624–625, Evaluating Media Messages, 790–791, Delivering a Narrative Presentation, 996–997; also see: Performance Tasks: Oral Evaluation, 631, Analyze and Interpret a Speech, 1003

0801.2.7 Identify and analyze the structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SE/TE: Evaluating an Oral Presentation: Identify organization, 624; also see: Performance Tasks: Oral Evaluation, 631, Analyze and Interpret a Speech, 1003

0801.2.8 Begin to analyze the ways in which the style and structure of a speech support or confound its meaning and purpose.

SE/TE: Effective Listening and Note-Taking: How does the way the speaker delivers the presentation affect the message?, 218, Identify the speaker’s purpose and perspective by paying attention to ideas that repeat, emphasis placed on words, or changes in tone, 219; Evaluating an Oral Presentation: Evaluate the quality, 624; Evaluating Media Messages: Be aware of persuasive appeals and rhetorical techniques, 790, Identify techniques, such as buzz words, loaded terms, and leading questions, used to deliver the message, 791; also see: Performance Tasks: Oral Evaluation, 631, Analyze and Interpret a Speech, 1003

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0801.2.9 Listen actively in group discussions by asking clarifying and elaborating questions and by managing internal barriers (e.g., emotional state, prejudices) and external barriers (e.g., physical setting, difficulty hearing, recovering from distractions) to aid comprehension.

SE/TE: Effective Listening and Note-Taking: Eliminate barriers to listening, 218, Avoid distractions and focus your attention on the speaker, 219; Conducting Interviews: Listen actively, 448, Avoid distractions and focus your attention on the interviewee, 449; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; also see: Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Listening and Speaking Activities: Panel discussion, 405, Skit, 499, Debate, 827; Literature circle tips, R21

Speaking 0801.2.10 Include relevant facts, reasons, details, and examples to support a relatively complicated thesis.

SE/TE: Oral Presentation: Present information clearly and concisely, emphasizing main points in a focused way and using relevant evidence, 625; Delivering a Narrative Presentation: Choose details wisely, 996, What background information will I need to provide for my presentation to be clear and easy to follow?, 997; Delivering a Persuasive Speech Using Multimedia: Use primary and secondary sources, 1166, Include similes, idioms, analogies, and multimedia (text, graphics, images, and sound), 1167; also see: Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

0801.2.11 Organize oral presentations maintaining a relatively simple three-part structure, previewing the content of presentation in introduction, offering ideas with supporting details, and providing a brief summary or conclusion.

SE/TE: Delivering a Persuasive Speech Using Multimedia: Introduction, body of presentation, conclusion, 1167; also see: Delivering a Narrative Presentation: Do I present events in a logical sequence?, 997; Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

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0801.2.12 Use an organizational pattern appropriate for a topic and purpose (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SE/TE: Oral Presentation: Understand the structure, 624, Present information clearly and concisely, emphasizing main points in a focused way and using relevant evidence, 625; Delivering a Narrative Presentation: Do I present events in a logical sequence?, 997; Delivering a Persuasive Speech Using Multimedia: Introduction, body of presentation, conclusion, 1167; also see: Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

0801.2.13 Arrange ideas logically and group related ideas in ways that enhance a topic.

SE/TE: Oral Presentation: Present information clearly and concisely, emphasizing main points in a focused way and using relevant evidence, 625; Delivering a Narrative Presentation: Choose details wisely, 996, Do I present events in a logical sequence?, 997; Delivering a Persuasive Speech Using Multimedia: Make an outline, 1166, Introduction, body of presentation, conclusion, 1167; also see: Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

0801.2.14 Connect ideas using a variety of transition strategies that signal addition of information and relationships between ideas (e.g., use listing words such as first, in addition, but, and however).

SE/TE: Delivering a Persuasive Speech Using Multimedia: use transitions, 1166; also see: Delivering a Narrative Presentation: Do I present events in a logical sequence?, 997; also see: Transitions, 499, 618, 988, 1087, 1160

0801.2.15 Provide an effective conclusion that reinforces the focus of the presentation.

SE/TE: Delivering a Persuasive Speech Using Multimedia: Introduction, body of presentation, conclusion, 1167; also see: Delivering a Narrative Presentation: Are the events clearly related to each other and do they build toward the overall point I am trying to make?, 997

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0801.2.16 Explore effective rhetorical devices such as rhetorical questions and anecdotes (to engage an audience), repetition (to reinforce ideas), and analogies (to convey complex ideas).

SE/TE: Evaluating Media Messages: Be aware of persuasive appeals and rhetorical techniques, 790, Identify techniques, such as buzz words, loaded terms, and leading questions, used to deliver the message, 791; also see: Performance Tasks: Oral Review, 455, Oral Evaluation, 631, Critical Review, 1003; Delivering a Persuasive Speech Using Multimedia: Advocate a position, 1166, Include similes, idioms, analogies, and multimedia (text, graphics, images, and sound), 1167

0801.2.17 Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate/volume, and natural gestures.

SE/TE: Oral Presentation: Speak clearly and at an adequate volume & maintain good eye contact, 625; Delivering a Narrative Presentation: Practice beforehand, 996; Delivering a Persuasive Speech Using Multimedia: Be dramatic, 1166, Use speaking techniques to effectively deliver your presentation, 1167

0801.2.18 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below.

SE/TE: Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Listening and Speaking Activities: Panel discussion, 405, Skit, 499, Debate, 827; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Literature circle tips, R21

Behavior of Individuals within the Group • Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion.

SE/TE: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Listening and Speaking Activities: Panel discussion, 405, Debate, 827; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Literature circle tips, R21

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• Consult and reference texts or other resources as sources for ideas or to support ideas under the group discussion.

SE/TE: Performance Tasks: Compare Character Development, 225, Compare Point of View in Two Different Texts, 455, Hold a Panel Discussion About Three Poems, 797, Compare and Contrast Characters, 1003, Compare Legends and Retellings, 1173; also see: Listening and Speaking Activities: Panel discussion, 405, Debate, 827; Literature circle tips, R21

• Ask relevant questions that move the team toward its goals and contribute to the topic of discussion.

SE/TE: Listening and Speaking Activities: Panel discussion, 405, Debate, 827; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; also see: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Literature circle tips, R21

• Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting).

SE/TE: Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Listening and Speaking Activities: Panel discussion, 405, Debate, 827; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Literature circle tips, R21

• Summarize and paraphrase essential information from the input of others, and clarify points of agreement and disagreement.

SE/TE: Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Listening and Speaking Activities: Panel discussion, 405, Debate, 827; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Literature circle tips, R21

Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose.

SE/TE: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Listening and Speaking Activities: Role play, 79, Panel discussion, 405, Interview, 448, 995, Skit, 499, Debate, 827, Storytelling workshop, 1061; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Literature circle tips, R21

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• Articulate the goals that have been provided for the team work and ask appropriate clarifying questions.

SE/TE: Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165; Communications Workshop: Comprehension and Collaboration, 219, 449, 625, 791, 997, 1167; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; also see: Listening and Speaking Activities: Role play, 79, Panel discussion, 405, Interview, 448, 995, Skit, 499, Debate, 827, Storytelling workshop, 1061; Literature circle tips, R21

• Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task.

SE/TE: Vocabulary Workshop: Comprehension and Collaboration, 217, 447, 623, 789, 995, 1165; Communications Workshop: Comprehension and Collaboration, 219, 449, 625, 791, 997, 1167; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; also see: Listening and Speaking Activities: Role play, 79, Panel discussion, 405, Interview, 448, 995, Skit, 499, Debate, 827, Storytelling workshop, 1061; Literature circle tips, R21

Group Dynamics and Roles • Understand and meet responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader).

SE/TE: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; also see: Listening and Speaking Activities: Role play, 79, Panel discussion, 405, Interview, 448, 995, Skit, 499, Debate, 827, Storytelling workshop, 1061; Literature circle tips, R21

• Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed process for accomplishing the task (e.g., list every idea in a brainstorming session before criticism is allowed).

SE/TE: Listening and Speaking Activities: Panel discussion, 405, Skit, 499, Debate, 827; Literature circle tips, R21; also see: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173

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• Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making.

SE/TE: Listening and Speaking Activities: Panel discussion, 405, Skit, 499, Debate, 827; Literature circle tips, R21; also see: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173

State Performance Indicators SPI 0801.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).

SE/TE: Effective Listening and Note-Taking: How would you paraphrase, or describe in your own words, the speaker’s purpose?, 218; Evaluating an Oral Presentation: Identify purpose, 624; Evaluating Media Messages: Look for hidden agendas, 790, Identify the purpose and point of view of each message, 791; Performance Tasks: Analyze and Interpret a Speech, 1003

SPI 0801.2.2 Identify the targeted audience of a speech.

SE/TE: Effective Listening and Note-Taking: How would you paraphrase, or describe in your own words, the speaker’s purpose?, 218; Evaluating an Oral Presentation: Identify purpose, 624; Evaluating Media Messages: Identify the purpose and point of view of each message, 791

SPI 0801.2.3 Identify the thesis and main points of a speech.


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SPI 0801.2.4 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

SE/TE: Oral Presentation: Present information clearly and concisely, emphasizing main points in a focused way and using relevant evidence, 625; Delivering a Narrative Presentation: Practice beforehand, 996, Presentation Checklist, 997; Delivering a Persuasive Speech Using Multimedia: Be prepared, 1166, Use speaking techniques to effectively deliver your presentation, 1167; also see: Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

SPI 0801.2.5 Organize a series of note cards in the most effective order for an oral presentation.

SE/TE: Effective Listening and Note-Taking, 218–219; Conducting Interviews: Draw up questions, 448, Take notes that capture the interviewee’s exact words, 449; Delivering a Persuasive Speech Using Multimedia: Make an outline, 1166; also see: Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089

SPI 0801.2.6 Identify and analyze the organizational structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SE/TE: Evaluating an Oral Presentation: Identify organization, 624; also see: Performance Tasks: Oral Evaluation, 631, Analyze and Interpret a Speech, 1003

SPI 0801.2.7 Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each task, come to agreement by seeking consensus or following the majority).

SE/TE: Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; Listening and Speaking Activities: Role play, 79, Panel discussion, 405, Interview, 448, 995, Skit, 499, Debate, 827, Storytelling workshop, 1061; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Literature circle tips, R21

SPI 0801.2.8 Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).

SE/TE: Listening and Speaking Activities: Role play, 79, Panel discussion, 405, Interview, 448, 995, Skit, 499, Debate, 827, Storytelling workshop, 1061; Collaboration: Respond respectfully to others’ ideas while you clearly express your own, 460; Literature circle tips, R21

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SPI 0801.2.9 Distinguish between a summary and a critique.


Standard 3 - Writing

Grade Level Expectations

GLE 0801.3.1 Write in a variety of modes for different audiences and purposes.

SE/TE: Writing Workshop: Description of a Person (Explanatory Text), 104–109; Autobiographical Essay (Write a Narrative), 208–215; Critical Review (Write an Argument), 326–331; Short Story (Write a Narrative), 438–445; How-to Essay (Write Informative Text), 548–553; Persuasion: Editorial (Write Arguments), 614–621; Argument: Problem-and-Solution Essay, 708–713; Exposition: Comparison-and-Contrast Essay (informative Text), 780–787; Business Letter (Informative Text), 842–847; Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Exposition: Cause-and-Effect Essay (Explanatory Text), 1156–1163; also see: Timed Writing, 85, 103, 115, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141; Performance Tasks: Writing, 224, 454, 630, 796, 1002, 1172; Writing assignments, 53, 155, 179, 275, 305, 383, 405, 499, 525, 571, 571, 669, 689, 739, 763, 827, 915, 959, 1037, 1061, 1109, 1131

GLE 0801.3.2 Employ various prewriting strategies.

SE/TE: Writing Workshop: Prewriting, 104, 209, 327, 439, 549, 615, 709, 781, 842, 983–984, 1085, 1157

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GLE 0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.

SE/TE: Writing Workshop: Description of a Person (Explanatory Text), 104–109; Autobiographical Essay (Write a Narrative), 208–215; How-to Essay (Write Informative Text), 548–553; Argument: Problem-and-Solution Essay, 708–713; Exposition: Comparison-and-Contrast Essay (informative Text), 780–787; Research Report (Informative Text), 982–993; Exposition: Cause-and-Effect Essay (Explanatory Text), 1156–1163; also see: Timed Writing, 85, 103, 115, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141; Performance Tasks: Essay, 454, 630, 796, 1172

GLE 0801.3.4 Refine strategies for editing and revising written work.

SE/TE: Writing Workshop: Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161; Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163

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Checks for Understanding (Formative/Summative Assessment) 0801.3.1 Write in a variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative.

SE/TE: Writing Workshop: Description of a Person (Explanatory Text), 104–109; Autobiographical Essay (Write a Narrative), 208–215; Critical Review (Write an Argument), 326–331; Short Story (Write a Narrative), 438–445; How-to Essay (Write Informative Text), 548–553; Persuasion: Editorial (Write Arguments), 614–621; Argument: Problem-and-Solution Essay, 708–713; Exposition: Comparison-and-Contrast Essay (informative Text), 780–787; Business Letter (Informative Text), 842–847; Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Exposition: Cause-and-Effect Essay (Explanatory Text), 1156–1163; also see: Timed Writing, 85, 103, 115, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141; Performance Tasks: Writing, 224, 454, 630, 796, 1002, 1172; Writing assignments, 53, 155, 179, 275, 305, 383, 405, 499, 525, 571, 571, 669, 689, 739, 763, 827, 915, 959, 1037, 1061, 1109, 1131

0801.3.2 Practice writing to expository prompts within a specified time limit.

SE/TE: Timed Writing, 85, 103, 115, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141

0801.3.3 Create work-related texts, such as instructions, directions, letters, memos, reports, and emails using the techniques below.

SE/TE: Writing Workshop: Business Letter (Informative Text), 842–847; also see: Writing assignments: Evaluation, 571, Bulletin board display, 813, 959, Public service announcement, 827, Script for advertisement, 959, Research proposal, 1109; Writing Letters, R26, R27

• Select a medium or format appropriate to purpose for writing, and maintain focus on the purpose.

SE/TE: Format, use appropriate, 79, 550, 710, 782, 844, 1109

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• Use varied strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate).

SE/TE: Writing Workshop: Drafting, 106, 210, 328, 440, 550, 616, 710, 782, 844, 985, 1086, 1158; Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161

• Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone.

SE/TE: Prewriting: Audience, consider, 209, 959, 1085; Revising: Audience, consider, 618, 710, 1086, 1087, 1160

• Respond to opposing viewpoints and/or anticipate and answer potential questions from audience.

SE/TE: Writing Workshop: Persuasion: Editorial (Write Arguments), 614–621; also see: Peer review, use, 212, 442, 618, 784, 988, 1160

• Use accurate and accessible vocabulary to convey meaning.

SE/TE: Word choice, consider, 669, 1037, 1131; Revising: Word choice, 618, 739, 844, 1087; Word choice, evaluate, 327, 763

• Provide accurate and relevant support for the main points in the text.

SE/TE: Prewriting: Main idea, 589, 669; Details, 209, 439, 549, 739, 1131, 1157; Drafting: Details, 106, 155, 179, 210, 405, 499, 525, 915, 1158; Evidence, present supporting, 155, 1131

• Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

SE/TE: Business Letter (Informative Text), 842–847; Writing Friendly Letters, R26; Writing Business Letters, R27

• Include formatting or visual elements to guide readers by highlighting specific categories of information and/or signaling transitions between steps (e.g., headings, bulleted lists).

SE/TE: Visual aids, choose/add, 549, 1085; Create visuals, 986; Research and Technology: Brochure, 179; Statistical Snapshot, 571; Writing Workshop: How-to Essay (Write Informative Text), 548–553; Business Letter (Informative Text), 842–847; Research Report (Informative Text), 982–993; Writing: Letter, 79; Dialogue, 383; Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology: Multimedia Presentation, 525

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• Use effective graphics and illustrative material to support ideas in the text as appropriate to content and medium.

SE/TE: Research and Technology: Brochure, 179; Statistical Snapshot, 571; Create visuals, 549, 986, 1085; Writing Workshop: How-to Essay (Write Informative Text), 548–553; Business Letter (Informative Text), 842–847; Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology: Multimedia Presentation, 525

0801.3.4 Develop focused, appropriate, and interesting topics for writing.

SE/TE: Prewriting: Topic, 548, 615, 708, 781, 983, 1084, 1085, 1157; Ideas, generate creative, 709, 1085

0801.3.5 Create a thesis statement and include relevant facts, details, reasons, and examples that support the thesis.

SE/TE: Thesis statement, write, 525, 615, 985, 1086, 1109

0801.3.6 Develop relevant details or reasons in a manner that meets the needs of the audience and purpose.

SE/TE: Prewriting: Details, 209, 439, 549, 739, 1131, 1157; Drafting: Details, 106, 155, 179, 210, 405, 499, 525, 915, 1158; Evidence, present supporting, 155, 1131

0801.3.7 Organize writing using structures appropriate for the topic and that meet the needs of the audience (e.g., if using an anecdote to provide an example, use chronological order with sufficient time signals for the reader to follow easily).

SE/TE: Writing Workshop: Description of a Person (Explanatory Text), 104–109; Autobiographical Essay (Write a Narrative), 208–215; Critical Review (Write an Argument), 326–331; Short Story (Write a Narrative), 438–445; How-to Essay (Write Informative Text), 548–553; Persuasion: Editorial (Write Arguments), 614–621; Argument: Problem-and-Solution Essay, 708–713; Exposition: Comparison-and-Contrast Essay (informative Text), 780–787; Business Letter (Informative Text), 842–847; Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Exposition: Cause-and-Effect Essay (Explanatory Text), 1156–1163

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0801.3.8 Use appropriate and effective words and phrases to indicate the organizational pattern (e.g., for a problem/solution paper indicate the order of steps in the solution).

SE/TE: Organization, select/use consistent, 328; Chronological order, 549; Argument: Problem-and-Solution Essay, 708–713; Exposition: Comparison-and-Contrast Essay (informative Text), 780–787; Exposition: Cause-and-Effect Essay (Explanatory Text), 1156–1163

0801.3.9 Use text features (e.g., headings, subheadings, formatting) as appropriate to signal relationships between ideas.

SE/TE: Formatting techniques, use, 550; Outline, prepare, 985, 1086, 1131; Graphs, create, 986

0801.3.10 Use appropriate vocabulary, sentence structure, and usage to distinguish between formal and informal language.

SE/TE: Formal: Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Informal: Short Story (Write a Narrative), 438–445; Poem, 669, 739; Diary entries, 915

0801.3.11 Use strong verbs and figurative language (e.g., metaphors, similes) for emphasis or creative effect as appropriate to the purpose.

SE/TE: Tone, use appropriate, 79, 1131; Figurative language, 106, 689, 1061; Emotional appeals, use, 616, 959; Dramatic pauses, add, 1131

0801.3.12 Use correct sentence structures that are appropriate for audience and purpose.

SE/TE: Revising: Sentences, 212, 619, 785, 845, 988, 989, 1087, 1161; also see: Sentence, 785, 1036, 1087, 1161, R40

0801.3.13 Incorporate a variety of syntactic structures for effect when appropriate (e.g., modifying phrases, parenthetical expressions).

SE/TE: Writing Workshop: Drafting, 106, 210, 328, 440, 550, 616, 710, 782, 844, 985, 1086, 1158

0801.3.14 Edit to craft a tone that is appropriate for the topic and audience, and supports the purpose.

SE/TE: Writing Workshops: Publishing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Using Tone, 79, 105, 843, 1131

0801.3.15 Use language that conveys the writer’s point of view.

SE/TE: Critical Review (Write an Argument), 326–331; Critical analysis, 1061; Ending, new, 53

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0801.3.16 When other sources are used or referenced (such as in research, informational essays, or literary essays) adhere to the list below.

SE/TE: Avoiding Plagiarism and Creating a Bibliography/Works Cited List, 985–986, 992, R34; Research and Technology: Profile, 763; Bulletin Board Display, 959; Writing: Research Proposal, 1109

• Acknowledge source material (e.g., list sources).

SE/TE: Avoiding Plagiarism and Creating a Bibliography/Works Cited List, 985–986, 992, R34; Research and Technology: Profile, 763; Bulletin Board Display, 959; Writing: Research Proposal, 1109

• Understand the differences between/among quoting, paraphrasing, and summarizing.

SE/TE: Quotations, use, 106, 499, 984; Avoiding Plagiarism and Creating a Bibliography/Works Cited List, 985–986, 992, R34

• Quote, paraphrase, or summarize text, ideas, or other information taken from print/electronic sources.

SE/TE: Quotations, use, 106, 499, 984, 986

• Embed quotations and graphics from other sources, when appropriate.

SE/TE: Visuals, create, 986; Quotations, use, 106, 499, 984, 986

0801.3.17 Generate notes on text, and identify main and supporting ideas.

SE/TE: Notes, take, 405, 549, 984; Notes, use, 739; Main idea, 589, 669; Revising: Main idea, 179, 499, 525, 589, 985, 1109

0801.3.18 Edit writing for mechanics (punctuation, capitalization), spelling, and grammar (e.g., consistent verb tense, noun and pronoun agreement).

SE/TE: Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Conventions, 52, 78, 154, 178, 274, 304, 382, 404, 498, 524, 570, 588, 668, 688, 738, 762, 826, 914, 958, 1036, 1060, 1108, 1130

0801.3.19 Based on readers’ comments, revise papers to focus on topic or thesis, develop ideas, employ transitions, and identify a clear beginning and ending.

SE/TE: Writing Workshop: Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161

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0801.3.20 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.

SE/TE: Rubrics for Self-Assessment, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Guide to Rubrics, R36–R39

0801.3.21 Use relatively basic software programs (e.g., Word PowerPoint) to write texts and create graphics to present ideas visually and in writing.

SE/TE: Computer software, use, 984, 1085; also see: Web page, make, 553; Photo scrapbook, make, 109; Multimedia Report (Informative Text), 1084–1089; Research and Technology Research Report, 155; Multimedia Presentation, 525

0801.3.22 Identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).

SE/TE: Publishing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163

State Performance Indicators (see note*** at the end of SPIs) SPI 0801.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain).

SE/TE: Define the Form, 104, 208, 326, 438, 548, 614, 708, 780, 842, 982, 1084, 1156

SPI 0801.3.2 Identify the targeted audience for a selected passage.

SE/TE: Prewriting: Audience, consider, 209, 959, 1085; Revising: Audience, consider, 618, 710, 1086, 1087, 1160

SPI 0801.3.3 Select an appropriate thesis statement for a writing sample.

SE/TE: Thesis statement, write, 525, 615, 985, 1086, 1109

SPI 0801.3.4 Rearrange multi-paragraphed work in a logical and coherent order.

SE/TE: Writing Workshop: Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161

SPI 0801.3.5 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

SE/TE: For related material see: Cause-and-Effect Essay: Use Transitions to Show Support, 1160; also see: Transitions, 499, 618, 988, 1087

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SPI 0801.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

SE/TE: Common Core Assessment Workshop: Writing and Language Conventions, 223, 453, 629, 795, 1001, 1171

SPI 0801.3.7 Identify sentences irrelevant to a paragraph’s theme or flow.

SE/TE: Common Core Assessment Workshop: Writing and Language Conventions, 223, 453, 629, 795, 1001, 1171; also see: Revising: Sentences, 212, 619, 785, 845, 988, 989, 1087, 1161

SPI 0801.3.8 Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage.

SE/TE: Word choice, consider, 669, 1037, 1131; Revising: Word choice, 618, 739, 844, 1087; Word choice, evaluate, 327, 763; Figurative language, add, 106; Emotional appeals, use, 616

SPI 0801.3.9 Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas.

SE/TE: Prewriting: Details, 209, 439, 549, 739, 1131, 1157; Drafting: Details, 106, 155, 179, 210, 405, 499, 525, 915, 1158; Evidence, present supporting, 155, 1131; Anecdotes, use, 105; Graphs, create, 986

SPI 0801.3.10 Select an appropriate title that reflects the topic of a written selection.

SE/TE: Common Core Assessment Workshop: Reading Informational Text, 222; also see: Publishing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163

SPI 0801.3.11 Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.

SE/TE: Student Models, 108, 214, 330, 444, 552, 620, 712, 786, 846, 990, 1088, 1162; Professional Models, 211, 441, 617, 783, 987, 1159

SPI 0801.3.12 Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection.

SE/TE: Writing Workshop: Prewriting, 104, 209, 327, 439, 549, 615, 709, 781, 842, 983–984, 1085, 1157

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SPI 0801.3.13 Select the most appropriate format for a work-related text.

SE/TE: Business Letter (Informative Text), 842–847; Evaluation, 571; Public service announcement, 827; Bulletin board display, 813, 959; Writing letters, R26–R27

*** Writing is also assessed through the writing component of the Tennessee Comprehensive Assessment Program (TCAP). The TCAP Writing Assessment requires students to write a rough draft essay in response to an assigned prompt (topic) within a limited time period. Fifth-grade students are asked to write a narrative essay (a story), eighth-grade students an expository essay (an explanation), and eleventh-grade students a persuasive essay (an argument). The writing samples are scored holistically.

SE/TE: Timed Writing: Explanation, 771, 1069; also see: Writing Workshop: Description of a Person (Explanatory Text), 104–109; Exposition: Cause-and-Effect Essay (Explanatory Text), 1156–1163

Standard 4 - Research

Grade Level Expectations GLE 0801.4.1 Define and narrow a problem or research topic.

SE/TE: Writing Workshop: Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology Research Report, 155; Multimedia Presentation, 525, Writing: Research Proposal, 1109

GLE 0801.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.

SE/TE: Writing Workshop: Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology, 155, 179, 275, 473, 525, 571, 649, 689, 813, 959, 1109, 1131

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GLE 0801.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.

SE/TE: Sources, primary/secondary, 968, 971, 972, 974, 978, 980, 981, 1084, 1109; Develop a Research plan, 983; Use a variety of primary and secondary sources, 983; Evaluate sources, 984; Prepare to credit sources, 985; Make direct reference to sources, 986; Check your citations, 988; Focus on Citations, 993; Respect copyright, 1086

GLE 0801.4.4 Write a research paper, using primary and secondary sources, a standard format, and technology and graphics, as appropriate.


Checks for Understanding (Formative/Summative Assessment) 0801.4.1 Narrow a topic so that the research process is manageable and the controlling idea is focused.

SE/TE: Writing Workshop: Research Report - Develop a Research Plan, 983; Ask open-ended questions, 983

0801.4.2 Take and organize notes on what is known and what needs to be researched about the topic.

SE/TE: Research Report: Use source cards and notecards, 984; Research Report - Develop a Research Plan, 983; Ask open-ended questions, 983; Research and Technology Research Report, 155; Multimedia Presentation, 525, Writing: Research Proposal, 1109

0801.4.3 Focus on relevant information and/or theories.

SE/TE: Research Report: Evaluate sources, 984; Make an outline, 985; Balance research and original ideas, 985

0801.4.4 Distinguish between primary and secondary sources, defining the characteristics of each and evaluating each for its benefits and limitations.

SE/TE: Primary and Secondary Sources, 968, 971, 972, 974, 978, 980, 981, 983, 1084, 1109

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0801.4.5 Choose among sources provided and those found independently based on the usefulness, credibility, and reliability of the sources.

SE/TE: Evaluate sources, 984; Prepare to credit sources, 985; Make direct reference to sources, 986; also see: Primary and Secondary Sources, 968, 971, 972, 974, 978, 980, 981, 983, 1084, 1109;

0801.4.6 Identify reasons for choosing one source over another, including those found on websites.

SE/TE: Evaluate sources, 984; Primary and Secondary Sources, 968, 971, 972, 974, 978, 980, 981, 983, 1084, 1109

0801.4.7 Identify the characteristics and limitations of source material.


0801.4.8 Provide relevant research information to develop and support a complicated topic.


0801.4.9 Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar topic.

SE/TE: Science explorer, Magazine article, 182–189; Textbook article, Public document, Letter, 528–533; Photo-essay, Political cartoon, Radio transcript, 1134–1141

0801.4.10 Collect evidence in various ways (e.g., gathering relevant reasons, examples, and facts; defining key terms and ideas; identifying relationships such as cause/effect).

SE/TE: Develop a Research plan, 983; Use a variety of primary and secondary sources, 983; Evaluate sources, 984; Prepare to credit sources, 985; Make direct reference to sources, 986; Check your citations, 988; Focus on Citations, 993; also see: Sources, primary/secondary, 968, 971, 972, 974, 978, 980, 981, 1084, 1109

0801.4.11 Craft an introductory paragraph in which the thesis statement(s) clearly presents the topic of the documented essay.

SE/TE: Define your thesis, 985; Make an outline, 985; Make direct reference to sources, 986

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0801.4.12 Present a body of well-developed specific facts and information pertinent to the topic, developed as a series of paragraphs which support the topic.


0801.4.13 Connect more complicated ideas using a variety of transition strategies.

SE/TE: Exposition: Research Report: Transitions, 988; also see: Transitions, 499, 618, 1087, 1160

0801.4.14 Create an effective organizing structure based on research information (e.g., description, problem-solution, question-answer, comparison-contrast, cause-effect).

SE/TE: Writing Workshop: Research Report (Informative Text), 982–993; Research: Multimedia Report (Informative Text), 1084–1089

0801.4.15 Craft a conclusion in which closure is provided, such as by restating the topic and summarizing findings.

SE/TE: Writing Workshop: Research Report (Informative Text): Define your thesis & make an outline, 985, check for unity & check your conclusion, 988; Research: Multimedia Report (Informative Text): Sketch an outline & conclusion, 1086

0801.4.16 Acknowledge source material using a predetermined standard format (e.g., APA, MLA).

SE/TE: Prepare to credit sources, 985; Create a “Works Cited” list, 986; Citing Sources and Preparing Manuscripts, R34–R35

0801.4.17 Understand the differences among quoting, paraphrasing, and summarizing.

SE/TE: Writing Workshop: Research Report (Informative Text): Paraphrase and summarize, quote directly, 986; also see: Quotations, use, 106, 499, 984; Avoiding Plagiarism and Creating a Bibliography/Works Cited List, 985–986, 992, R34

0801.4.18 Quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.


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0801.4.19 Embed graphics with accuracy and skill, when appropriate.

SE/TE: Create visuals, 986; Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology: Multimedia presentation, 525; Delivering a Persuasive Speech Using Multimedia, 1168

0801.4.20 Follow a standard format and use appropriate technology to embed text graphics, including a title, a contents page, numbered pages, and a bibliography.

SE/TE: Create visuals, 986; Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology: Multimedia presentation, 525; also see: Delivering a Persuasive Speech Using Multimedia, 1168

0801.4.21 Include effective graphics and illustrative material to support research ideas in the text.

SE/TE: Create visuals, 986; Writing Workshop: Research: Multimedia Report (Informative Text), 1084–1089; Research and Technology: Multimedia presentation, 525; also see: Delivering a Persuasive Speech Using Multimedia, 1168

State Performance Indicators SPI 0801.4.1 Select the most focused research topic.


SPI 0801.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).


SPI 0801.4.3 Determine the most appropriate research source for a given research topic.

SE/TE: Develop a Research plan, 983; Use a variety of primary and secondary sources, 983; Evaluate sources, 984; Prepare to credit sources, 985; Make direct reference to sources, 986; also see: Sources, primary/secondary, 968, 971, 972, 974, 978, 980, 981, 1084, 1109;

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SPI 0801.4.4 Distinguish between primary sources (i.e., interviews, letters, diaries, newspapers, autobiographies, personal narratives) and secondary sources (i.e., reference books, periodicals, Internet, biographies, informational texts).


SPI 0801.4.5 Discern irrelevant research material from written text.

SE/TE: Research Report: Evaluate sources, 984; Make an outline, 985; Balance research and original ideas, 985

Standard 5 - Logic

Grade Level Expectations GLE 0801.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.

SE/TE: Make Inferences, lxxxii, 333, 338, 339, 341, 343, 347, 349, 352, 353, 354, 356, 358, 359, 360, 362, 363, 366, 371, 372, 375, 376, 380, 381, 385, 388, 391, 393, 397, 398, 399, 400, 403, 406; Draw Conclusions, lxxviii, 815, 818, 824, 825, 828; Critical Thinking: Infer, 31, 62, 76, 118, 199, 206, 260, 320, 324, 425, 522, 539, 578, 604, 658, 686, 701, 706, 752, 760, 775, 778, 824, 840, 974, 980, 1028, 1034, 1048, 1074, 1082, 1100, 1128, 1147; Draw Conclusions, 76, 102, 199, 206, 272, 302, 324, 342, 392, 402, 436, 510, 522, 539, 701, 752, 778, 1100, 1151

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GLE 0801.5.2 Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.

SE/TE: Fact and Opinion, lxxix, 555, 558, 560, 562, 563, 567, 568, 569, 573, 577, 579, 583, 584, 587, 590; Cause and Effect, lxxv, 849, 855, 857, 858, 860, 861, 862, 863, 866, 868, 869, 872, 881, 882, 884, 885, 889, 893, 899, 902, 903, 907, 908, 910, 913, 917, 921, 927, 928, 932, 936, 939, 943, 945, 946, 950, 951, 952, 957, 960; Make Inferences, lxxxii, 333, 338, 339, 341, 343, 347, 349, 352, 353, 354, 356, 358, 359, 360, 362, 363, 366, 371, 372, 375, 376, 380, 381, 385, 388, 391, 393, 397, 398, 399, 400, 403, 406; Draw Conclusions, lxxviii, 815, 818, 824, 825, 828; Critical Thinking: Infer, 31, 62, 76, 118, 199, 206, 260, 320, 324, 425, 522, 539, 578, 604, 658, 686, 701, 706, 752, 760, 775, 778, 824, 840, 974, 980, 1028, 1034, 1048, 1074, 1082, 1100, 1128, 1147; Draw Conclusions, 76, 102, 199, 206, 272, 302, 324, 342, 392, 402, 436, 510, 522, 539, 701, 752, 778, 1100, 1151

GLE 0801.5.3 Distinguish between inductive and deductive reasoning.

SE/TE: Critical Thinking: Deduce, 38, 50, 118, 425, 546, 775, 912, 1034, 1048; Critical Viewing: Deduce, 135, 536, 949; Logic, analyze errors in, 592; Examine for Logical Organization, 962, 967

GLE 0801.5.4 Analyze written and oral communication for persuasive devices.

SE/TE: Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Persuasive Techniques, 555, 559, 563, 569; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

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GLE 0801.5.5 Identify and analyze premises, including false premises.

SE/TE: For related material see: Persuasive Techniques, 555, 559, 563, 569; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

GLE 0801.5.6 Continue to explore logical fallacies.

SE/TE: For related material see: Logic, analyze errors in, 592; Examine for Logical Organization, 962, 967; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

Checks for Understanding (Formative / Summative Assessment) 0801.5.1 Make logical predictions of future events in text.

SE/TE: Predictions, make, lxxxi, 25, 29, 30, 32, 35, 38, 39, 43, 44, 47, 49, 51, 55, 60, 63, 71, 74, 75, 77, 80

0801.5.2 Identify sequence of events in text.

SE/TE: Plot, 4, 5, 8, 9, 10, 13, 14, 16, 25, 29, 32, 37, 39, 44, 47, 48, 50, 51, 232, 234, 235, 236, 237, 238, 242, 312, 804, 808, 809, 810, 1013, 1014, 1015, 1019; Technical directions, 766–771

0801.5.3 Construct and complete analogies using synonyms, antonyms, homonyms, categories/subcategories, whole/part, functions, verb forms, rhymes, scrambled words, and homophones.

SE/TE: Analogies, form, 343, 381, 772, 779, 1049, 1059, R13; Antonyms, choose and explain, 511, 523; Synonyms, 63, 77, 291, 303, 511, 523, 1101, 1107; Homophones, 713; Rhyme, 638, 651, 659, 667

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0801.5.4 Identify and analyze stated or implied cause/effect relationships in text.

SE/TE: Cause and Effect, lxxv, 849, 855, 857, 858, 860, 861, 862, 863, 866, 868, 869, 872, 881, 882, 884, 885, 889, 893, 899, 902, 903, 907, 908, 910, 913, 917, 921, 927, 928, 932, 936, 939, 943, 945, 946, 950, 951, 952, 957, 960

0801.5.5 Determine simple criteria for recognizing factual claim and opinion (e.g., scientific method, provability, quality of evidence, sources).

SE/TE: Fact and Opinion, lxxix, 555, 558, 560, 562, 563, 567, 568, 569, 573, 577, 579, 583, 584, 587, 590

0801.5.6 Determine the relevance and quality of evidence given to support or oppose an argument.

SE/TE: Persuasive Techniques, 555, 559, 563, 569; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

0801.5.7 Compare and contrast evidence and conclusions between/among two or more arguments on the same topic.

SE/TE: For related material see: Editorial, 614–621; Persuasive Techniques, 555, 559, 563, 569; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

0801.5.8 Identify and analyze examples of deductive and inductive reasoning in text.


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0801.5.9 Identify and describe the structure of an argument, including its main claim and supporting premises.

SE/TE: Persuasive Techniques, 555, 559, 563, 569; Editorial, 614–621; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

0801.5.10 Identify a variety of false premises, including those involving categorical claims (e.g., all mammals are human beings).


0801.5.11 Identify and analyze the persuasive devices used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).

SE/TE: Persuasive Techniques, 555, 559, 563, 569; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

0801.5.12 Continue to explore logical fallacies (e.g., appeal to fear, personal attack, false dilemma, false analogy) in a variety of texts.


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0801.5.13 Analyze examples of stereotyping and bias in text.

SE/TE: Bias, determine, 573, 579, 587; Evaluate sources, 984

State Performance Indicators SPI 0801.5.1 Recognize a reasonable prediction of future events of a given text.

SE/TE: Predictions, make, lxxxi, 25, 29, 30, 32, 35, 38, 39, 43, 44, 47, 49, 51, 55, 60, 63, 71, 74, 75, 77, 80

SPI 0801.5.2 Evaluate text for fact or opinion.

SE/TE: Cause and Effect, lxxv, 849, 855, 857, 858, 860, 861, 862, 863, 866, 868, 869, 872, 881, 882, 884, 885, 889, 893, 899, 902, 903, 907, 908, 910, 913, 917, 921, 927, 928, 932, 936, 939, 943, 945, 946, 950, 951, 952, 957, 960

SPI 0801.5.3 Analyze cause/effect relationships in text.

SE/TE: Fact and Opinion, lxxix, 555, 558, 560, 562, 563, 567, 568, 569, 573, 577, 579, 583, 584, 587, 590

SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).

SE/TE: Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Persuasive Techniques, 555, 559, 563, 569; Evaluate Persuasive Appeals, 408–413; Analyze Proposition and Support, 592–597; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

SPI 0801.5.5 Choose a logical word to complete an analogy, using synonyms, antonyms, homonyms, categories/ subcategories, whole/part, functions, verb forms, rhymes, scrambled words, and homophones.

SE/TE: Analogies, form, 343, 381, 772, 779, 1049, 1059, R13; Antonyms, choose and explain, 511, 523; Synonyms, 63, 77, 291, 303, 511, 523, 1101, 1107; Homophones, 713; Rhyme, 638, 651, 659, 667

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SPI 0801.5.6 Identify an example of deductive or inductive reasoning in text.


SPI 0801.5.7 Identify a false premise in text.


SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print texts.

SE/TE: Bias, determine, 573, 579, 587; Evaluate sources, 984

SPI 0801.5.9 Make inferences and draw conclusions based on evidence in text.


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Standard 6 - Informational Text

Grade Level Expectations GLE 0801.6.1 Comprehend and summarize the main ideas and supporting details of informational texts.

SE/TE: Central Idea, 7, 17, 462, 466, 467, 472; Main idea and Details, lxxx, 182, 189, 475, 480, 483, 488, 490, 493, 494, 496, 497, 501, 505, 506, 511, 516, 519, 521, 522, 523, 526

GLE 0801.6.2 Analyze the organizational structures of informational texts.

SE/TE: Organizational Structure, 462, 467, 468, 469; Reading for Information, 82–85, 182–189, 308–312, 408–413, 528–533, 592–597, 692–697, 766–771, 830–835, 962–967, 1064–1069, 1134–1141

GLE 0801.6.3 Read, interpret, and analyze text features that support informational texts.

SE/TE: Text Features in Magazine Articles and Scientific Articles, 182–189; Informational Texts: Consumer Document and Map, 82–85; Advertisements, 408–413; Map, Graph, 529, 530; Recipe, Product information, Menu, 692–697; Technical directions (diagram), 767; News release, Web site, 962–967; Photo-essay, 1139–1141; Structural features of books, 1064; Table of contents, 1067; Index, 1068

Checks for Understanding (Formative/Summative Assessments) 0801.6.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer’s purpose).

SE/TE: After You Read: Reading for Information, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141; for related activities, also see: Critical Thinking (after reading), 473, 482, 496, 510, 522, 539, 544, 546, 562, 568, 578, 586, 612

0801.6.2 Identify/infer the stated or implied main idea of an informational text and identify the details supporting it.


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0801.6.3 Recognize clear, but subtly stated relationships among ideas (e.g., cause/effect, comparative, sequential) in informational texts.


0801.6.4 Make inferences and draw conclusions.


0801.6.5 Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.


0801.6.6 Summarize, paraphrase, and critique texts.

SE/TE: Paraphrase, lxxxiii, 715, 719, 722, 725, 733, 734, 737, 741, 744, 753, 760, 761, 764; Summarize, lxxxv, 1023, 1029, 1034, 1035, 1039, 1049, 1059, 1062

0801.6.7 Synthesize information across two or more informational texts and technical sources.

SE/TE: Comparing Reading for Information, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141

0801.6.8 Identify the organizational structures of informational texts (e.g., chapters, numbered steps).

SE/TE: For related material see: Organizational Structure, 462, 467, 468, 469, 534, 537; Reading for Information, 82–85, 182–189, 308–312, 408–413, 528–533, 592–597, 692–697, 766–771, 830–835, 962–967, 1064–1069, 1134–1141

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0801.6.9 Identify the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).


0801.6.10 Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspapers/ magazines, letters, dramas, technical manuals, textbooks)

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–23; Elements of Short Stories, 232–233; Literary Analysis Workshop: Short Stories, 234–243; Elements of Literary Nonfiction, 462–463; Literary Analysis Workshop: Types of Nonfiction, 464–473; Elements of Poetry, 638–639; Literary Analysis Workshop: Poetry, 640–649; Elements of Drama, 804–805; Literary Analysis Workshop: Drama, 806–813; Elements of the American Folk Tradition, 1010–1011; Literary Analysis Workshop: Themes in American Stories, 1012–1021; Reading for Information, 82–85, 182–189, 308–312, 408–413, 528–533, 592–597, 692–697, 766–771, 830–835, 962–967, 1064–1069, 1134–1141

0801.6.11 Use text features to locate information and make meaning from text (e.g., headings, keywords, captions, tables of contents, footnotes, illustrations).


0801.6.12 Comprehend and interpret factual, quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.

SE/TE: Science explorer, Magazine article, 182–189; Textbook article, Public document, Letter, 528–533; also see: Recipe, Product Information, and Menu, 692–697; Photo Essay, 1139, Political Cartoons, 1140

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0801.6.13 Follow instructions in informational texts.

SE/TE: Recipe, Product information, Menu, 692–697; Technical directions, 766–771; also see: Performance Tasks, 224–225, 454–455, 630–631, 796–797, 1002–1003, 1172–1173

0801.6.14 Use previously learned strategies to comprehend informational texts (e.g., formulating questions, visualizing, predicting, identifying the author’s purpose).

SE/TE: After You Read: Reading for Information, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141; for related activities, also see: Critical Thinking (after reading), 473, 482, 496, 510, 522, 539, 544, 546, 562, 568, 578, 586, 612

0801.6.15 Recognize and analyze written techniques such as understatement, overstatement, and irony.

SE/TE: Irony, 235, 236, 237, 239, 242, 807

State Performance Indicators SPI 0801.6.1 Formulate appropriate questions before, during, and after reading.

SE/TE: Cause and Effect: ask questions to analyze, 917, 921, 927, 928, 932, 936, 939, 943, 945, 946, 950, 951, 952, 957; Compare and Contrast: ask questions, 245, 250, 251, 252, 255, 256, 259, 261, 266, 270, 272, 273; Fact and Opinion: ask questions to evaluate, 573, 577, 579, 583, 584, 587; Ask Questions, 1091, 1094, 1095, 1097, 1099, 1101, 1107

SPI 0801.6.2 Identify the main idea and supporting details in text.


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SPI 0801.6.3 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).


SPI 0801.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams).

SE/TE: Science explorer, Magazine article, 182–189; Textbook article, Public document, Letter, 528–533

SPI 0801.6.5 Choose the correct order of a set of instructions.

SE/TE: Recipe, Product information, Menu, 692–697; Technical directions, 766–771

SPI 0801.6.6 Identify the organizational structure of a text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution).

SE/TE: For related material see: Organizational Structure, 462, 467, 468, 469, 534, 537; Reading for Information, 82–85, 182–189, 308–312, 408–413, 528–533, 592–597, 692–697, 766–771, 830–835, 962–967, 1064–1069, 1134–1141

Standard 7 - Media

Grade Level Expectations GLE 0801.7.1 Analyze media for their ability to inform, persuade, and entertain.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Critical Viewing: Analyze, 71, 92, 99, 115, 122, 128, 165, 193, 252, 296, 364, 389, 420, 495, 506, 566, 602, 605, 718, 746, 757, 776, 818, 838, 954, 971, 1043, 1052, 1055, 1058, 1075, 1099, 1122, 1125; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Media Literacy Handbook, lxxxvi–xci

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GLE 0801.7.2 Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; also see: Writing Workshop: Multimedia Report, 1084–1089; Media Literacy Handbook, lxxxvi–xci

GLE 0801.7.3 Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, music) carry or influence messages in various media.

SE/TE: Opportunities to address this standard may be found on pages: Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; also see: Writing Workshop: Multimedia Report, 1084–1089; Media Literacy Handbook, lxxxvi–xci

GLE 0801.7.4 Apply and adapt the principles of written composition to create coherent media productions.

SE/TE: Writing Workshop: Multimedia Report, 1084–1089; Communications Workshop: Delivering a Persuasive Speech Using Multimedia, 1166–1167; Research and Technology: Multimedia presentation, 525; Media Literacy Handbook, lxxxvi–xci

Checks for Understanding (Formative/Summative Assessment) 0801.7.1 Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production and evaluate the effectiveness of the techniques.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Media Literacy Handbook, lxxxvi–xci

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0801.7.2 Identify, analyze, and discuss the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media and explain how the elements support or conflict with each other.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Critical Viewing: Analyze, 71, 92, 99, 115, 122, 128, 165, 193, 252, 296, 364, 389, 420, 495, 506, 566, 602, 605, 718, 746, 757, 776, 818, 838, 954, 971, 1043, 1052, 1055, 1058, 1075, 1099, 1122, 1125; Media Literacy Handbook, lxxxvi–xci

0801.7.3 Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television/film or layout, pictures, and typeface in print materials) in various media, and explain how they carry or influence messages.


0801.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features.


0801.7.5 Demonstrate awareness of audience needs through choice of medium and through images, words, and sounds.

SE/TE: Opportunities to address this standard may be found on pages: Writing Workshop: Multimedia Report, 1084–1089; Communications Workshop: Delivering a Persuasive Speech Using Multimedia, 1166–1167; Research and Technology: Multimedia presentation, 525; Media Literacy Handbook, lxxxvi–xci

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0801.7.6 Consider the potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions.

SE/TE: Opportunities to address this standard may be found on pages: Writing Workshop: Multimedia Report, 1084–1089; Communications Workshop: Delivering a Persuasive Speech Using Multimedia, 1166–1167; Research and Technology: Multimedia presentation, 525; Media Literacy Handbook, lxxxvi–xci


0801.7.1 Choose the most appropriate medium for a prescribed purpose and audience.


0801.7.2 Select a visual image that best reinforces a viewpoint or enhances a presentation.


0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).


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0801.7.4 Draw an inference from a non-print medium.

SE/TE: Critical Viewing: Infer, 31, 137, 139, 267, 337, 352, 361, 396, 426, 560, 600, 749, 866, 883, 942, 955, 1128

0801.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

SE/TE: Opportunities to address this standard may be found on pages: Critical Viewing: Interpret, 117, 480, 488, 608; Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Media Literacy Handbook, lxxxvi–xci

0801.7.6 Select the type of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium.

SE/TE: Communications Workshop: Effective Listening and Note-Taking, 218–219; Evaluating Media Messages, 790–791; Delivering a Persuasive Speech Using Multimedia, 1166–1167; Media Literacy Handbook, lxxxvi–xci

Standard 8 - Literature

Grade Level Expectations

GLE 0801.8.1 Read and comprehend a variety of works from different forms of literature.

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–23; Elements of Short Stories, 232–233; Literary Analysis Workshop: Short Stories, 234–243; Elements of Literary Nonfiction, 462–463; Literary Analysis Workshop: Types of Nonfiction, 464–473; Elements of Poetry, 638–639; Literary Analysis Workshop: Poetry, 640–649; Elements of Drama, 804–805; Literary Analysis Workshop: Drama, 806–813; Elements of the American Folk Tradition, 1010–1011; Literary Analysis Workshop: Themes in American Stories, 1012–1021

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GLE 0801.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).


GLE 0801.8.3 Recognize the conventions of various literary genres.


GLE 0801.8.4 Analyze works of literature for what is suggested about the historical period in which they were written.

SE/TE: Cultural Context, 1010, 1012, 1023, 1091, 1095, 1098, 1099, 1101, 1106, 1107; Heroic characters, compare, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Present a Speech on a Hero, 1173

GLE 0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme).

SE/TE: Before You Read: Literary Analysis, 25, 55, 111, 157, 245, 277, 333, 385, 475, 501, 555, 573, 651, 671, 715, 741, 815, 849, 917, 1023, 1039, 1095, 1111

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Checks for Understanding (Formative/Summative Assessment) 0801.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize; predict; identify the writer’s purpose).

SE/TE: After You Read: Reading for Information, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141; also see: Critical Thinking (after reading), 473, 482, 496, 510, 522, 539, 544, 546, 562, 568, 578, 586, 612

0801.8.2 Sequence and identify the plot’s events, their causes, and the influence of each event on future actions.

SE/TE: Plot, 4, 5, 8, 9, 10, 13, 14, 16, 25, 29, 32, 37, 39, 44, 47, 48, 50, 51, 232, 234, 235, 236, 237, 238, 242, 312, 804, 808, 809, 810, 1013, 1014, 1015, 1019; Performance Tasks: Analyze the Impact of a Plot Event on a Story’s Action, 455; Conflict, 4, 8, 9, 10, 13, 14, 16, 25, 39, 51, 55, 61, 63, 68, 73, 74, 77, 232, 235, 236, 237, 238, 241, 242, 804, 806, 1013, 1014, 1015

0801.8.3 Identify plot development techniques (e.g., foreshadowing, flashbacks) and explain their function in the text.

SE/TE: Flashback & Foreshadowing, 86, 103, 234, 440

0801.8.4 Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts.

SE/TE: Character, 4, 5, 8, 11, 14, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206, 207, 232, 234, 235, 236, 237, 239, 241, 242, 300, 312, 804, 806, 807, 808, 810, 811, 815, 819, 820, 825, 1013, 1014, 1017, 1018, 1019, 1020, 1070, 1072, 1074, 1076, 1081, 1082, 1083, R13; Character’s motivation, 232, 806, 807, 808, 917, 920, 922, 924, 929, 934, 938, 940, 941, 944, 948, 953, 954, 957, R16; Character traits, 232, 277, 282, 285, 286, 289, 291, 296, 298, 301, 302, 303, R13; Performance Tasks: Analyze the Use of Dialogue to Develop a Character, 454; Analyze Characterization, 1002; Analyze Characterization in a Story, 1172; Compare Character Development, 225; Compare and Contrast Characters, 1003

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0801.8.5 Identify and analyze moral dilemmas in works of literature, as revealed by character motivation and behavior.

SE/TE: Heroic characters, compare, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Present a Speech on a Hero, 1173; Moral, R17

0801.8.6 Differentiate between internal and external conflict.

SE/TE: Conflict, 4, 8, 9, 10, 13, 14, 16, 25, 39, 51, 55, 61, 63, 68, 73, 74, 77, 232, 235, 236, 237, 238, 241, 242, 804, 806, 1013, 1014, 1015

0801.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots.

SE/TE: Conflict, 4, 8, 9, 10, 13, 14, 16, 25, 39, 51, 55, 61, 63, 68, 73, 74, 77, 232, 235, 236, 237, 238, 241, 242, 804, 806, 1013, 1014, 1015

0801.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement).

SE/TE: Plot, 4, 5, 8, 9, 10, 13, 14, 16, 25, 29, 32, 37, 39, 44, 47, 48, 50, 51, 232, 234, 235, 236, 237, 238, 242, 312, 804, 808, 809, 810, 1013, 1014, 1015, 1019; Performance Tasks: Analyze the Impact of a Plot Event on a Story’s Action, 455

0801.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts.

SE/TE: Setting, 8, 9, 111, 119, 153, 232, 235, 236, 238, 240, 804, 815, 819, 820, 825, 917, 957, 1013, 1014, 1016, 1018

0801.8.10 Identify how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).


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0801.8.11 Analyze the narration and point of view (e.g., first person, third-person objective, third-person limited, third-person omniscient) in literary texts.

SE/TE: Point of View, 4, 233, 333, 338, 340, 342, 343, 348, 350, 352, 356, 359, 360, 363, 365, 367, 368, 370, 374, 377, 378, 379, 381, 464; Performance Tasks: Analyze Point of View, 454; Analyze Author’s Point of View, 630

0801.8.12 Consider how forms and conventions within genres (e.g., poetry, drama, essays, short stories) affect meaning.


0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun).

SE/TE: Vocabulary Workshop: Figurative Language, 1164–1165; Figurative language, 157, 640, 671, 677, 679, 685, 687, 772, 1010, 1166

0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect.

SE/TE: Sound Devices, 655, 657, 659, 663, 665, 666, 667; Hyperbole, 1010, 1011; Performance Tasks: Analyze the Sound Devices in a Poem, 796; Rhyme, 638, 651, 659, 667; Alliteration, 641, 651, 659, 667; Elements of Poetry, 638–639; Literary Analysis Workshop: Poetry, 640–649

0801.8.15 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.

SE/TE: Elements of Drama, 804–805; Analyzing Dramatic Elements, 806–807; Close Read: Character, Action, and Theme, 808–813; Stage directions, 804, 806, 808, 815, 825

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0801.8.16 Identify and explain the theme of a literary text, distinguishing theme from topic.

SE/TE: Theme, 5, 6, 8, 232, 235, 236, 237, 238, 242, 385, 389, 392, 393, 398, 401, 402, 403, 414, 806, 807, 808, 1012, 1013, 1017, R20; Universal Theme, 6, 235, 1010, 1142; Performance Tasks: Analyze the Development of Theme, 454; Analyze the Development of Theme, 1002; Compare Themes in Two Works, 1172

0801.8.17 Identify and explain the development of stated or implied similar themes across two or more literary texts.

SE/TE: Universal Theme, 6, 235, 1010, 1142; Works with similar theme, 1142, 1147, 1149, 1150, 1153, 1155; Performance Tasks: Compare Themes in Two Works, 1172

0801.8.18 Distinguish among the types of literary plot conflicts (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology, person vs. society).

SE/TE: Plot, 4, 5, 8, 9, 10, 13, 14, 16, 25, 29, 32, 37, 39, 44, 47, 48, 50, 51, 232, 234, 235, 236, 237, 238, 242, 312, 804, 808, 809, 810, 1013, 1014, 1015, 1019; Performance Tasks: Analyze the Impact of a Plot Event on a Story’s Action, 455; Conflict, 4, 8, 9, 10, 13, 14, 16, 25, 39, 51, 55, 61, 63, 68, 73, 74, 77, 232, 235, 236, 237, 238, 241, 242, 804, 806, 1013, 1014, 1015

0801.8.19 Identify the historical period in which a literary text was written and explain the text in light of this understanding.


0801.8.20 Recognize that the author’s viewpoint may or may not reflect the culture or mores of the time in which the author lives.

SE/TE: Author’s point of view, 462, 464, 466; also see: Author's Purpose, lxxiv, 7, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 180, 462

0801.8.21 Recognize and analyze biblical, classical, cultural, historical, and literary allusions.

SE/TE: Allusion, 640, 715, 725, 737

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0801.8.22 Explore the concept of allegory. SE/TE: For related material see: Elements of the American Folk Tradition, 1010–1011; Determining Themes in American Stories, 1012–1013; Close Read: Story Elements and Theme, 1014


SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.

SE/TE: Plot, 4, 5, 8, 9, 10, 13, 14, 16, 25, 29, 32, 37, 39, 44, 47, 48, 50, 51, 232, 234, 235, 236, 237, 238, 242, 312, 804, 808, 809, 810, 1013, 1014, 1015, 1019; Performance Tasks: Analyze the Impact of a Plot Event on a Story’s Action, 455

SPI 0801.8.2 Identify and analyze the author’s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient).

SE/TE: Point of View, 4, 233, 333, 338, 340, 342, 343, 348, 350, 352, 356, 359, 360, 363, 365, 367, 368, 370, 374, 377, 378, 379, 381, 464; Performance Tasks: Analyze Point of View, 454; Analyze Author’s Point of View, 630

SPI 0801.8.3 Determine how a story changes if the point of view is changed.

SE/TE: For related material see: Performance Tasks: Analyze Point of View, 454; Compare Point of View in Two Different Texts, 455; also see: Point of View, 4, 233, 333, 338, 340, 342, 343, 348, 350, 352, 356, 359, 360, 363, 365, 367, 368, 370, 374, 377, 378, 379, 381, 464

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SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.


SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts.

SE/TE: Universal Theme, 6, 235, 1010, 1142; Works with similar theme, 1142, 1147, 1149, 1150, 1153, 1155; Performance Tasks: Compare Themes in Two Works, 1172

SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).


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SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone).

SE/TE: Before You Read: Literary Analysis, 25, 55, 111, 157, 245, 277, 333, 385, 475, 501, 555, 573, 651, 671, 715, 741, 815, 849, 917, 1023, 1039, 1095, 1111

SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context.

SE/TE: Idiom, 788–789; Figurative Language, 1164–1165; Figurative language, 157, 640, 671, 677, 679, 685, 687, 772, 1010, 1166; Sound Devices, 655, 657, 659, 663, 665, 666, 667; Hyperbole, 1010, 1011; Performance Tasks: Analyze the Sound Devices in a Poem, 796

SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme).

SE/TE: Sound Devices, 655, 657, 659, 663, 665, 666, 667; Hyperbole, 1010, 1011; Performance Tasks: Analyze the Sound Devices in a Poem, 796; Rhyme, 638, 651, 659, 667; Alliteration, 641, 651, 659, 667

SPI 0801.8.10 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).

SE/TE: Conflict, 4, 8, 9, 10, 13, 14, 16, 25, 39, 51, 55, 61, 63, 68, 73, 74, 77, 232, 235, 236, 237, 238, 241, 242, 804, 806, 1013, 1014, 1015

SPI 0801.8.11 Identify and analyze a literary character’s moral dilemma.

SE/TE: Heroic characters, compare, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Present a Speech on a Hero, 1173; Moral, R17

SPI 0801.8.12 Recognize and identify words within context that reveal particular time periods and cultures.


SPI 0801.8.13 Determine the influence of culture and ethnicity on the themes and issues of literary texts.


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SPI 0801.8.14 Identify the author’s purpose for writing.

SE/TE: Author's Purpose, lxxiv, 7, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 180, 462

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