Grade 7
Prentice Hall
Literature, The Penguin Edition,
Grade 7 © 2007
C O R R E L A T E D
T O
West Virginia Reading and English Language Arts
Content Standards and Objectives
Grade 7
INSTRUCTIONAL MATERIALS ADOPTION
PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Prentice Hall
Reading/Literature
7
English Language Arts
Literature: The Penguin Edition, Grade 7
2007
0-13-131714-8
0-13-131753-9
GENERIC EVALUATION CRITERIA
GROUP VI – 2007 TO 2013
Reading/Literature K-12
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. INTER-ETHNIC
The instructional material meets the requirements of
inter-ethnic: concepts, content and illustrations, as
set by West Virginia Board of Education Policy
(Adopted December 1970).
NOTES
Ernesto Galarza from
Barrio Boy begins on p.
70; Julia Alvarez My
First Free Summer
begins on p. 118; Alex
Haley My Furthest-Back
Person begins on p. 125;
Bill Cosby Was Tarzan a
Three-Bandage Man?
begins on p. 147; Amy
Tan Two Kinds from The
Joy Luck Club begins on
p. 231; Gary Soto
Seventh Grade begins on
p. 250; Piri Thomas
Amigo Brothers begins
on p. 283; Laurence Yep
Ribbons begins on p.
307; Shinichi Hoshi
He—y, Come on O–ut
begins on p. 328; Nancy
Masterson Sakamoto
Conversational
Ballgames begins on p.
379; Chief Dan George I
Am a Native of North
America begins on p.
390; Alice Walker In
Search of Our Mothers’
Gardens begins on p.
397; Barbara Jordan All
Together Now begins on
p. 443; Matsuo Bashò
Three Haiku begins on p.
529; Langston Hughes
Mother to Son begins on
p. 543;
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of
equal opportunity: concept, content, illustration,
heritage, roles contributions, experiences and
achievements of males and females in American and
other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
Cynthia Rylant Papa’s
Parrot begins on p. 26;
Annie Dillard from An
American Childhood
begins on p. 52; Lucille
Clifton The Luckiest
Time of All begins on p.
61; Anna Quindlen
Melting Pot begins on p.
144; Amy Tan Two
Kinds from The Joy Luck
Club begins on p. 231;
Joan Aiken The Third
Wish begins on p. 274;
Nancy Masterson
Sakamoto
Conversational
Ballgames begins on p.
379; Alice Walker In
Search of Our Mothers’
Gardens begins on p.
397; Barbara Jordan All
Together Now begins on
p. 443; Nikki Giovanni
Winter begins on p. 527;
Eve Merriam Weather
begins on p. 584; Juliet
Piggott Wood
Popocatepetl and
Ixtlaccihuatl begins on p.
857
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A. Learning Skills
Reading Informational
Materials, 46, 138,
218, 296, 406, 552,
614, 732, 780, 844,
908; Writing
Workshops:
Comparison-andContrast Essay, 488–
495; Writing for
Assessment, 572, 576;
Persuasive Essay, 628–
635; Multimedia
Report, 744–748;
Cause-and-Effect
Essay, 798–805;
Business Letter, 884–
888; Research Report,
940–949;
Communication
Workshop, 162, 346,
496, 636, 806, 950
‰ Thinking and Problem-Solving Skills.
‰ Information and Communication Skills.
‰ Interpersonal and Self-Direction Skills and use these
___
___
___ ___
___
___
___ ___
21 Century Tools
B. 21st Century Tools
Reading Informational
Materials: Websites,
138–140; Writing
Workshop: Multimedia
Report, 744–748; also
see: Research and
Technology, 31, 43, 59,
65, 101, 113, 123, 135,
197, 215, 229, 245,
377, 395, 403, 441,
447, 457, 465, 525,
531, 541, 549, 587,
593, 603, 611, 693,
729, 777, 833, 841,
855, 867, 899, 905,
919, 927; Using the
Internet, R24
‰ Problem-solving tools (such as spreadsheets,
decision support, design tools)
‰ Communication, information processing and
research tools (such as word processing,
e-mail, groupware, presentation, Web development,
Internet search tools)
‰ Personal development and productivity tools (such a
e-learning, time management/calendar, collaboration
tools)
INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless
otherwise specified. These criteria consist of information critical to the development of reading/literature at all
grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined
general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
A. MULTIMEDIA
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• In-From the
Author’s Desk DVD
which includes indepth interviews with
authors
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
1.
offer appropriate multimedia (e.g., software, audio,
visual, internet access) materials.
___
___
___ ___
options support a
range of students
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
See next standard for
detailed explanation of
Internet components of
this program.
Every unit and part of
the program includes a
wealth of Internet
support. Using in-text
links and companion
website codes, teachers
access: Author Video
Clips, Crosswords,
selection-specific SelfTests, and selectionspecific Internet
Activities. For
examples, see
http://phschool.com/ats
chool/literature/ and
following the links for
each level of the
program. In the
Teacher’s Edition, links
can be found
throughout the text, but
for examples, please
see pp. 25, 91, 191,
273, and 301.
In addition, the
Prentice Hall Online
Essay Scorer provides
instant scoring and
feedback for all
Writing Workshop
assignments and can be
found at
www.phsuccessnet.co
m as referenced in the
Teacher’s Edition text
on pp. 82, 154, 264,
428, 489, 572, 628, 798
2.
provide a website which provides links to relevant
sites as well as lesson plans, student activities and
parent resources.
___
___
___ ___
and 940
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• In-From the
Author’s Desk DVD
which includes indepth interviews with
authors
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
options support a
range of students
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
See the previous
standard for detailed
explanation of Internet
3.
integrate technology into the curriculum.
___
___
___ ___
components of this
program.
B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES
Every selection in the
program introduces a
reading skill, then
reinforces it after the
selection. Each of these
skills is taught with a
graphic organizer
supported in the
resources materials. For
all reading strategies
and graphic organizers,
please see: Reading
Skill, 24, 50, 90, 116,
190, 222, 370, 388,
436, 450, 518, 534,
580, 596, 662, 752,
826, 848, 892, 912;
also see the reading
skills taught with
Reading Informational
Materials, 46–48, 138–
140, 296–298, 406–
408, 552–554, 614–
616, 732–734, 780–
782, 844–846, 908–910
Reading Skill (Build
Skills), 24, 50, 90, 116,
190, 222, 370, 385,
388, 436, 450, 518,
534, 580, 596, 662,
752, 826, 848, 892,
912; Reading Skill
(Apply the Skills), 30,
42, 58, 64, 100, 112,
122, 134, 196, 214,
228, 244, 376, 384,
402, 440, 446, 456,
464, 524, 530, 540,
548, 586, 592, 602,
610, 692, 728, 776,
832, 840, 854, 866,
898, 904, 918, 926;
Reading Skill
(Monitor Your
Progress), 45, 49, 221,
299, 387, 405, 409,
449, 467, 487, 533,
551, 555, 595, 613,
617, 627, 695, 731,
735, 779, 783, 797,
847, 911; Reading
Informational
Materials, 46–48, 138–
140, 296–298, 406–
1.
2.
provide explicit instructional strategies to present
varied teaching models including but not limited to:
webbing, mapping, Venn diagrams and inverted
pyramids.
promote independent reading skills and study
techniques (e.g., DRTA, SQ3R, ReQuest, Feature
Analysis, QAR).
___
___
___ ___
___
___
___ ___
408, 552–554, 614–
616, 732–734, 780–
782, 844–846, 908–910
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T36–T48. Also
see the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 73, 93, 107, 125,
and 166. Also see the
Professional
Development notes as
follows: “Say
Something” Bookmark,
22; Concept Connector,
29; Response Journal,
163; Writing in the
Here and Now, 167;
The ReQuest
Procedure, 270;
Literature Circles, 347;
Think Aloud, 368;
Save the Last Word for
Me, 497
3.
C.
Student & Teacher’s
Edition: Asking
Questions, 22, 113,
188, 516, 518, 524,
572, 678, 824, 950;
Critical Thinking:
Discuss, 30, 100, 112,
122, 134, 196, 214,
228, 244, 292, 376,
524, 530, 540, 548,
586, 592, 776, 832,
898, 904
See Thinking About
the Selection in the
Student and Teacher’s
edition on pp. 30, 42,
58, 64, 74, 78, 79, 100,
112, 122, 134, 146,
148, 149, 186, 196,
214, 228, 244, 255,
327, 332, 366, 376,
384, 402, 415, 424,
440, 446, 456, 464,
476, 482, 524, 530,
540, 543, 586, 592,
present varied teaching models.
___
___
___ ___
___
___
___ ___
___
___
___ ___
CRITICAL THINKING
1.
2.
emphasize questioning models to promote higher
order thinking skills in all levels of comprehension
(literal, interpretive, critical/evaluative).
emphasize questioning models to promote higher
order thinking skills based on Bloom’s Taxonomy.
602, 610, 658, 692,
728, 776, 792, 832,
840, 854, 866, 876,
880, 898, 904, 918,
926, 932, and 934.
Skills includes the
following: Analyze,
Analyze cause and
effect, Apply, Assess,
Categorize, Cause and
effect, Clarify,
Compare, Compare and
contrast, Connect,
Contrast, Define,
Describe, Discuss,
Distinguish, Draw
conclusions, Evaluate,
Explain, Extend,
Generalize,
Hypothesize, Infer,
Interpret, Make a
judgment, Make
generalizations, Recall,
Reflect, Relate,
Resolve, Respond,
Speculate, Summarize,
Support, Take a
position
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
___
___
___ ___
___
___
___ ___
D. LIFE SKILLS
Student & Teacher’s
Edition: Reading
Informational
Materials:
Advertisements, 552–
554; Applications,
780–782; Editorials,
908–910; Government
Publications, 296;
Magazines, 218–220,
614–616; Manuals,
469–471; Reference
Materials, 46–48;
Textbooks, 844–846;
Websites, 138–140
1.
address life skills (e.g., reading road maps, using
reference tools, researching, reading a newspaper,
using want ads, completing an application, applying
the interview process and goal setting).
Student & Teacher’s
Edition: Reading Skill
(Build Skills), 24, 50,
90, 116, 190, 222,
370, 388, 436, 450,
518, 534, 580, 596,
662, 752, 826, 834,
848, 892, 912;
Reading Skill (Monitor
Your Progress), 45,
49, 221, 299, 387,
405, 409, 449, 467,
487, 533, 551, 555,
595, 613, 617, 627,
695, 731, 735, 779,
783, 797, 847, 911;
Communication
Workshop, 162, 346,
496, 636, 806, 950;
also see: Listening and
Speaking (Apply the
Skills), 31, 43, 59, 65,
101, 113, 123, 135,
197, 215, 229, 245,
377, 395, 403, 441,
447, 457, 465, 525,
531, 541, 549, 587,
593, 603, 611, 693,
729, 777, 833, 841,
855, 867, 899, 905,
919, 927
2.
address habits of mind activities (e.g., literacy skills,
interpersonal communications, problem solving and
self-directional skills).
E. CLASSROOM MANAGEMENT
Student & Teacher’s
Edition: Extend Your
Learning (Apply the
Skills), 31, 43, 59, 65,
101, 113, 123, 135,
197, 215, 229, 245,
377, 395, 403, 441,
447, 457, 465, 525,
531, 541, 549, 587,
593, 603, 611, 693,
729, 777, 833, 841,
855, 867, 899, 905,
919, 927; also, in the
Teacher’s Edition, see
the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 73, 93, 107, 125,
and 166. Also see the
Professional
Development notes as
follows: “Say
Something” Bookmark,
22; Concept Connector,
29; Response Journal,
163; Writing in the
Here and Now, 167;
The ReQuest
Procedure, 270;
Literature Circles, 347;
Think Aloud, 368;
Save the Last Word for
Me, 497
For professional
support guidance and
opportunities, see the
Research and
Professional
Development articles
provided in the
Teacher’s edition, such
as: “Giving Hope to
Struggling Readers” on
page T45, and
“Making the Difference
Matter” on page T47.
Also see the
Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 73, 93, 107, 125,
and 166.
1.
2.
include opportunities for large group, small group
and independent learning.
___
___
___ ___
provide classroom management suggestions.
___
___
___ ___
F. INSTRUCTIONAL MATERIALS
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T36–T48. Also
see the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 73, 93, 107, 125,
and 166. Also see the
Professional
Development notes as
follows: “Say
Something” Bookmark,
22; Concept Connector,
29; Response Journal,
163; Writing in the
Here and Now, 167;
The ReQuest
Procedure, 270;
Literature Circles, 347;
Think Aloud, 368;
Save the Last Word for
Me, 497
1.
address varied learning styles and multiple
intelligences of students including models for
insightful decision-making by the instructor.
___
___
___ ___
Student & Teacher’s
Edition: Literary
Analysis & Reading
Skill (Apply the Skills),
30, 42, 58, 64, 79, 100,
112, 122, 134, 149,
196, 214, 228, 244,
376, 384, 402, 440,
446, 456, 464, 524,
530, 540, 543, 586,
592, 602, 610, 692,
728, 776, 832, 840,
854, 866, 898, 904,
918, 926; Extend Your
Learning (Apply the
Skills), 31, 43, 59, 65,
79, 101, 113, 123, 135,
197, 215, 229, 245,
377, 395, 403, 441,
447, 457, 465, 525,
531, 541, 544, 587,
593, 603, 611, 693,
729, 777, 833, 841,
855, 867, 899, 905,
919, 927; Reading
Skill (Monitor Your
Progress), 45, 49, 221,
299, 387, 405, 409,
449, 467, 487, 533,
551, 555, 595, 613,
617, 627, 695, 731,
735, 779, 783, 797,
847, 911; Comparing
Literary Works, 68, 79,
142, 149, 248, 261,
322, 333, 410, 425,
472, 483, 556, 569,
618, 623, 784, 793,
870, 881, 930, 935
Reading and
Vocabulary Skills
Review, 80–81, 150–
151, 262–263, 334–
335, 426–427, 484–
485, 570–571, 624–
625, 742–743, 794–
795, 882–883, 936–937
2.
provide extensive and varied opportunities to
practice skills.
___
___
___ ___
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T36–T48. Also
see the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 73, 93, 107, 125,
and 166. Also see the
Professional
Development notes as
follows: “Say
Something” Bookmark,
22; Concept Connector,
29; Response Journal,
163; Writing in the
Here and Now, 167;
The ReQuest
Procedure, 270;
Literature Circles, 347;
Think Aloud, 368;
Save the Last Word for
Me, 497
Also see the following
technology resources:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
options support a
range of students
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
3.
provide intervention, practice and enrichment
materials.
___
___
___ ___
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
Student & Teacher’s
Edition: Writing
Workshops:
Descriptive Essay, 82–
86; Autobiographical
Narrative, 154–161;
Response to Literature:
Review of a Short
Story, 264–268;
Narration: Short Story,
338–345; How-to
Essay, 428–433;
Comparison-andContrast Essay, 488–
495; Writing for
Assessment, 572–577;
Persuasive Essay, 628–
635; Multimedia
Report, 744–748;
Cause-and-Effect
Essay, 798–805;
Business Letter, 884–
888; Research Report,
940–949; also see:
Timed Writing, 45, 49,
67, 115, 137, 141, 217,
221, 247, 295, 299,
321, 387, 405, 409,
449, 467, 513, 533,
551, 555, 595, 613,
617, 695, 731, 735,
779, 783, 843, 847,
869, 907, 911, 929
4.
provide exemplars of narrative, descriptive and
expository writing types.
___
___
___ ___
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Writing
Workshops: Revising
(includes overall
structure, paragraphs,
sentences, and word
choice), 83, 158, 265,
342, 429, 492, 573,
632, 745, 802, 885,
944; Writing
5.
provide exemplars of editing/revision for writing.
6.
provide leveled texts to allow students to read
independently (grades K-4) or include a Handbook
of English Language Arts, which will include an
extensive glossary of literary and grammatical
Workshops: Editing
and Proofreading, 86,
161, 268, 345, 432,
495, 576, 635, 748,
805, 888, 949
Student & Teacher’s
Edition: Vocabulary
Handbook, R1–R10;
Literary Handbook,
R11–R19; Writing
Handbook, R20–R30;
Grammar, Usage and
Mechanics Handbook,
R31–R47; also see:
Background & Meet
the Author: 25, 32, 51,
60, 69, 91, 102, 117,
124, 143, 171, 185,
191, 198, 223, 249,
323, 371, 389, 396,
411, 437, 442, 451,
458, 473, 519, 526,
535, 542, 581, 597,
604, 648, 663, 696,
737, 753, 785, 827,
849, 856, 893, 900,
913, 920and Literature
in Context, 12, 29, 62,
76, 96, 195, 205, 254,
278, 286, 313, 364,
375, 463, 672, 722,
775, 839, 862, 903
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• In-From the
Author’s Desk DVD
which includes indepth interviews with
authors
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
options support a
terminology as well as background on authors
(grades 5-12).
7.
include teacher and student study guides for literary
works.
___
___
___ ___
range of students
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
Student & Teacher’s
Edition:Reading and
Vocabulary Skills
Preview, 22–23, 88–89,
188–189, 270–271,
368–369, 434–435,
516–517, 578–579,
660–661, 750–751,
824–825, 890–891;
Reading and
Vocabulary Skills
Review, 80–81, 150–
151, 262–263, 334–
335, 426–427, 484–
485, 570–571, 624–
625, 742–743, 794–
795, 882–883, 936–
937; Reading Skill
(Monitor Your
Progress), 45, 49, 221,
299, 387, 405, 409,
449, 467, 487, 533,
551, 555, 595, 613,
617, 627, 695, 731,
735, 779, 783, 797,
847, 911
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Connecting to
the Literature:
Reading/Writing
Connection, 25, 32, 51,
60, 69, 91, 102, 117,
124, 143, 191, 198,
223, 249, 323, 371,
8.
continue skill or strategy instruction across several
instructional sessions to expand the applicability and
utility of the skill or strategy.
___
___
I
A
___
___
___ ___
(IMR Committee) Responses
I=In-depth
80%
9.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
connect previously taught skills and strategies with
new content and text.
M
N
___ ___
389, 396, 411, 437,
442, 451, 458, 473,
519, 526, 535, 542,
581, 597, 604, 663,
696, 737, 753, 785,
827, 849, 856, 893,
900, 913, 920; also see:
Reading and
Vocabulary Skills
Preview, 22–23, 88–89,
188–189, 270–271,
368–369, 434–435,
516–517, 578–579,
660–661, 750–751,
824–825, 890–891;
Reading and
Vocabulary Skills
Review, 80–81, 150–
151, 262–263, 334–
335, 426–427, 484–
485, 570–571, 624–
625, 742–743, 794–
795, 882–883, 936–
937; Reading Skill
(Monitor Your
Progress), 45, 49, 221,
299, 387, 405, 409,
449, 467, 487, 533,
551, 555, 595, 613,
617, 627, 695, 731,
735, 779, 783, 797,
847, 911
Student & Teacher’s
Edition: Academic
Vocabulary for
analyzing literature,
23, 89, 189, 271, 369,
435, 517, 579, 661,
751, 825, 891; Reading
Skill (Monitor Your
Progress), 45, 49, 221,
299, 387, 405, 409,
449, 467, 487, 533,
551, 555, 595, 613,
617, 627, 695, 731,
735, 779, 783, 797,
847, 911; Writing
Workshops: Rubric
for Self–Assessment,
86, 161, 268, 345, 432,
495, 576, 635, 748,
805, 888, 949; Spelling
Workshops
(assessment), 152, 336,
486, 626, 796, 938
10. cumulatively build a repertoire of multiple strategies
that are introduced, applied and integrated
throughout the course of study.
___
___
___ ___
H. ASSESSMENT
Student & Teacher’s
Edition: Timed
Writing, 45, 49, 67,
115, 137, 141, 217,
221, 247, 295, 296,
321, 387, 405, 409,
449, 467, 513, 533,
551, 555, 595, 613,
617, 695, 731, 735,
779, 783, 843, 847,
869, 907, 911, 929;
Reading Skill (Monitor
Your Progress), 45,
49, 221, 299, 387,
405, 409, 449, 467,
487, 533, 551, 555,
595, 613, 617, 627,
695, 731, 735, 779,
783, 797, 847, 911;
Writing Workshops:
Rubric for Self–
Assessment, 86, 161,
268, 345, 432, 495,
576, 635, 748, 805,
1.
provide assessment formats commensurate with WV
assessment programs (WESTEST, NAEP, State
Writing Assessment, informal assessments, PLAN,
EXPLORE, ACT and SAT).
___
___
___ ___
888, 949; Spelling
Workshops
(assessment), 152,
336, 486, 626, 796,
938
In addition, technology
resources support
assessment:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
Student & Teacher’s
Edition: Timed
Writing, 45, 49, 67,
115, 137, 141, 217,
221, 247, 295, 299,
321, 387, 405, 409,
449, 467, 513, 533,
551, 555, 595, 613,
617, 695, 731, 735,
779, 783, 843, 847,
869, 907, 911, 929;
Reading Skill (Monitor
Your Progress), 45,
49, 221, 299, 387,
405, 409, 449, 467,
487, 533, 551, 555,
595, 613, 617, 627,
695, 731, 735, 779,
783, 797, 847, 911;
Spelling Workshops
(assessment), 152,
336, 486, 626, 796,
938
2.
provide preparation for standardized tests.
___
___
___ ___
Teaching resources
include Standardized
Test Preparation
Workbook with
separate Teacher’s
Guide. In addition,
technology resources
support assessment:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
Student & Teacher’s
Edition: Extend Your
Learning (Apply the
Skills 31, 43, 59, 65,
79, 101, 113, 123,
135, 197, 215, 229,
245, 377, 395, 403,
441, 447, 457, 465,
525, 531, 541, 544,
587, 593, 603, 611,
693, 729, 777, 833,
841, 855, 867, 899,
905, 919, 927;
3.
provide opportunities for assessment based on
performance-based measures, open-ended
questioning, portfolio evaluation, rubrics and
multimedia simulations.
___
___
___ ___
___
___
___ ___
Writing Workshops:
Rubric for Self–
Assessment, 86, 161,
268, 345, 432, 495,
576, 635, 748, 805,
888, 949
Student & Teacher’s
Edition: Reading Skill
(Monitor Your
Progress), 45, 49, 221,
299, 387, 405, 409,
449, 467, 487, 533,
4.
provide benchmark and ongoing progress
monitoring.
551, 555, 595, 613,
617, 627, 695, 731,
735, 779, 783, 797,
847, 911; Spelling
Workshops
(assessment), 152, 336,
486, 626, 796, 938
In addition, technology
resources support
assessment:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
SEVENTH GRADE
Seventh grade students continue to develop as independent, motivated readers and writers who think
critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension
strategies applied across the content areas. At this level, children will interact with a wide range of literary forms,
building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the
benefits of technology for learning and for integrating technology appropriately in the students’ learning
environment.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A.
Student & Teacher’s
Edition: Roots, 189,
216, 246, 517, 532,
550; Prefixes, 89, 114,
136, 271, 294, 320,
369, 386, 404, 427,
550; Suffixes, 320,
626, 661, 694, 730,
751, 778, 795
Student & Teacher’s
Edition: Glossary
pages R1–R5, Using a
Dictionary page R6,
and Using a Thesaurus
page R7
Student & Teacher’s
Edition: Abbreviations,
928; Editing and
Proofreading, 86, 161,
268, 345, 432, 495,
576, 635, 748, 805,
888, 949
Student & Teacher’s
Edition: Denotation
and Connotation, 868;
Literary Terms
Handbook:
Connotation,
Denotation, R12
Student & Teacher’s
Edition: Reading and
VOCABULARY: the use of words to enhance and improve reading
comprehension and fluency
1.
2.
3.
4.
5.
use root words, prefixes, and suffixes to spell and
comprehend word meanings.
___
___
___ ___
understand and use resource materials (e.g.,
thesaurus, dictionaries).
___
___
___ ___
recognize and understand the use of abbreviated
words.
___
___
___ ___
understand connotation and denotation associated
with words, sentences and passages.
___
___
___ ___
use graphic organizers to increase comprehension of
___
___
___ ___
Vocabulary Skills
Preview, 22–23, 188–
189, 368–369, 434–
435, 516–517, 578–
579, 660–661, 750–
751; Reading and
Vocabulary Skill
Review, 80–81, 150–
151, 426–427, 484–
485, 570–571, 624–
625, 742–743, 794–
795; Build Language
Skills: Vocabulary
Skill, 44, 66, 114, 136,
216, 246, 294, 320,
386, 404, 448, 466,
532, 550, 594, 612,
694, 730, 778, 842,
868, 906, 928
Student & Teacher’s
Edition: Context Clues,
22, 24, 28, 30, 34, 35,
40, 42, 45, 46, 49, 50,
56, 58, 61, 64, 67, 80.
For related information
see Glossary pages R1–
R5, Using a Dictionary
page R6, and
Vocabulary Study, 23,
43, 152, 153, 369, 395,
506, 525, 531, 580,
586, 842.
Student & Teacher’s
Edition: Synonyms,
579, 594, 612
words, their definitions and usage.
6.
7.
determine the meaning of words from their use in
context, including multiple meaning words.
determine synonyms for words in texts (e.g., precise
verbs, descriptive modifiers, sensory details,
transitional cues).
___
___
___ ___
___
___
___ ___
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
B. FLUENCY: the ability to read orally and silently with accuracy, expression,
comprehension and appropriate rate
Student & Teacher’s
Edition:
Communications
Workshops, 162,
346, 496, 636, 806,
950; Listening and
Speaking, 31, 43, 59,
65, 79, 101, 113,
123, 135, 197, 215,
229, 245, 377, 395,
403, 441, 447, 457,
465, 525, 531, 541,
544, 587, 593, 603,
611, 693, 729, 777,
833, 841, 855, 867,
899, 905, 919, 927
Student & Teacher’s
Edition: Poetry
Reading, 525, 531, 541,
549, 587, 593, 603;
Dramatic Monologue,
729; Dramatic Reading,
31, 43. All selections
can be read orally by
students, See pages 25,
32, 51, 60, 69, 91, 102,
117, 124, 143, 143,
191, 198, 223, 249,
323, 371, 389, 396,
411, 437, 442, 451,
458, 473, 519, 526,
535, 542, 581, 597,
604, 663, 696, 737,
753, 785, 827, 849,
856, 893, 900, 913, and
920.
1.
2.
recognize and exhibit oral communication skills by
monitoring tone, rate and volume.
___
___
___ ___
read a variety of stories, poems and passages with
fluency.
___
___
___ ___
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Drama, 664,
697, 738, 739;
Teleplay, 754;
Listening and
Speaking: Drama, 31,
43, 729; Staging a
Scene, 777
3.
perform dramatizations to increase fluency.
Student & Teacher’s
Edition: For Further
4.
increase amount of independent/individual reading.
Reading, 163, 347, 497,
637, 807, 951; On Your
Own, 164–167, 347–
349, 498–501, 638–
641, 808–809, 809,
952–955
Student & Teacher’s
Edition: Poetry
Reading, 525, 531, 541,
549, 587, 593, 603;
Dramatic Monologue,
729; Dramatic Reading,
31, 43
5.
use reading partners to refine/perfect reading
fluency.
___
___
___ ___
C. COMPREHENSION: active processing of constructing meaning in a variety of
literary works
Student & Teacher’s
Edition: Exploring the
Short Story, 170–171,
Learning About Shot
Stories, 172; Literary
Devices, 173;
Exploring Essays and
Articles, 354–355;
Learning About Essays,
Articles, and Other
Nonfiction, 36;
Elements of Nonfiction
Writing, 357;
Exploring Poetry, 504–
505; Learning About
Poetry, 506; Forms of
Poetry, 507; Exploring
Drama, 644–645;
Learning About Drama,
646; Types of Drama,
647; Learning About
Themes in the Oral
Tradition, 812–813;
Learning About
Themes in the Oral
Tradition, 814; The
Oral Tradition in Print,
815; Fiction: Short
Story, 7, 26, 61, 75, 92,
103, 175, 192, 199,
224, 231, 250, 256,
274, 283, 302, 307;
Novel, 649; Play, 651;
Oral Tradition: Fable,
817, 820, 934; Fairy
Tale, 818; Folk Tale,
894, 901, 914, 921;
Greek Myth, 828, 835,
Legend, 857; Myth,
872; Drama, 664, 697,
738, 739; Teleplay,
754; Nonfiction:
1.
apply reading skills while reading literary work
by national and international authors to include
but not limited to the following: short stories,
science fiction, contemporary fiction, historical
fiction, biographies, narratives, poetry.
___
___
___ ___
Article, 17, 498;
Expository Article,
359, 372, 379;
Autobiography, 33, 52,
125, 416; Biography,
412; Essays:
Descriptive Essay, 82;
Expository Essay, 452;
Humorous Essay, 474,
477; Narrative Essay,
118, 459; Persuasive
Essay, 438, 443;
Reflective Essay, 70,
390, 397, 953;
Advertisement, 552;
Editorial, 908;
Magazine Article, 218,
614; Manual, 468;
Textbook, 406, 844,
850; Poetry: 348, 504,
508, 932; Concrete
Poem, 522, 528;
Figurative Language,
536, 537, 538, 543,
544, 547; Haiku, 523,
529; Imagery, 620,
622; Lyric Poem, 520,
527; Narrative Poem,
558, 563, 567; Rhythm
and Rhyme, 605, 606,
608; Sound Devices,
582, 584, 585, 589,
598, 600, 601
Student & Teacher’s
Edition: For Further
Reading, 163, 347, 497,
637, 807, 951; On Your
Own, 164–167, 347–
349, 498–501, 638–
641, 808–809, 809,
952–955
Student & Teacher’s
Edition: Main Idea,
374, 376, 380, 383,
384, 387, 388, 392,
393, 394, 398, 400,
401, 402, 405, 406,
409, 426
2.
read literary works by West Virginia authors.
3.
determine the main idea of a passage whether stated
or inferred.
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Character,
222, 225, 228, 231,
232, 233, 235, 237,
241, 244, 250, 252,
253, 255, 256, 257,
258, 259, 260, 261,
647, 738, 739, 741,
752, 757, 759, 760,
765, 767, 768, 769,
772, 775, 776, 784;
Setting, 90, 93, 95, 99,
100, 106, 109, 112;
Tone, 450, 454, 455,
456, 462, 463, 464,
647, 930, 932, 935,
935; Plot, 190, 192,
194,195, 196, 199, 203,
204, 206, 208, 210,
211, 212, 213, 214
Student & Teacher’s
Edition: Purpose for
Reading, 660, 665, 676,
678, 680, 691, 692,
695, 698, 700, 702,
708, 714, 718,721, 724,
728, 735, 742; Author's
Purpose, 88, 90, 93, 97,
99, 104, 100, 106, 112,
115, 116, 120, 121,
122, 125, 127, 131,
132, 134, 137, 141,
142, 145, 146, 147,
148, 149, 150; Meet the
Author, 25, 32, 51, 60,
69, 91, 102, 117, 124,
143, 171, 185, 191,
198, 223, 249, 323,
371, 389, 396, 411,
437, 442, 451, 458,
473, 519, 526, 535,
542, 581, 597, 604,
648, 663, 696, 737,
753, 785, 827, 849,
856, 893, 900, 913, 920
4.
determine the elements of literature i.e.,
‰
‰
‰
‰
‰
plot
style
mood
characterization
time/sequence order words
___
___
___ ___
___
___
___ ___
to construct initial meaning and identify genre (e.g.,
science fiction, folktales, etc.).
5.
use the elements of literature to recognize author’s
and/or reader’s purpose.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Theme, 300,
302, 304, 311, 315,
317, 318; Themes in
Oral Tradition, 814,
819, 822
Student & Teacher’s
Edition: Inference, 270,
272, 277, 279, 280,
283, 284, 287, 289,
291, 292, 295, 296,
300, 303, 304, 308,
310, 311, 312, 317,
318, 321; Critical
Thinking: Infer, 20, 42,
58, 64, 78, 100, 112,
122, 134, 148, 186,
255, 260, 415, 424,
440, 464, 476, 482,
514, 524, 530, 562,
566, 568, 586, 602,
610, 621, 658, 740,
776, 790, 792, 822,
832, 876, 898, 918,
926, 934; Critical
Viewing: Infer, 107,
121, 227, 600, 608,
649, 668, 687, 703,
851, 896, 92
Student & Teacher’s
Edition: Inference, 270,
272, 277, 279, 280,
283, 284, 287, 289,
291, 292, 295, 296,
300, 303, 304, 308,
310, 311, 312, 317,
318, 321; Critical
Thinking: Infer, 20, 42,
58, 64, 78, 100, 112,
122, 134, 148, 186,
255, 260, 415, 424,
440, 464, 476, 482,
514, 524, 530, 562,
566, 568, 586, 602,
610, 621, 658, 740,
776, 790, 792, 822,
832, 876, 898, 918,
926, 934; Critical
Viewing: Infer, 107,
121, 227, 600, 608,
649, 668, 687, 703,
851, 896, 92;
(IMR Committee) Responses
I=In-depth
80%
6.
7.
8.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
recognize common themes through a variety of
literary works and genres.
___
___
___ ___
make inferences from functional materials to analyze
information.
___
___
___ ___
use comprehension strategies to generalize, evaluate,
infer, and paraphrase.
___
___
___ ___
Paraphrasing, 578, 580,
585, 586, 589, 592,
595, 599, 602, 607,
610, 613, 614, 617,
624; Evaluate, 58, 78,
214, 244, 260, 292,
304, 318, 384, 394,
402, 446, 482, 540,
692, 728, 832, 866,
880, 918, 926, 932,
934; Generalize, 186,
296, 299, 366, 415,
464, 514, 586, 592,
740, 790, 822
Student & Teacher’s
Edition: Figurative
Language, 514, 534,
536, 539, 540, 543,
545, 548; Sound
Devices, 514, 580, 583,
584, 586, 592; Poetry:
Figurative Language,
536, 537, 538, 543,
544, 547
9.
recognize and evaluate the effects of figurative
language in literary works/passages i.e.,
‰
‰
‰
‰
‰
‰
‰
similes
metaphors
jargon
idioms
personification
imagery
alliteration
___
___
___ ___
Student & Teacher’s
Edition: Connecting to
the Literature, 25, 32,
51, 60, 69, 91, 102,
117, 124, 143, 191,
198, 223, 249, 323,
371, 389, 396, 411,
437, 442, 451, 458,
473, 519, 526, 535,
542, 581, 597, 604,
663, 696, 737, 753,
785, 827, 849, 856,
893, 900, 913, 920
10. relate personal and real world experiences to text
materials.
___
___
___
Student & Teacher’s
Edition: Predicting,
188, 190, 193, 196,
200, 201, 203, 207,
209, 212, 214, 217,
221, 222, 224, 228,
233, 234, 236, 239,
240, 242, 243
11. use previewing and scanning to make predictions
about text.
___
___
___
Student & Teacher’s
Edition: Skim and Scan
for Details, 824, 844
12. use skimming to retrieve information.
___
___
___
___
___
___ ___
Student & Teacher’s
Edition: Reading and
Vocabulary Skills
Preview, 22–23, 88–
89, 188–189, 270–
271, 368–369, 434–
13. define and apply literary terms in order to analyze
and interpret literature.
435, 516–517, 578–
579, 660–661, 750–
751, 824–825, 890–
891; Reading and
Vocabulary Skill
Review, 80–81, 150–
151, 262–263, 334–
335, 426–427, 484–
485, 570–571, 624–
625, 742–743, 794–
795, 882–883, 936–
937; Literary
Analysis: Build
Skills, 24, 50, 90,
116, 190, 222, 370,
385, 388, 436, 450,
518, 534, 580, 596,
662, 752, 826, 834,
848, 892, 912; Apply
the Skills, 30, 42, 58,
64, 79, 100, 112,
122, 134, 149, 196,
214, 228, 244, 376,
384, 402, 440, 446,
456, 464, 524, 530,
540, 543, 586, 592,
602, 610, 692, 728,
776, 832, 840, 854,
866, 898, 904, 918,
926
Student & Teacher’s
Edition: Exploring
Poetry, 504–505;
Learning About Poetry,
506; Forms of Poetry,
507; Poetry: 348, 504,
508, 932; Concrete
Poem, 522, 528;
Figurative Language,
536, 537, 538, 543,
544, 547; Haiku, 523,
529; Imagery, 620,
622; Lyric Poem, 520,
527; Narrative Poem,
558, 563, 567; Rhythm
and Rhyme, 605, 606,
608; Sound Devices,
582, 584, 585, 589,
598, 600, 601
Student & Teacher’s
Edition: Poster, 305,
319, 841; Timeline,
123, 135, 441, 447,
729; Venn Diagram,
281, 293; Textbooks,
844; Using Text Aids
14. read a variety of poetic forms to recognize the
use of inversion, rhyme, and rhythm in narrative
poems, ballads, and lyrics.
15. use graphic organizers to construct meaning of
textbook passage showing main ideas, supporting
details, and the relationship among those ideas.
___
___
___ ___
___
___
___ ___
and Text Features, 578;
Table of Contents, xvi–
xix; Resources, R1–
R47; Index, R48–R57.
Students use graphic
organizers as they
complete the Apply the
Skills activities. See
pages 30, 30, 42, 58,
64, 79, 100, 112, 122,
134, 149, 196, 214,
228, 244, 376, 384,
402, 440, 446, 456,
464, 524, 530, 540,
543, 586, 592, 602,
610, 692, 728, 776,
832, 840, 854, 866,
898, 904, 918, and 926.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Character,
222, 225, 228, 231,
232, 233, 235, 237,
241, 244, 250, 252,
253, 255, 256, 257,
258, 259, 260, 261,
647, 738, 739, 741,
752, 757, 759, 760,
765, 767, 768, 769,
772, 775, 776, 784
Student & Teacher’s
Edition: Draw
Conclusions, 100, 112,
146, 214, 244, 304,
384, 440, 476, 692,
728, 776, 854, 866,
926, 934; Critical
Thinking: Draw
Conclusions, 516, 518,
523, 524, 527, 530,
533, 537, 540, 543,
545, 548, 551, 555,
570; Critical Viewing:
Draw Conclusions,
314, 421, 438, 817
Student & Teacher’s
Edition: Summarize,
750, 756, 761, 762,
764, 765, 766, 770,
773, 774, 776;
Summary, 376, 384,
388, 625, 750, 752;
Critical Thinking,
Summarize, 366;
Interpret, 20, 42, 58,
74, 78, 112, 146, 148,
196, 304, 366, 394,
446, 456, 514, 530,
540, 566, 568, 586,
592, 602, 622, 658,
776, 822, 866, 880,
918, 926; Extend Your
Learning, 31, 43, 59,
65, 79, 101, 113, 123,
135, 197, 215, 229,
245, 377, 395, 403,
441, 447, 457, 465,
525, 531, 541, 544,
587, 593, 603, 611,
693, 729, 777, 833,
841, 855, 867, 899,
905, 919, 927
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
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16. analyze text to make character generalizations and
descriptions i.e.,
‰
‰
‰
‰
‰
feelings
motives
traits
thoughts
actions
17. justify and support conclusions or opinions reached
from textbook information.
18. identify and apply comprehension skills through
summarizing, interpreting, critical thinking through
projects (e.g., debates, written responses, posters,
tableaux, etc.).
D. WRITTEN APPLICATION: employing a wide range of writing strategies to
communicate effectively for different purposes as it applies to literature
Student & Teacher’s
Edition: Writing
Workshop, 82–86,
154–161, 264–268,
338–345, 428–433,
488–495, 572–577,
628–635, 744–748,
798–805, 884–888,
940–949
Student & Teacher’s
Edition: Comparisonand-Contrast Essay,
488–495; Writing for
Assessment, 572–577;
Persuasive Essay, 628–
635; Multimedia
Report, 744–748;
Cause-and-Effect
Essay, 798–805;
Business Letter, 884–
888; Research Report,
940–949
Student & Teacher’s
Edition: Prewriting, 82,
155, 264, 339, 428,
489, 572, 629, 744,
799, 884, 941; Writing,
31, 43, 59, 65, 79, 101,
113, 123, 135, 197,
215, 229, 245, 377,
395, 403, 441, 447,
457, 465, 525, 531,
541, 544, 587, 593,
603, 611, 693, 729,
777, 833, 841, 855,
867, 899, 905, 919, 927
Student & Teacher’s
Edition: Writing
Workshop, 82–86,
154–161, 264–268,
338–345, 428–433,
488–495, 572–577,
628–635, 744–748,
798–805, 884–888,
940–949; Writing, 31,
43, 59, 65, 79, 101,
113, 123, 135, 197,
215, 229, 245, 377,
395, 403, 441, 447,
457, 465, 525, 531,
541, 544, 587, 593,
603, 611, 693, 729,
777, 833, 841, 855,
867, 899, 905, 919, 927
1.
2.
3.
4.
use a prompt to develop a focused composition that
addresses a specific literary passage.
respond in writing to recreational and functional
texts using a variety of strategies and styles (e.g.,
newspaper article, essay, journal, friendly letter,
business letter, research, and poetry).
use prewriting and drafting strategies to address
specific writing purposes.
develop a composition that is focused, coherent, and
has a clear and logical progression of ideas and
smooth transitions.
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Student & Teacher’s
Edition: Writing
Workshop, 82–86,
154–161, 264–268,
338–345, 428–433,
488–495, 572–577,
628–635, 744–748,
798–805, 884–888,
940–949; Writing, 31,
43, 59, 65, 79, 101,
113, 123, 135, 197,
215, 229, 245, 377,
395, 403, 441, 447,
457, 465, 525, 531,
541, 544, 587, 593,
603, 611, 693, 729,
777, 833, 841, 855,
867, 899, 905, 919, 927
Student & Teacher’s
Edition: Writing
Workshop, 82–86,
154–161, 264–268,
338–345, 428–433,
488–495, 572–577,
628–635, 744–748,
798–805, 884–888,
940–949; Writing, 31,
43, 59, 65, 79, 101,
113, 123, 135, 197,
215, 229, 245, 377,
395, 403, 441, 447,
457, 465, 525, 531,
541, 544, 587, 593,
603, 611, 693, 729,
777, 833, 841, 855,
867, 899, 905, 919, 927
Student & Teacher’s
Edition: Outline, 229,
245
5.
6.
use writing strategies to write for different
audiences.
develop a composition with a beginning, middle,
and ending, using relevant details and complete and
varied sentences.
7.
use graphic organizers to outline a written response.
8.
use critical thinking to develop constructed
responses to literary passages.
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Student & Teacher’s
Edition: Response to
Literature: Review of
a Short Story, 264–
268; Writing, 31, 43,
59, 65, 79, 101, 113,
123, 135, 197, 215,
229, 245, 377, 395,
403, 441, 447, 457,
465, 525, 531, 541,
544, 587, 593, 603,
611, 693, 729, 777,
833, 841, 855, 867,
899, 905, 919, 927