Grade 9
Prentice Hall
Literature, The Penguin Edition,
Grade 9 © 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 9
INSTRUCTIONAL MATERIALS ADOPTION
PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Prentice Hall
Reading/Literature
9
English Language Arts
Literature: The Penguin Edition, Grade 9
2007
0-13-131717-2
0-13-131755-5
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
Maya Angelou, New
Directions begins on p. 35;
Ama Ata Aidoo The Girl
Who Can begins on p. 78;
Julia Alvarez, My English
begins on p. 107; Julia
Ortiz Cofer American
History begins on p. 202;
Hawaiian Lifeguard Beach
and Ocean Safety Signs
begins on p. 241; Leslie
Marmon Silko, The Man to
Send Rain Clouds begins
on p. 268; R.K. Narayan,
Old Man of the Temple
begins on p. 274; Amy Tan
Rules of the Game begins
on p. 305; Toni Cade
Bambara, Blues Ain’t No
Mockin Bird begins on p.
322; Rudolfo Anaya, A
Celebration of
Grandfathers begins on p.
404; Lorraine Hansberry
On Summer begins on p.
415; John McPhee, Arthur
Ashe Remembered begins
on p. 460; Martin Luther
King Jr., I Have a Dream
begins on p. 494; Gary
Soto, The Talk begins on p.
522; Bill Cosby Go Deep
to the Sewer begins on p.
525; Pat Mora Uncoiling
and A Voice begin on p.
555; Langston Hughes, A
Dream Deferred begins on
p. 566; Langston Hughes,
Dreams begins on p. 567;
Walter Dean Myers
Summer begins on p. 592;
Yusef Komunyakaa, Slam,
Dunk, & Hook begins on p.
604; Mary TallMountain
There is No Word for
Goodbye begins on p. 614;
Alice Walker Women
begins on p. 678; Chief
Dan George, There Is a
Longing begins on p. 1100;
Nelson Mandela, Glory
and Hope begins on p.
1105
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).
Elizabeth McCracken from
The Giant’s House begins
on p. 7; Elizabeth
McCracken Desiderata
begins on p. 15; Cynthia
Rylant Checkouts begins
on p. 74; Ama Ata Aidoo
The Girl Who Can begins
on p. 78; Isabel Allende
Uncle Marcos begins on p.
133; Rachel Carson from
Silent Spring begins on p.
153; Joan Aiken, Sonata
for Harp and Bicycle
begins on p. 48; Lady Bird
Johnson, A White House
Diary begins on p. 98;
Judith Ortiz Cofer,
American History begins
on p. 202; Amy Tan, Rules
of the Game begins on p.
305; Rebecca Walker
Before Hip-Hop was HipHop begins on p. 391;
Lorraine Hansberry, On
Summer begins on p. 415;
Sally Ride, Single Room,
Earth View begins on p.
437; Pat Mora Uncoiling
and A Voice begin on p.
555; Gabriela Mistral
Meciendo/Rocking begins
on p. 570; Emily
Dickinson, Much Madness
is divinest Sense begins on
p. 579; May Swenson,
Analysis of Baseball begins
on p. 595; Naomi Shihab
Nye, Daily begins on p.
616; Sandra Cisneros,
Twister Hits Houston
begins on p. 635; Alice
Walker Women begins on
p. 678; Edna St. Vincent
Millay An Ancient Gesture
begins on p. 1028;
Margaret Atwood Siren
Song begins on p. 1030
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, 42–44, 118–
120, 240–242, 344–
346, 446–448, 514–
516, 586–588, 652–
654, 852–854, 892–
894, 1022–1024, 1094–
1096; Writing
Workshops: Problem–
and–Solution Essay,
162–169, Business
Letter, 466–471,
Editorial, 536–543,
How–to Essay, 874–
889, Research Report,
916–927;
Communication
Workshop, 170, 380,
544, 696, 928, 1142
‰ Thinking and Problem-Solving Skills.
‰ Information and Communication Skills.
‰ Interpersonal and Self-Direction Skills and use these
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___
___
___ ___
21 Century Tools
B. 21st Century Tools
Reading Informational
Materials: Web Sites,
652–654;
Communications
Workshop: Multimedia
Presentation of a
Research Report, 928;
also see: Research and
Technology, 33, 39, 59,
69, 105, 115, 131, 143,
213, 237, 253, 263,
303, 317, 331, 341,
413, 421, 435, 443,
481, 489, 501, 511,
575, 583, 597, 609,
637, 649, 665, 673,
781, 811, 891, 889,
989, 1019, 1065, 1091,
1103, 1109; Using the
Internet, R31–R32
‰ 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:
• From the Author’s
Desk DVD which
includes in-depth
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.
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___
___ ___
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. T55, 3, 19, 20,
25, 33, and 34.
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. 88, 163, 284,
373, 466, 537, 620,
689, 874, 917, 918,
1040, and 1135.
2.
provide a website which provides links to relevant
sites as well as lesson plans, student activities and
parent resources.
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___
___ ___
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• From the Author’s
Desk DVD which
includes in-depth
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
components of this
program.
3.
integrate technology into the curriculum.
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B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES
Every selection in the
program introduces a
reading skill, and 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, 46, 96, 122,
200, 244, 320, 402,
424, 474, 492, 564,
590, 612, 628, 657,
676, 728, 756, 782,
814, 832, 882, 948,
992, 1048, 1098; also
see the reading skills
taught with Reading
Informational
Materials, 42, 118,
240, 344, 446, 514,
586, 652, 852, 892,
1022, 1094
Reading Skill (Build
Skills), 24, 46, 96, 122,
200, 244, 320, 402,
424, 474, 492, 564,
590, 612, 628, 657,
676, 728, 756, 782,
814, 832, 882, 948,
992, 1048, 1098;
Reading Skill (Apply
the Skills), 32, 38, 58,
68, 104, 114, 130, 142,
212, 236, 252, 302,
316, 330, 340, 412,
420, 434, 442, 480,
488, 500, 510, 574,
582, 596, 608, 636,
648, 664, 672, 683,
754, 780, 810, 830,
848, 888, 988, 1018,
1064, 1090, 1102,
1108; Reading Skill
(Monitor Your
Progress), 41, 71, 117,
145, 239, 319, 343,
423, 445, 491, 513,
585, 611, 651, 675,
813, 851, 893, 1021,
1093; Reading
Informational
Materials, 42, 118,
240, 344, 446, 514,
586, 652, 852, 892,
1022, 1094 (Study
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).
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Techniques) Research
and Technology, 131,
143, 665, 673, 781,
501,511, 1103, 1109
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. 5, 23, 34, 35, 61,
and 90. Also see the
Professional
Development notes as
follows: Bookmark, 22,
Teaching Resources:
Unit 1, 88, Response
Journals, 171, The
ReQuest Procedure,
290, Literature Circles,
381, Think Aloud, 400,
Save the Last Word for
Me, 545, Most
Important Word, 562,
Developing Poetry
Inquiry Skills, 626,
Translating
Shakespeare, 734,
That’s a Quote, 880
3.
C.
Predictions, make
ask questions to, 22,
24, 30, 31, 32, 36, 38;
Cause and effect,
analyzing: ask
questions for, 290, 292,
295, 296, 300, 301,
302, 308, 311, 312,
314, 315, 316; Main
idea and supporting
details, identify:
generate questions to,
400, 402, 408, 411,
412, 417, 420;
Prewriting: relating
question to own
knowledge, 1040,
clarifying question with
key words, 1040,
identifying research
question, 917
present varied teaching models.
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CRITICAL THINKING
1.
emphasize questioning models to promote higher
order thinking skills in all levels of comprehension
(literal, interpretive, critical/evaluative).
See Thinking About
the Selection in the
Student and Teacher’s
edition on pp. 20, 32,
38, 58, 68, 77, 84, 104,
114, 130, 142, 152,
156, 196, 212, 236,
252, 262, 273, 280,
302, 316, 330, 340,
361, 366, 398, 412,
420, 434, 442, 459,
480, 488, 500, 510,
524, 530, 560, 574,
582, 596, 608, 615,
616, 636, 648, 664,
672, 679, 681, 682,
720, 754, 780, 810,
830, 848, 861, 870,
888, 905, 910, 944,
955, 974, 987, 988,
1008, 1017, 1018,
1029, 1031, 1033,
1036, 1064, 1090,
1102, 1108, 1120, and
1128. 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
2.
emphasize questioning models to promote higher
order thinking skills based on Bloom’s Taxonomy.
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___
___ ___
(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: Instructions:
Recipes, 42–44,
Spanish/English
Dictionaries, 118–120,
Signs and Instructions,
240–242, Brochures,
344–346, Technical
Documents, 446–448,
Historical Research
Studies, 514–516, Case
Studies, 586–588, Web
Sites, 652–654,
Atlases, 852–854,
Book Reviews, 892–
894, Applications,
1022–1024,
Encyclopedia Entries,
1094–1096
Student & Teacher’s
Edition: Reading Skill
(Build Skills), 24, 46,
96, 122, 200, 242, 320,
402, 424, 474, 492,
564, 590, 628, 657,
676, 728, 756, 782,
814, 832, 882, 948,
992, 1048, 1098;
Reading Skill (Monitor
Your Progress), 41, 71,
117, 145, 239, 319,
343, 423, 445, 491,
513, 585, 611, 651,
675, 813, 851, 893,
1021, 1093;
Communication
Workshop, 170, 380,
544, 696, 928, 1142;
also see: Listening and
Speaking (Apply the
Skills), 33, 39, 59, 69,
105, 115, 131, 143,
213, 237, 253, 263,
303, 317, 331, 341,
413, 421, 435, 443,
481, 489, 501, 511,
575, 583, 597, 609,
637, 649, 665, 673,
781, 811, 891, 889,
989, 1019, 1065, 1091,
1103, 1109
1.
2.
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).
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), 33, 39, 59, 69,
105, 115, 131, 143,
213, 237, 253, 263,
303, 317, 331, 341,
413, 421, 435, 443,
481, 489, 501, 511,
575, 583, 597, 609,
637, 649, 665, 673,
781, 811, 891, 889,
989, 1019, 1065, 1091,
1103, 1109; also, in the
Teacher’s Edition, see
the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 5, 23, 34, 35, 61,
and 90, and the
Professional
Development notes as
follows: Bookmark, 22,
Teaching Resources:
Unit 1, 88, Response
Journals, 171, The
ReQuest Procedure,
290, Literature Circles,
381, Think Aloud, 400,
Save the Last Word for
Me, 545, Most
Important Word, 562,
Developing Poetry
Inquiry Skills, 626,
Translating
Shakespeare, 734,
That’s a Quote, 880
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. 5, 23, 34, 35, 61,
and 90.
1.
2.
include opportunities for large group, small group
and independent learning.
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___
___ ___
provide classroom management suggestions.
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___ ___
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. 5, 23, 34, 35, 61,
and 90. Also see the
Professional
Development notes as
follows: Bookmark, 22,
Teaching Resources:
Unit 1, 88, Response
Journals, 171, The
ReQuest Procedure,
290, Literature Circles,
381, Think Aloud, 400,
Save the Last Word for
Me, 545, Most
Important Word, 562,
Developing Poetry
Inquiry Skills, 626,
Translating
Shakespeare, 734,
That’s a Quote, 880
1.
address varied learning styles and multiple
intelligences of students including models for
insightful decision-making by the instructor.
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___ ___
Student & Teacher’s
Edition: Literary
Analysis & Reading
Skill (Apply the Skills),
32, 38, 58, 68, 104,
114, 130, 142, 212,
236, 252, 302, 316,
330, 340, 412, 420,
434, 442, 480, 488,
500, 510, 574, 582,
596, 608, 636, 648,
664, 672, 683, 754,
780, 810, 830, 848,
888, 988, 1018, 1064,
1090, 1102, 1108;
Extend Your Learning
(Apply the Skills), 33,
39, 59, 69, 105, 115,
131, 143, 213, 237,
253, 263, 303, 317,
331, 341, 413, 421,
435, 443, 481, 489,
501, 511, 575, 583,
597, 609, 637, 649,
665, 673, 781, 811,
891, 889, 989, 1019,
1065, 1091, 1103,
1109; Reading Skill
(Monitor Your
Progress), 41, 71, 117,
145, 239, 319, 343,
423, 445, 491, 513,
585, 611, 651, 675,
813, 851, 893, 1021,
1093; Comparing
Literary Works, 72, 85,
146, 266, 348, 450,
520, 612, 676, 856,
896, 1026, 1112
Reading and
Vocabulary Skills
Review, 86–87, 158–
159, 282–283, 368–
369, 464–465, 532–
533, 618–619, 684–
685, 872–873, 912–
913, 1038–1039, 1130–
1131
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. 5, 23, 34, 35, 61,
2.
provide extensive and varied opportunities to
practice skills.
3.
provide intervention, practice and enrichment
materials.
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___
___
___ ___
and 90. Also see the
Professional
Development notes as
follows: Bookmark, 22,
Teaching Resources:
Unit 1, 88, Response
Journals, 171, The
ReQuest Procedure,
290, Literature Circles,
381, Think Aloud, 400,
Save the Last Word for
Me, 545, Most
Important Word, 562,
Developing Poetry
Inquiry Skills, 626,
Translating
Shakespeare, 734,
That’s a Quote, 880
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
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
Student & Teacher’s
Edition:Writing
Workshops:
Autobiographical
Narrative, 88–93,
Problem–and–Solution
Essay, 162–169, Short
Story, 284–289,
Cause–and–Effect
Essay, 372–379,
Business Letter, 466–
471, Editorial, 536–
543, Descriptive Essay,
620–625, Response to
Literature, 688–695,
How–to Essay, 874–
889, Research Report,
916–927, Writing for
Assessment, 1040–
1045, Comparison–
and–Contrast Essay,
1134–1141; also see:
Timed Writing, 41, 45,
71, 117, 121, 145, 239,
243, 265, 319, 343,
347, 423, 445, 449,
491, 513, 519, 585,
589, 611, 651, 655,
675, 813, 851, 855,
891, 895, 943, 991,
1021, 1025, 1040,
1093, 1097, 1111
Student & Teacher’s
Edition:Writing
Workshops: Revising
(includes overall
structure, paragraphs,
sentences, and word
choice), 89, 90, 166,
167, 285, 286, 376,
377, 467, 468, 540,
541, 621, 622, 692,
875, 876, 922, 923,
1041, 1042, 1138,
1139; Writing
Workshops: Editing
and Proofreading, 92,
169, 543, 288, 379,
470, 624, 695, 878,
927, 1044, 1141
4.
5.
provide exemplars of narrative, descriptive and
expository writing types.
provide exemplars of editing/revision for writing.
___
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___
___
___
Student & Teacher’s
Edition: Vocabulary
Handbook, R1–R9;
Literary Handbook,
R10–R25; Writing
Handbook, R26–R38;
Grammar, Usage and
Mechanics Handbook,
R39–R51; also see:
Background & Meet
the Author: 25, 34, 47,
60, 73, 97, 106, 123,
132, 147, 201, 214,
245, 254, 267, 293,
321, 332, 349, 403,
414, 425, 436, 449,
475, 482, 493, 502,
521, 565, 576, 591,
598, 613, 628, 638,
658, 666, 677, 726–
727, 857, 883, 897,
949, 1027, 1049, 1066,
1099, 1104, 1113 and
Literature in Context,
37, 65, 83, 100, 108,
128, 141, 150, 221,
233, 249, 278, 310,
326, 338, 352, 410,
440, 457, 487, 507,
607, 640, 711, 734,
764, 770, 791, 801,
827, 836, 864, 909,
983, 999, 1070, 1082,
1106, 1118
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
terminology as well as background on authors
(grades 5-12).
___
___
___ ___
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• From the Author’s
Desk DVD which
includes in-depth
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
7.
include teacher and student study guides for literary
works.
___
___
___ ___
Student & Teacher’s
Edition:Reading and
Vocabulary Skills
Preview, 22–23, 94–95,
158–159, 198–199,
282–283, 290–291,
368–369, 400–401,
473–474, 532–533,
562–563, 618–619,
626–627, 684–685,
722–723, 872–873,
880–881, 912–913,
946–947, 1038–1039,
1130–1131; Reading
and Vocabulary Skills
Review, 86–87, 158–
159, 282–283, 368–
369, 464–465, 532–
533, 618–619, 684–
685, 872–873, 912–
913, 1038–1039, 1130–
1131; Reading Skill
(Monitor Your
Progress), 41, 71, 117,
145, 239, 319, 343,
423, 445, 491, 513,
585, 611, 651, 675,
813, 851, 893, 1021,
1093
8.
continue skill or strategy instruction across several
instructional sessions to expand the applicability and
utility of the skill or strategy.
___
___
___ ___
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Connecting to
the Literature:
Reading/Writing
Connection, 25, 34, 47,
60, 97, 106, 123, 132,
147, 201, 214, 245,
254, 267, 293, 304,
321, 332, 349, 362,
403, 414, 425, 436,
453, 461, 475, 482,
493, 495, 502, 573,
613, 628, 638, 658,
666, 729, 857, 859,
863, 883, 897, 949,
1027, 1049, 1066,
1099, 1104, 1113; also
see: Reading and
Vocabulary Skills
Preview, 22–23, 94–95,
158–159, 198–199,
282–283, 290–291,
368–369, 400–401,
473–474, 532–533,
562–563, 618–619,
626–627, 684–685,
722–723, 872–873,
880–881, 912–913,
946–947, 1038–1039,
1130–1131; Reading
and Vocabulary Skills
Review, 86–87, 158–
159, 282–283, 368–
369, 464–465, 532–
533, 618–619, 684–
685, 872–873, 912–
913, 1038–1039, 1130–
1131; Reading Skill
(Monitor Your
Progress), 41, 71, 117,
145, 239, 319, 343,
423, 445, 491, 513,
585, 611, 651, 675,
813, 851, 893, 1021,
1093
(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.
I
A
___
___
M
N
___ ___
Student & Teacher’s
Edition: Academic
Vocabulary for
analyzing literature,
23, 87, 95, 159, 199,
283, 291, 369, 401,
465, 473, 533, 563,
619, 627, 685, 723,
873, 881, 913, 947,
1039, 1047, 1131;
Reading Skill (Monitor
Your Progress), 41, 71,
117, 145, 239, 319,
343, 423, 445, 491,
513, 585, 611, 651,
675, 813, 851, 893,
1021, 1093; Writing
Workshops: Rubric
for Self–Assessment,
92, 169, 288, 379, 470,
543, 624, 695, 878,
927, 1044, 1141, R35–
38; Spelling
Workshops
(assessment), 161, 371,
535, 687, 915, 1133
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, 41, 45, 71,
117, 121, 145, 239,
243, 265, 319, 343,
347, 423, 445, 449,
491, 513, 519, 585,
589, 611, 651, 655,
675, 813, 851, 855,
891, 895, 943, 991,
1021, 1025, 1040,
1093, 1097, 1111;
Reading Skill (Monitor
Your Progress), 41, 71,
117, 145, 239, 319,
343, 423, 445, 491,
513, 585, 611, 651,
675, 813, 851, 893,
1021, 1093; Writing
Workshops: Rubric
for Self–Assessment,
92, 169, 288, 379, 470,
543, 624, 695, 878,
927, 1044, 1141, R35–
38; Spelling
Workshops
(assessment), 161, 371,
535, 687, 915, 1133
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.
1.
provide assessment formats commensurate with WV
assessment programs (WESTEST, NAEP, State
Writing Assessment, informal assessments, PLAN,
EXPLORE, ACT and SAT).
___
___
___ ___
Student & Teacher’s
Edition: Timed
Writing, 41, 45, 71,
117, 121, 145, 239,
243, 265, 319, 343,
347, 423, 445, 449,
491, 513, 519, 585,
589, 611, 651, 655,
675, 813, 851, 855,
891, 895, 943, 991,
1021, 1025, 1040,
1093, 1097, 1111;
Reading Skill (Monitor
Your Progress), 41, 71,
117, 145, 239, 319,
343, 423, 445, 491,
513, 585, 611, 651,
675, 813, 851, 893,
1021, 1093; Spelling
Workshops
(assessment), 161, 371,
535, 687, 915, 1133
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.
provide preparation for standardized tests.
___
___
___ ___
Student & Teacher’s
Edition: Extend Your
Learning (Apply the
Skills), 33, 39, 59, 69,
105, 115, 131, 143,
213, 237, 253, 263,
303, 317, 331, 341,
413, 421, 435, 443,
481, 489, 501, 511,
575, 583, 597, 609,
637, 649, 665, 673,
781, 811, 891, 889,
989, 1019, 1065, 1091,
1103, 1109; Writing
Workshops: Rubric
for Self–Assessment,
92, 169, 288, 379, 470,
543, 624, 695, 878,
927, 1044, 1141, R35–
38
2.
provide opportunities for assessment based on
performance-based measures, open-ended
questioning, portfolio evaluation, rubrics and
multimedia simulations.
___
___
___ ___
Student & Teacher’s
Edition: Reading Skill
(Monitor Your
Progress), 41, 71, 117,
145, 239, 319, 343,
423, 445, 491, 513,
585, 611, 651, 675,
813, 851, 893, 1021,
1093; Spelling
Workshops
(assessment), 161, 371,
535, 687, 915, 1133
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.
3. provide benchmark and ongoing progress monitoring.
___
___
___ ___
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
NINTH GRADE
Reading and English Language Arts ninth grade students will focus on the effective use of written language
in educational, occupational and interpersonal endeavors. To meet the needs of the 21st Century student, a wide
range of media should enhance instructional delivery. Frequent interaction with a broad array of literature, both
classic and contemporary, will encourage an appreciation for the power of the written and spoken word. 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=Nonexistent
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: Word roots:
Latin, 23, 40, 70, 95,
116, 144, 199, 238,
264, 291, 318, 342,
723, 812, 850, 881,
890, 1047, 1092, 1110;
Vocabulary Study:
Context clues, 213,
237; Prefixes: Latin,
401, 422, 444, 465,
473, 490, 512, 533,
947, 990, 1039;
Suffixes: Latin, 563,
584, 610, 619, 627,
650, 674, 685; Context
clues: prefixes/roots
for, 947, 990, 1020,
1047, 1092, 1110,
assessment, 1039, 1131
VOCABULARY: use a variety of techniques to enhance vocabulary
development
1.
expand the use of various strategies to establish
word meanings i.e.,
‰ context clues
‰ affixes
‰ multiple meanings
___
___
___ ___
Student & Teacher’s
Edition: Academic
Vocabulary for
analyzing literature,
23, 87, 95, 159, 199,
283, 291, 369, 401,
465, 473, 533, 563,
619, 627, 685, 723,
873, 881, 913, 947,
1039, 1047, 1131;
Vocabulary Builder
(Build Skills), 24, 46,
96, 122, 200, 242, 320,
402, 424, 474, 492,
564, 575, 590, 597,
628, 657, 676, 728,
756, 782, 814, 832,
882, 948, 992, 1048,
1098; (Apply the
Skills), 33, 39, 59, 69,
85, 105, 115, 131, 143,
157, 213, 237, 253,
281, 303, 317, 331,
341, 367, 413, 421,
435, 443, 463, 481,
489, 501, 511, 531,
575, 583, 597, 609,
617, 637, 649, 665,
673, 683, 755, 781,
811, 817, 831, 849,
889, 911, 989, 1019,
1037, 1065, 1091,
1103, 1109, 1129;
Vocabulary Skill
(Build Language
Skills), 40, 70, 116,
144, 238, 318, 342,
422, 444, 490, 512,
584, 610, 650, 674,
812, 850, 892, 1020,
1092; Reading and
Vocabulary Review,
86–87, 158–159, 282–
283, 368–369, 464–
465, 532–533, 618–
619, 684–685, 872–
873, 912–913, 1038–
1039, 1130–1131
Student & Teacher’s
Edition: Word origins,
95, 116, 144, R8–R9;
also see: Using a
dictionary, 59, 69, 105,
115, 131, 143, 253,
263, 291, 481, 489,
597, 609, 755, 781,
811, 849, 989, 1019,
1065, 1091
2.
expand vocabulary through various literary works.
3.
identify and apply word etymologies to determine
meaning.
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Using a
thesaurus, 33, 39, 105,
115, 131, 143, 213,
237, 303, 317, 331,
341, 413, 421, 435,
443, 501, 511, 575,
583, 637, 649, 665,
673, 831, 889, 1065,
1091, 1103, 1109;
Using a dictionary, 59,
69, 105, 115, 131, 143,
253, 263, 291, 481,
489, 597, 609, 755,
781, 811, 849, 989,
1019, 1065, 1091
4.
B.
Student & Teacher’s
Edition: Tips for
Improving Reading
Fluency: R24–R25;
Reading Skill (Build
Skills), 24, 46, 96, 122,
200, 242, 320, 402,
424, 474, 492, 564,
575, 590, 597, 628,
657, 676, 728, 756,
782, 814, 832, 882,
948, 992, 1048, 1098;
Reading Skill (Apply
the Skills), 32, 38, 58,
68, 104, 114, 130, 142,
212, 236, 252, 302,
316, 330, 340, 412,
420, 434, 442, 480,
488, 500, 510, 574,
582, 596, 608, 636,
648, 664, 672, 683,
754, 780, 810, 830,
848, 888, 988, 1018,
1064, 1090, 1102,
1108; Reading Skill
(Monitor Your
Progress), 41, 71, 117,
145, 239, 319, 343,
423, 445, 491, 513,
585, 611, 651, 675,
813, 851, 893, 1021,
1093; For Further
Reading, 171, 381, 545,
697, 929, 1143
recognize choices of pronunciation and spelling
(dictionary, spell check, thesaurus).
___
___
___ ___
FLUENCY: increase personal reading fluency, both silent and oral, through a
variety of genres to enhance reading development
1.
participate in independent and directed reading with
emphasis on fiction and nonfiction, classic and
contemporary.
___
___
___ ___
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
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, 46, 96, 122,
200, 242, 320, 402,
424, 474, 492, 564,
575, 590, 597, 628,
657, 676, 728, 756,
782, 814, 832, 882,
948, 992, 1048, 1098;
also see the reading
skills taught with
Reading Informational
Materials, 42, 118,
240, 344, 446, 514,
586, 652, 852, 892,
1022, 1094 ; also see:
Summarizing, skim
and scan for, 722, 852
(IMR Committee) Responses
I=In-depth
80%
2.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
___
___
M
N
practice using various reading skills for literary
experience, information and/or performing a task
i.e.,
‰
‰
‰
‰
skimming
scanning
note-taking
SQ3R
___ ___
Student & Teacher’s
Edition: Reading
Informational
Materials: read to
perform a task, 42,
recognize
organizational features,
118, evaluate visual
aids, 240, evaluate text
format, 344, read for
specific information,
446, distinguish fact
from opinion, 514,
generalizations, 586,
evaluating web sources,
652, skimming and
scanning, 852, evaluate
the author’s credibility,
892, following
directions, 1022, set a
purpose for reading,
1094; also see:
Reading Skill, 24, 46,
96, 122, 200, 242, 320,
402, 424, 474, 492,
564, 575, 590, 597,
628, 657, 676, 728,
756, 782, 814, 832,
882, 948, 992, 1048,
1098
3.
provide practice in the location of specific
information from various genres i.e.,
‰
‰
‰
‰
main and supporting ideas
specific facts
statistics
definition
___
___
___ ___
C.
Student & Teacher’s
Edition: Background,
25, 34, 47, 60, 97, 106,
123, 132, 147, 201,
214, 245, 254, 267,
293, 304, 321, 332,
349, 362, 403, 414,
425, 436, 453, 461,
475, 482, 493, 495,
502, 573, 613, 628,
638, 658, 666, 729,
857, 859, 863, 883,
897, 949, 1027, 1049,
1066, 1099, 1104,
1113; Literature in
Context (culture,
geography, history,
humanities, language,
literature, math,
mythology, science,
social studies), 37, 65,
83, 100, 108, 128, 141,
150, 221, 233, 249,
278, 310, 326, 338,
352, 410, 440, 457,
487, 507, 607, 640,
711, 734, 764, 770,
791, 801, 827, 836,
864, 909, 983, 999,
1070, 1082, 1106, 1118
Student & Teacher’s
Edition: Unit
Introductions: Fiction
and Nonfiction, 2, 4,
Short Stories, 182, 184,
Nonfiction, Types of,
386, 388, Poetry, 550,
552, Drama, 702, 704,
Themes in Literature:
Heroism, 934, 936;
Genre Review (Apply
the Skills): 20, 196,
398, 560, 720, 944;
Comparing Literary
Works, 72, 85, 146,
266, 348, 450, 520,
612, 676, 856, 896,
1026, 1112; Reading
Informational
Materials, 42, 118,
240, 344, 446, 514,
586, 652, 852, 892,
1022, 1094
COMPREHENSION: understand and relate to a variety of genres on literal,
interpretive and critical levels using effective reading strategies
1.
2.
identify historical, cultural and biographical
influences of literary works.
recognize literary styles according to genre.
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Inferences,
making
evaluate visual aids
for, 198, 240; also see:
Critical Viewing, 2, 4,
8, 10, 16, 18, 29, 31,
36, 52, 54, 57, 63, 66,
74, 79, 80, 82, 99, 101,
102, 110, 112, 124,
127, 134, 136, 139,
154, 182, 188, 192,
203, 204, 206, 211,
215, 216, 218, 227,
230, 234, 250, 259,
269, 271, 275, 277,
298, 313, 323, 324,
334, 355, 358, 362,
365, 386, 392, 394,
396, 404, 407, 408,
418, 427, 428, 428,
432, 437, 452, 454,
477, 478, 484, 486,
495, 496, 499, 504,
509, 522, 525, 526,
526, 529, 553, 556,
566, 566, 572, 578,
581, 592, 594, 603,
604, 606, 630, 635,
642, 644, 647, 661,
668, 671, 678, 707,
709, 714, 717, 724,
725, 738, 742, 746,
750, 753, 762, 772,
776, 786, 788, 794,
804, 808, 818, 823,
839, 840, 842, 859,
863, 866, 866, 887,
899, 900, 902, 908,
934, 939, 941, 942,
950, 957, 960, 967,
970, 972, 976, 986,
995, 1000, 1006, 1008,
1010, 1014, 1028,
1028, 1034, 1052,
1054, 1056, 1058,
1062, 1101, 1105,
1115, 1121, 1123,
1124, 1127
3.
recognize and explain the purpose of illustration
within a specific text (e.g., pictures, artwork, graphic
organizers such as maps, charts, lists and graphs).
___
___
___ ___
Student & Teacher’s
Edition: Symbol, 185,
186, 193, 348, 367;
Symbolism, comparing
allegory to, 348, 350,
351, 353, 354, 356,
357, 359, 360, 361,
363, 364, 366, 367;
Personification in
poetry, 552, 554, 560,
564, 574, 582;
Figurative language,
552, 554, 558, 564,
568, 571, 574, 577,
581, 582, 628;
Alliteration, 552, 590,
596, 608; Rhyme, 552,
656, 661, 662, 664,
668, 672; Meter, 552,
656, 664, 671, 672;
Assonance, 552, 590,
596, 608; Humorous
essay, 520, 523,524,
527, 528, 530
4.
recognize literary devices i.e.,
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
personification
symbolism
imagery
metaphor
simile
humor
rhythm
rhyme
meter
alliteration
assonance
___
___
___ ___
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Point of view,
4, 6, 72, 75, 76, 77, 79,
81, 85, 911; Conflict,
4, 6, 46, 58, 68, 184,
200, 205, 207, 208,
209, 211, 212, 216,
218, 222, 224, 225,
226, 228, 232, 234,
236, 704, 718; Theme,
4, 146, 148, 149, 151,
152, 153, 156, 157,
185, 186, 196, 554,
704, 856, 859, 860,
861, 864, 867, 869,
871, 934–938, 940,
942, 944;
Characterization:
direct and indirect,
292, 294, 295, 297,
299, 302, 306, 307,
308, 309, 312, 316;
Voice, 96, 99, 103, 104,
109, 110, 113, 114, 183
Student & Teacher’s
Edition: Predictions,
make, 22, 24, 30, 31,
32, 36, 38, 41, 42, 45,
46, 51, 55, 56, 57, 58,
62, 67, 68, 71, 86;
Inferences, making,
198, 200, 204, 208,
210, 212, 219, 220,
223, 226, 227, 228,
231, 235, 236, 239,
240, 243, 244, 247,
248, 252, 256, 260,
262, 265, 282;
Conclusions, drawing,
880, 882, 885, 887,
888, 891, 892, 895, 912
(IMR Committee) Responses
I=In-depth
80%
5.
6.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
identify literary elements within a specific genre
(e.g., point of view, theme, conflict, characterization,
voice).
form supportable predictions, opinions, inferences
and conclusions based upon text.
I
A
M
N
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Unit
Introductions: Fiction
and Nonfiction, 2, 4,
Short Stories, 182, 184,
Nonfiction, Types of,
386, 388, Poetry, 550,
552, Drama, 702, 704,
Themes in Literature:
Heroism, 934, 936;
Genre Review (Apply
the Skills): 20, 196,
398, 560, 720, 944;
Comparing Literary
Works, 72, 85, 146,
266, 348, 450, 520,
612, 676, 856, 896,
1026, 1112; Reading
Informational
Materials, 42, 118,
240, 344, 446, 514,
586, 652, 852, 892,
1022, 1094
7.
Student & Teacher’s
Edition: Reading
Informational
Materials: Instructions:
Recipes, 42–44, Signs
and Instructions, 240–
242, Technical
Documents, 446–448,
Applications, 1022–
1024
8.
D.
Student & Teacher’s
Edition: Writing
Workshops: Prewriting
(includes choosing
topic, narrowing topic
and gathering details),
88, 163, 284, 373, 466,
537, 620, 689, 874,
917, 918, 1040, 1135
recognize the elements, structures and tone of
various genres.
perform a task from written directions.
___
___
___ ___
___
___
___ ___
Writing: employ a wide range of writing strategies to communicate effectively
for different purposes
1.
address specific writing purposes (e.g., narrative,
expository, persuasive, descriptive).
___
___
___ ___
Student & Teacher’s
Edition: Writing
Workshops:
Autobiographical
Narrative, 88–93,
Problem–and–Solution
Essay, 162–169, Short
Story, 284–289,
Cause–and–Effect
Essay, 372–379,
Business Letter, 466–
471, Editorial, 536–
543, Descriptive Essay,
620–625, Response to
Literature, 688–695,
How–to Essay, 874–
889, Research Report,
916–927, Writing for
Assessment, 1040–
1045, Comparison–
and–Contrast Essay,
1134–1141
Student & Teacher’s
Edition: Timed
Writing, 41, 45, 71,
117, 121, 145, 239,
243, 265, 319, 343,
347, 423, 445, 449,
491, 513, 519, 585,
589, 611, 651, 655,
675, 813, 851, 855,
891, 895, 943, 991,
1021, 1025, 1040,
1093, 1097, 1111
Student & Teacher’s
Edition: Prewriting:
writing thesis
statement, 537, writing
thesis statement, 690,
919; also see:
Gathering Details,
Narrowing Topic, 88,
163, 284, 373, 466,
537, 620, 689, 874,
917, 918, 1040, 1135
2.
provide strategies for the five-step writing process
i.e.,
‰
‰
‰
‰
‰
prewriting
drafting
revising
editing
publication
3.
create a well-developed composition from a prompt.
4.
use a clearly worded and correctly placed thesis
statement to develop a composition that addresses
the assigned topic.
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Student & Teacher’s
Edition: Shaping
Writing by: identifying
main point, 89, pacing
action, 89, problem,
164, engaging audience
immediately, 164,
planning storyline, 285,
chronological, 374,
875, 919, order–of–
importance, 374, 538,
919, including business
letter elements, 467,
choosing organization,
block/modified block,
467, outlining
arguments, 538,
evaluating arguments,
538, spatial/time–order,
621, step–by–step, 875,
writing thesis
statement, 690, 919,
introduction, body,
conclusion, 690, 1041,
comparison–and–
contrast, 919, using
headings, 919, writing
an outline, 919, point–
by–point/subject–by–
subject, 1136
Student & Teacher’s
Edition:
Editing/proofreading:
transitions, 624; Word
choice, transitions, 875
Student & Teacher’s
Edition: Revising
sentences, 89, 286,
376, 377, 467, 468,
622, 693, 876, 923,
1042, 1139; also see:
Sentences, 468, 622,
876, 923, 990, 1020,
1042, 1139
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Revising word
choice, 166, 285, 467,
540, 621, 692, 875,
922, 1041, 1138
5.
6.
7.
use a clear, logical progression of ideas (e.g., spatial
order in descriptive essay, chronological order in
process essay, to develop a composition that is
focused and coherent).
use different transitional devices (e.g., introductory
and transitional phrases and conjunctions) within
and between paragraphs.
use complete and varied sentences to develop a
composition.
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I
A
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(IMR Committee) Responses
I=In-depth
80%
8.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
use appropriate and precise word choice to develop a
composition.
M
N
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Student & Teacher’s
Edition: Writing
Workshops: Research
Report, identifying
research question, 917;
also see: Gathering
Details: recording and
organizing information,
918; Providing
Elaboration by:
crediting sources,
making direct
references to sources,
920; Preparing a
Reference List, 927;
Research and
Technology, 33, 39, 59,
69, 105, 115, 131, 143,
213, 237, 253, 263,
303, 317, 331, 341,
413, 421, 435, 443,
481, 489, 501, 511,
575, 583, 597, 609,
637, 649, 665, 673,
781, 811, 831, 889,
989, 1019, 1065, 1091,
1103, 1109; Using the
Internet, R31–R32;
Citing Sources and
Preparing Manuscript,
R33
Student & Teacher’s
Edition: Gathering
Details: recording and
organizing information,
918; Providing
Elaboration by:
crediting sources,
making direct
references to sources,
920
Student & Teacher’s
Edition: Citing
Sources and Preparing
Manuscript, R33,
MLA Style, R34; also
see: Providing
Elaboration by:
crediting sources,
making direct
references to sources,
918, 920; Research
report: Preparing a
Reference List, 927
9.
access and evaluate a variety of sources i.e.,
‰ Reader’s Guide
‰ card catalog
‰ electronic media
10. extend note-taking skills to process and organize
information.
11. recognize the concept of intellectual property and
plagiarism (e.g., media copyright laws,
public/private domain, primary/secondary sources).
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Student & Teacher’s
Edition: Citing
Sources and Preparing
Manuscript, R33,
MLA Style, R34; also
see: Providing
Elaboration by:
crediting sources,
making direct
references to sources,
918, 920; Research
report: Preparing a
Reference List, 927;
also see: Paraphrase,
722, 782, 784, 787,
792, 795, 796, 798,
800, 802, 805, 807,
810, 918
12. differentiate between plagiarism and paraphrasing.
Student & Teacher’s
Edition: Shaping
Writing by: identifying
main point, 89,
planning storyline, 285,
chronological, 374,
875, 919, order–of–
importance, 374, 538,
919, choosing
organization,
block/modified block,
467, outlining
arguments, 538,
evaluating arguments,
538, spatial/time–order,
621, step–by–step, 875,
writing thesis
statement, 690, 919,
introduction, body,
conclusion, 690, 1041,
comparison–and–
contrast, 919, using
headings, 919, writing
an outline, 919, point–
by–point/subject–by–
subject, 1136
13. develop outlining skills to organize text and
composition information by selecting main points
and supporting details.
Student & Teacher’s
Edition: Citing
Sources and Preparing
Manuscript, R33,
MLA Style, R34; also
see: Providing
Elaboration by:
crediting sources,
making direct
references to sources,
920; Research report:
Preparing a
Reference List, 922
14. practice correct use of bibliographic format in
research documentation (e.g., MLA and APA).
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Student & Teacher’s
Edition: Grammar
Lesson (Build
Language Skills), 40,
70, 116, 144, 238, 318,
342, 422, 444, 490,
512, 584, 610, 650,
674, 812, 850, 892,
1020, 1092; also see:
Writing (Apply the
Skills), 33, 39, 59, 69,
105, 115, 131, 143,
213, 237, 253, 303,
317, 331, 341, 413,
421, 435, 443, 481,
489, 501, 511, 575,
583, 597, 609, 637,
649, 665, 673, 755,
781, 811, 831, 849,
889, 989, 1019, 1065,
1091, 1103, 1109;
Timed Writing, 41, 45,
71, 117, 121, 145, 239,
243, 265, 319, 343,
347, 423, 445, 449,
491, 513, 519, 585,
589, 611, 651, 655,
675, 813, 851, 855,
891, 895, 943, 991,
1021, 1025, 1040,
1093, 1097, 1111;
Writing Workshops,
88–93, 162–169, 284–
289, 372–379, 466–
471, 536–543, 620–
625, 688–695, 874–
889, 916–927, 1040–
1045, 1134–1141
15. integrate writing skills and assignments using
literary text and grammar.
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The following
resources materials
provide integrated and
supplemental grammar
and writing support:
Daily Language
Practice
Transparencies,
Graphic Organizer
Transparencies, and
the Skills Development
Workbook.
In addition, 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. 88, 163, 284,
373, 466, 537, 620,
689, 874, 917, 918,
1040, and 1135.
Literary Criticism,
R22; Literary
Movements, R23;
Using in-text links and
companion website
codes, teachers access:
Author Video Clips,
and selection-specific
Internet Activities. For
examples, see
http://phschool.com/ats
chool/literature/ . In
addition, the From the
Author’s Desk DVD
includes in-depth
interviews with
authors. The following
resources materials
provide additional
opportunities for
humanities study: Fine
Art Transparencies,
Volumes 1 & 2
16. provide supplemental language materials to support
writing.
17. provide supplemental materials on literary criticism
for the advanced student: literary criticism, graphic
organizers, essential questions and researched based
strategies.
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