Grade 10
Prentice Hall
Literature, The Penguin Edition,
Grade 10 © 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 10
INSTRUCTIONAL MATERIALS ADOPTION
PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Prentice Hall
Reading/Literature
10
English Language Arts
Literature: The Penguin Edition, Grade 10
2007
0-13-131718-0
0-13-131757-1
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,
“Occupation:
Conductorette,” begins
on p. 73; Langston
Hughes, “Marian
Anderson, Famous
Concert Singer,” begins
on p. 88; Umberto Eco,
“How to React to
Familiar Faces,” begins
on p. 174; Pat Mora,
“The Leader in the
Mirror,” begins on p.
177; Chinua Achebe,
“Civil Peace,” begins on
p. 327; R. K. Narayan,
“Like the Sun,” begins
on p. 372; Rudolfo
Anaya, from “In
Commemoration: One
Million Volumes,”
begins on p. 463;
Yoshiko Uchida , from
Desert Exile: The
Uprooting of a JapaneseAmerican Family, begins
on p. 536, ; N. Scott
Momaday, from The
Way to Rainy Mountain,
begins on p. 545;
Federico García Lorca,
“The Guitar,” begins on
p. 600; Yusef
Komunyakaa, “Glory,”
begins on p. 666;
Langston Hughes, “The
Weary Blues,” begins on
p. 682; Native American
Myth, “The Orphan Boy
and the Elk Dog,” begins
on p. 991; Miguel de
Cervantes, from Don
Quixote, begins on p.
1113
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).
Louise Erdrich, “The
Leap,” begins on p. 45;
Rachel Carson, “The
Marginal World,” begins
on p. 55; Lynne Cox,
from Swimming to
Antarctica, begins on p.
58; Sandra Cisneros,
“Tepeyac,” begins on p.
94; Anita Desai, “Games
at Twilight,” begins on p.
129; Luisa Valenzuela,
“The Censors,” begins
on p. 376; Dorothy West,
“The Sun Parlor,” begins
on p. 454; Elizabeth
Bishop, “The Fish,”
begins on p. 602; Naomi
Shihab Nye, “Making a
Fist,” begins on p. 617;
Gwendolyn Brooks,
“The Bean Eaters,”
begins on p. 649;
Lorraine Hansberry,
from A Raisin in the Sun,
begins on p. 934; D.T.
Niane, from Sundiata,
begins page 1006; R. K.
Narayan, from The
Ramayana, begins page
1019
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
(IMR Committee) Responses
SPECIFIC
LOCATION OF
I=In-depth A=Adequate M=Minimal N=Nonexistent
I
A
M
N
CONTENT WITHIN
80%
80%
60%
Less than 60%
PRODUCT
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, 82–85, 166–
171, 270–273, 366–
369, 448–451, 514–
517, 622–625, 696–
699, 794–797, 928–
931, 1030–1033, 1126–
1131; Writing
Workshops: Essay,
problem–and–solution,
386–393, Letter to the
editor, 490–494,
Persuasive writing,
persuasive essay,
Research report, 942–
953, Timed essay,
1054–1058;
Communication
Workshop, 194, 394,
566, 720, 954, 1158
‰ 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,
270–273;
Communications
Workshop: Delivering
a Multimedia
Presentation of a
Research Report, 954;
also see: Research and
Technology, 43, 53, 71,
127, 139, 153, 163,
231, 241, 257, 267,
325, 335, 349, 363,
435, 445, 461, 471,
503, 511, 525, 531,
607, 619, 635, 643,
671, 677, 687, 693,
791, 845, 867, 891,
909, 925, 989, 1017,
1027, 1075, 1093,
1111, 1123; 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:
• 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. 31, 43, 53, and
72.
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. 100, 186, 386,
490, 558, 656, 712,
810, 942, 1054, and
1150.
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, 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, (Build Skills),
30, 56, 108, 142, 218,
244, 306, 338, 426,
452, 498, 518, 592,
627, 664, 680, 748,
820, 846, 868, 892,
910, 980, 1004, 1062,
1096; (Apply the
Skills), 42, 52, 70, 78,
126, 138, 152, 162,
230, 240, 256, 266,
324, 334, 348, 362,
434, 444, 460, 470,
502, 510, 524, 530,
606, 618, 634, 642,
670, 676, 686, 692,
768, 790, 844, 866,
890, 908, 924, 988,
1000, 1016, 1026,
1074, 1092, 1110,
1122; also see the
reading skills taught
with Reading
Informational
Materials, 82, 166,
270, 366, 448, 514,
622, 696, 794, 928,
1030, 1126
Reading Skill (Build
Skills), 30, 56, 108,
142, 218, 244, 306,
338, 426, 452, 498,
518, 592, 627, 664,
680, 748, 820, 846,
868, 892, 910, 980,
1004, 1062, 1096;
(Apply the Skills), 42,
52, 70, 78, 126, 138,
152, 162, 230, 240,
256, 266, 324, 334,
348, 362, 434, 444,
460, 470, 502, 510,
524, 530, 606, 618,
634, 642, 670, 676,
686, 692, 768, 790,
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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844, 866, 890, 908,
924, 988, 1000, 1016,
1026, 1074, 1092,
1110, 1122; Reading
Skill (Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
695, 793, 927, 1003,
1029, 1125; Reading
Informational
Materials, 82, 166,
270, 366, 448, 514,
622, 696, 794, 928,
1030, 1126
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. 11, 23, 37, 49, 57,
73, and 107. Also see
the Professional
Development notes as
follows: Professional
Development: Say
Something Bookmark,
28, Response Journals,
195, The ReQuest
Procedure, 216,
Literature Circles, 395,
Think Aloud, 424, Save
the Last Word for Me,
567, Word Form
Charts, 590,
Developing Poetry
Inquiry Skills, 662,
Most Important Word,
721, Translating
Shakespeare, 835
3.
C.
Student & Teacher’s
Edition: Making
predictions, by asking
questions, 28, 56, 59,
62, 64, 68; Analyzing
main idea/supporting
details, by asking
questions, 424, 452,
present varied teaching models.
CRITICAL THINKING
1.
emphasize questioning models to promote higher
order thinking skills in all levels of comprehension
(literal, interpretive, critical/evaluative).
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___ ___
456, 458, 465, 467,
469; Analyzing
cultural context, by
generating questions,
978, 980, 984, 991,
996, 998, 999
See Thinking About
the Selection in the
Student and Teacher’s
edition on pp. 42, 52,
70, 78, 126, 138, 152,
162, 230, 240, 256,
266, 324, 334, 348,
362, 434, 444, 460,
470, 502, 510, 524,
530, 606, 618, 634,
642, 670, 676, 686,
692, 768, 790, 844,
866, 890, 908, 924,
988, 1000, 1016, 1026,
1074, 1092, 1110,
1122; see also Teacher
Edition Critical
Thinking notes
throughout, including
those found on pp. 33,
34, 36, 38, 40, 45, 47,
50, 64, 68, 114.
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.
___
___
___ ___
(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
___
___
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___
___
___ ___
D. LIFE SKILLS
Student & Teacher’s
Edition: Reading
Informational
Materials: Job
Applications, 82–85,
Technical Articles,
166–171, Web Sites,
270–273, Literary
Reviews, 366–369,
Technical Directions,
448–451, Newspaper
Editorials, 514–517,
Research Sources, 622–
625, 1030–1033,
Feature Articles, 696–
699, Drama Reviews,
794–797, Signs, 928–
931, Position
Statements, 1126–1131
Student & Teacher’s
Edition: Reading Skill
(Build Skills), 30, 56,
108, 142, 218, 244,
306, 338, 426, 452,
498, 518, 592, 627,
664, 680, 748, 820,
846, 868, 892, 910,
980, 1004, 1062, 1096;
Reading Skill (Monitor
Your Progress), 55, 81,
141, 165, 243, 269,
337, 365, 447, 473,
513, 533, 621, 645,
679, 695, 793, 927,
1003, 1029, 1125;
Communication
Workshop, 194, 394,
566, 720, 954, 1158;
also see: Listening and
Speaking (Apply the
Skills), 43, 53, 71, 127,
139, 153, 163, 231,
241, 257, 267, 325,
335, 349, 363, 435,
445, 461, 471, 503,
511, 525, 531, 607,
619, 635, 643, 671,
677, 687, 693, 769,
791, 845, 867, 891,
909, 925, 989, 1017,
1027, 1075, 1093,
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).
1111, 1123
E. CLASSROOM MANAGEMENT
Student & Teacher’s
Edition: Extend Your
Learning (Apply the
Skills), 43, 53, 71, 127,
139, 153, 163, 231,
241, 257, 267, 325,
335, 349, 363, 435,
445, 461, 471, 503,
511, 525, 531, 607,
619, 635, 643, 671,
677, 687, 693, 769,
791, 845, 867, 891,
909, 925, 989, 1017,
1027, 1075, 1093,
1111, 1123; also, in the
Teacher’s Edition, see
the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 11, 23, 37, 49, 57,
73, and 107, and the
Professional
Development notes as
follows: Professional
Development: Say
Something Bookmark,
28, Response Journals,
195, The ReQuest
Procedure, 216,
Literature Circles, 395,
Think Aloud, 424, Save
the Last Word for Me,
567, Word Form
Charts, 590,
Developing Poetry
Inquiry Skills, 662,
Most Important Word,
721, Translating
Shakespeare, 835
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
1.
2.
include opportunities for large group, small group
and independent learning.
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___
___ ___
provide classroom management suggestions.
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___ ___
throughout the text,
such as those found on
pp. 11, 23, 37, 49, 57,
73, and 107. Also see
“Classroom
Management for
Differentiated
Instruction” in the
Reading Kit ancillary.
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. 11, 23, 37, 49, 57,
73, and 107. Also see
the Professional
Development notes as
follows: Professional
Development: Say
Something Bookmark,
28, Response Journals,
195, The ReQuest
Procedure, 216,
Literature Circles, 395,
Think Aloud, 424, Save
the Last Word for Me,
567, Word Form
Charts, 590,
Developing Poetry
Inquiry Skills, 662,
Most Important Word,
721, Translating
Shakespeare, 835
Student & Teacher’s
Edition: Literary
Analysis & Reading
Skill (Apply the Skills),
42, 52, 70, 78, 126,
138, 152, 162, 230,
240, 256, 266, 324,
334, 348, 362, 434,
444, 460, 470, 502,
510, 524, 530, 606,
618, 634, 642, 670,
676, 686, 692, 768,
790, 844, 866, 890,
908, 924, 988, 1000,
1016, 1026, 1074,
1.
2.
address varied learning styles and multiple
intelligences of students including models for
insightful decision-making by the instructor.
provide extensive and varied opportunities to
practice skills.
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___
___
___ ___
1092, 1110, 1122;
Extend Your Learning
(Apply the Skills), 43,
53, 71, 127, 139, 153,
163, 231, 241, 257,
267, 325, 335, 349,
363, 435, 445, 461,
471, 503, 511, 525,
531, 607, 619, 635,
643, 671, 677, 687,
693, 769, 791, 845,
867, 891, 909, 925,
989, 1017, 1027, 1075,
1093, 1111, 1123;
Reading Skill (Monitor
Your Progress), 55, 81,
141, 165, 243, 269,
337, 365, 447, 473,
513, 533, 621, 645,
679, 695, 793, 927,
1003, 1029, 1125;
Comparing Literary
Works, 86, 97, 172,
181, 274, 295, 370,
381, 474, 487, 534,
553, 646, 653, 700,
707, 798, 807, 932,
937, 1034, 1051, 1132,
1145; Reading and
Vocabulary Skills
Review, 98–99, 182–
183, 296–297, 382–
383, 488–489, 554–
555, 654–655, 708–
709, 808–809, 938–
939, 1052–1053, 1146–
1147
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. 11, 23, 37, 49, 57,
73, and107. Also see
the Professional
Development notes as
follows: Professional
Development: Say
Something Bookmark,
28, Response Journals,
195, The ReQuest
Procedure, 216,
Literature Circles, 395,
Think Aloud, 424, Save
3.
provide intervention, practice and enrichment
materials.
___
___
___ ___
the Last Word for Me,
567, Word Form
Charts, 590,
Developing Poetry
Inquiry Skills, 662,
Most Important Word,
721, Translating
Shakespeare, 835
Also see the following
print resources:
• Teaching Resources,
including Diagnostic
and Benchmark tests,
skills worksheets,
and enrichment
materials for each
instructional segment
• Reading Kit,
providing remedial
practice and
additional assessment
for every skill
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, 100–104,
Cause–and–effect essay
(article), 186–193,
Narrative, short story,
298–302, Essay,
problem–and–solution,
386–393, Letter to the
editor, 490–494,
Persuasive writing,
persuasive essay, 558–
565, Response to
literature, analytic,
712–719, Reflective
essay, 810–814,
Research report, 942–
953, Timed essay,
1054–1058,
Comparison–and–
contrast essay, 1150–
1157; also see: Timed
Writing, 55, 81, 85,
141, 165, 171, 243,
269, 273, 337, 365,
369, 447, 451, 473,
513, 517, 533, 621,
625, 645, 679, 695,
699, 793, 797, 927,
931, 975, 1003, 1029,
1033, 1095, 1054,
1125, 1131
Student & Teacher’s
Edition:Writing
Workshops: Revising
(includes overall
structure, paragraphs,
sentences, and word
choice), 101, 102, 190,
191, 299, 300, 390,
391, 491, 492, 562,
563, 657, 658, 716,
717, 811, 812, 947,
949, 1055, 1056, 1154,
1155; Writing
Workshops: Editing
and Proofreading, 104,
193, 302, 393, 494,
565, 660, 719, 814,
953, 1058, 1157
Student & Teacher’s
Edition: Vocabulary
Handbook, R1–R9;
Literary Handbook,
4.
provide exemplars of narrative, descriptive and
expository writing types.
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
___
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___ ___
R10–R25; Writing
Handbook, R26–R38;
Grammar, Usage and
Mechanics Handbook,
R39–R51; also see:
Background & Meet
the Author: 31, 44, 57,
72, 87, 109, 128, 143,
154, 173, 219, 232,
245, 258, 275, 307,
326, 339, 350, 427,
436, 453, 462, 499,
504, 519, 526, 535,
593, 608, 636, 665,
672, 681, 688, 749,
822–823, 990, 1005,
1018, 1063, 1076,
1097, 1112 and
Literature in Context,
65, 76, 121, 151, 227,
248, 289, 319, 331,
354, 440, 465, 507,
529, 766, 776, 832,
848, 860, 870, 902,
986, 997, 1083, 1105
extensive glossary of literary and grammatical
terminology as well as background on authors
(grades 5-12).
All titles in the
Prentice Hall
Literature Library are
supported with
background, discussion
questions, activities and
lesson plans, found in
the Reading Guides
and Lesson Plans
book.
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
7.
include teacher and student study guides for literary
works.
___
___
___ ___
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
Student & Teacher’s
Edition:Reading and
Vocabulary Skills
Preview, 28–29, 106–
107, 216–217, 304–
305, 424–425, 496–
497, 590–591, 662–
663, 744–745, 816–
817, 978–979, 1060–
1061; Reading and
Vocabulary Skills
Review, 98–99, 182–
183, 296–297, 382–
383, 488–489, 554–
555, 654–655, 708–
709, 808–809, 938–
939, 1052–1053, 1146–
1147; Reading Skill
(Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
695, 793, 927, 1003,
1029, 1125
(Vendor/Publisher)
8.
continue skill or strategy instruction across several
instructional sessions to expand the applicability and
utility of the skill or strategy.
(IMR Committee) Responses
___
___
___ ___
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Connecting to
the Literature:
Reading/Writing
Connection, 31, 44, 57,
72, 87, 109, 128, 143,
154, 173, 219, 232,
245, 258, 275, 307,
326, 339, 350, 427,
436, 453, 462, 489,
504, 519, 526, 535,
593, 608, 636, 665,
672, 681, 688, 749,
770, 823, 846, 868,
892, 910, 981, 990,
1005, 1018, 1063,
1076, 1097, 1112; also
see: Reading and
Vocabulary Skills
Preview, 28–29, 106–
107, 216–217, 304–
305, 424–425, 496–
497, 590–591, 662–
663, 744–745, 816–
817, 978–979, 1060–
1061; Reading and
Vocabulary Skills
Review, 98–99, 182–
183, 296–297, 382–
383, 488–489, 554–
555, 654–655, 708–
709, 808–809, 938–
939, 1052–1053, 1146–
1147; Reading Skill
(Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
695, 793, 927, 1003,
1029, 1125
Student & Teacher’s
Edition: Academic
Vocabulary for
analyzing literature,
29, 99, 107, 183, 217,
297, 305, 383, 425,
489, 497, 555, 591,
655, 663, 709, 745,
808, 817, 939, 979,
1053, 1061, 1147;
Reading Skill (Monitor
Your Progress), 55, 81,
141, 165, 243, 269,
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.
10. cumulatively build a repertoire of multiple strategies
that are introduced, applied and integrated
throughout the course of study.
I
A
M
N
___
___
___ ___
___
___
___ ___
337, 365, 447, 473,
513, 533, 621, 645,
679, 695, 793, 927,
1003, 1029, 1125;
Writing Workshops:
Rubric for Self–
Assessment, 104, 193,
393, 565, 660, 814,
1058, 1157; Spelling
Workshops
(assessment), 185, 385,
557, 711, 941, 1149
H. ASSESSMENT
Student & Teacher’s
Edition: Timed
Writing, 55, 81, 85,
141, 165, 171, 243,
269, 273, 337, 365,
369, 447, 451, 473,
513, 517, 533, 621,
625, 645, 679, 695,
699, 793, 797, 927,
931, 975, 1003, 1029,
1033, 1095, 1054,
1.
provide assessment formats commensurate with WV
assessment programs (WESTEST, NAEP, State
Writing Assessment, informal assessments, PLAN,
EXPLORE, ACT and SAT).
___
___
___ ___
1125, 1131; Reading
Skill (Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
695, 793, 927, 1003,
1029, 1125; Writing
Workshops: Rubric
for Self–Assessment,
104, 193, 393, 565,
660, 814, 1058, 1157;
Spelling Workshops
(assessment), 185, 385,
557, 711, 941, 1149
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, 55, 81, 85,
141, 165, 171, 243,
269, 273, 337, 365,
369, 447, 451, 473,
513, 517, 533, 621,
625, 645, 679, 695,
699, 793, 797, 927,
931, 975, 1003, 1029,
1033, 1095, 1054,
1125, 1131; Reading
Skill (Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
2.
provide preparation for standardized tests.
___
___
___ ___
695, 793, 927, 1003,
1029, 1125; Spelling
Workshops
(assessment), 185, 385,
557, 711, 941, 1149
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), 43, 53, 71, 127,
139, 153, 163, 231,
241, 257, 267, 325,
335, 349, 363, 435,
445, 461, 471, 503,
511, 525, 531, 607,
619, 635, 643, 671,
677, 687, 693, 791,
845, 867, 891, 909,
925, 989, 1017, 1027,
1075, 1093, 1111,
1123; Writing
Workshops: Rubric
for Self–Assessment,
104, 193, 393, 565,
660, 814, 1058, 1157,
R35–38 Writing
Workshop: Work in
Progress, 17, 25, 55,
3.
provide opportunities for assessment based on
performance-based measures, open-ended
questioning, portfolio evaluation, rubrics and
multimedia simulations.
___
___
___ ___
m81, 100, 141, 165,
186, 213, 243, 269,
298, 337, 365, 386,
421, 447, 473, 490,
513, 553, 558, 587,
621, 645, 656, 679,
695, 712, 741, 793,
810, 927, 942, 975,
1003, 1029, 1054,
1095, 1125, 1150
Student & Teacher’s
Edition: Reading Skill
(Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
695, 793, 927, 1003,
1029, 1125; Spelling
Workshops
(assessment), 185, 385,
557, 711, 941, 1149
• Teaching Resources
include Diagnostic
and Benchmark tests
for each instructional
segment
• The Reading Kit
provides remedial
worksheets and
follow-up assessment
for each skill
4.
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
provide benchmark and ongoing progress
monitoring.
___
___
___ ___
student progress
instantly in an
interactive format.
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
TENTH GRADE
Reading and English Language Arts tenth grade students will use written language for educational,
occupational and interpersonal endeavors. Preparation will include critiquing oral presentations and using listening,
speaking and viewing while reading and writing. To meet the needs of the 21st Century student, a wide range of
media should enhance instructional delivery. Frequent interaction with a broadened array of literature will encourage
an increased appreciation and understanding of the power of the spoken and written word across the curriculum.
West Virginia teachers are responsible for 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: Word roots
(Latin), 29, 54, 80, 107,
140, 164, 217, 242,
268, 297, 305, 336,
383, 745, 792, 809,
817, 926; Context
clues, 127, 139, 471,
979, 1002, 1028, 1053,
1061, 1094, 1124,
1147; Prefixes, 425,
446, 472, 497, 512,
532, 555; Suffixes,
591, 620, 644, 663,
678, 694, 709;
Multiple Meanings,
1124, 1147
Student & Teacher’s
Edition: Academic
Vocabulary for
analyzing literature,
29, 99, 107, 183, 217,
297, 305, 383, 425,
489, 497, 555, 591,
655, 663, 709, 745,
809, 817, 939, 979,
1053, 1061, 1147;
Vocabulary Builder
(Build Skills), 30, 56,
108, 142, 218, 244,
306, 338, 426, 452, 498
518, 592 626, 664,
680, 748, 820, 980,
VOCABULARY: use vocabulary skills to read for literacy experience, read to
inform and read to perform a task
1.
expand the use of various strategies to establish
word meaning i.e.,
‰ context clues
‰ affixes
‰ multiple word meanings
2.
expand vocabulary through reading various literary
works.
___
___
___ ___
___
___
___ ___
1004, 1062, 1096;
(Apply the Skills), 43,
53, 71, 79, 127, 139,
153, 163, 231, 241,
257, 267, 325, 335,
349, 363, 435, 445,
461, 471, 503, 511,
525, 531, 607, 619,
635, 643, 671, 677,
687, 693, 791, 845,
867, 891, 909, 925,
989, 1017, 1027, 1075,
1093, 1111, 1123;
Vocabulary Skill
(Build Language
Skills), 54, 80, 140,
164, 242, 268, 336,
364, 446, 472, 512,
532, 620, 644, 678,
694, 792, 926, 1002,
1028, 1124; Reading
and Vocabulary
Review, 98–99, 182–
183, 296–297, 382–
383, 488–489, 554–
555, 654–655, 708–
709, 808–809, 938–
939, 1052–1053, 1146–
1147
Student & Teacher’s
Edition: Etymology
of words:
predominant, 305,
364; sequence, 305,
336; also see: Using a
dictionary, 43, 53, 71,
153, 163, 257, 267,
349, 363, 435, 445,
525, 531, 635, 643,
687, 693, 791, 845,
867, 891, 909, 925,
989, 1017, 1075, 1111,
1123
See the teacher’s notes
for the following
features: Academic
Vocabulary for
analyzing literature,
29, 99, 107, 183, 217,
297, 305, 383, 425,
489, 497, 555, 591,
655, 663, 709, 745,
809, 817, 939, 979,
1053, 1061, 1147;
Vocabulary Builder
(Build Skills), 30, 56,
108, 142, 218, 244,
306, 338, 426, 452,
498, 518, 592, 626,
3.
4.
explain and apply knowledge of word etymologies
to determine word meaning.
develop vocabulary skills through direct instruction.
___
___
___ ___
___
___
___ ___
664, 680, 748, 820,
980, 1004, 1062, 1096;
(Apply the Skills), 43,
53, 71, 86, 127, 139,
153, 163, 172, 231,
241, 257, 267, 274,
325, 335, 349, 363,
370, 435, 445, 461,
471, 474, 503, 511,
525, 531, 534, 607,
619, 635, 643, 646,
671, 677, 687, 693,
700, 791, 798, 845,
867, 891, 909, 925,
932, 989, 1017, 1027,
1034, 1075, 1093,
1111, 1123, 1132;
Vocabulary Skill
(Build Language
Skills), 54, 80, 140,
164, 242, 268, 336,
364, 446, 472, 512,
532, 620, 644, 678,
694, 792, 926, 1002,
1028, 1124; Reading
and Vocabulary
Review, 98–99, 182–
183, 296–297, 382–
383, 488–489, 554–
555, 654–655, 708–
709, 808–809, 938–
939, 1052–1053, 1146–
1147
Student & Teacher’s
Edition: Spelling
Workshop, 184, 384,
556, 710, 942, 1148;
Using a thesaurus,
127, 139, 231, 241,
325, 335, 461, 471,
503, 511, 607, 619,
671, 677, 1093; Using
a dictionary, 43, 53,
71, 153, 163, 257, 267,
349, 363, 435, 445,
525, 531, 635, 643,
687, 693, 791, 845,
867, 891, 909, 925,
989, 1017, 1075, 1111,
1123
5.
B.
Student & Teacher’s
Edition: Tips for
Improving Reading
Fluency: R24–R25;
Reading Skill (Build
Skills), 30, 56, 108,
compare and contrast pronunciation of words and
different spellings.
___
___
___ ___
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
selections with emphasis on fiction and nonfiction,
classic and contemporary.
___
___
___ ___
142, 218, 244, 306,
338, 426, 452, 498,
518, 592, 627, 664,
680, 748, 820, 846,
868, 892, 910, 980,
1004, 1062, 1096;
(Apply the Skills), 42,
52, 70, 78, 126, 138,
152, 162, 230, 240,
256, 266, 324, 334,
348, 362, 434, 444,
460, 470, 502, 510,
524, 530, 606, 618,
634, 642, 670, 676,
686, 692, 768, 790,
844, 866, 890, 908,
924, 988, 1000, 1016,
1026, 1074, 1092,
1110, 1122; Reading
Skill (Monitor Your
Progress), 55, 81, 141,
165, 243, 269, 337,
365, 447, 473, 513,
533, 621, 645, 679,
695, 793, 927, 1003,
1029, 1125; For
Further Reading, 195,
395, 567, 721, 955,
1159
See Reading Skill:
Reading fluently: by
reading aloud, 592,
606, 618; by
previewing, 627, 634,
642; Reading
Informational
Materials: Analyzing
text structure by
skimming/scanning,
622, 625; Extension
Activities: Oral
reading, 257, 267;
dramatic reading, 845.
2.
Note also that 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, (Build
Skills), 30, 56, 108,
142, 218, 244, 306,
338, 426, 452, 498,
518, 592, 627, 664,
use texts for practice in rate, accuracy and prosody
(e.g., Readers Theatre).
___
___
___ ___
680, 748, 820, 846,
868, 892, 910, 980,
1004, 1062, 1096;
(Apply the Skills), 42,
52, 70, 78, 126, 138,
152, 162, 230, 240,
256, 266, 324, 334,
348, 362, 434, 444,
460, 470, 502, 510,
524, 530, 606, 618,
634, 642, 670, 676,
686, 692, 768, 790,
844, 866, 890, 908,
924, 988, 1000, 1016,
1026, 1074, 1092,
1110, 1122; also see
the reading skills taught
with Reading
Informational
Materials, 82, 166,
270, 366, 448, 514,
622, 696, 794, 928,
1030, 1126
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
C.
Student & Teacher’s
Edition: Reading and
Vocabulary Skills
Preview, 978; Reading
Skill: Analyzing
cultural context, 980,
988, 1000, 1004, 1016,
1026; Reading and
Vocabulary Skills
Review, 1052;
Background and Meet
the Author, 31, 44, 57,
72, 87, 109, 128, 143,
154, 173, 219, 232,
245, 258, 275, 307,
326, 339, 350, 427,
436, 453, 462, 504,
519, 526, 535, 593,
608, 636, 665, 672,
681, 688, 746-747, 749,
770, 818-823, 981, 990,
1005, 1018, 1063,
1076, 1097, 1112;
Literature in Context
(culture, geography,
history, humanities,
language, literature,
math, mythology,
science, social studies),
65, 76, 121, 151, 227,
248, 289, 319, 331,
354, 440, 465, 507,
529, 766, 776, 832,
848, 860, 870, 902,
986, 997, 1083, 1105
Student & Teacher’s
Edition: Unit
Introductions: Fiction
and Nonfiction, 2–5,
Short Stories, 200–203,
Autobiographical
Essays, 406–409,
Poetry, 578–581,
Drama, 726–729,
Themes in Literature:
Heroes and Dreamers,
962–965; Genre
Review (Apply the
Skills): 26, 214, 422,
588, 742, 976;
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
COMPREHENSION: understand and relate to a variety of genres on literal,
interpretive and critical levels using effective reading strategies
1.
2.
analyze and research historical, cultural and
biographical influences of literary works.
___
___
___ ___
compare and contrast literary styles according to
genre.
___
___
___ ___
Comparing Literary
Works, 86, 172, 274,
370, 474, 534, 646,
700, 798, 932, 1034,
1132; Reading
Informational
Materials, 82, 166,
270, 366, 448, 514,
622, 696, 794, 928,
1030, 1126
Student & Teacher’s
Edition: Comparing
Literary Works: Style,
86–97; Comparing
Literary Works: Tone,
172–181; Comparing
Literary Works:
Purpose, 534–553
Student & Teacher’s
Edition: Predictions,
make, 28, 30, 36, 39,
42, 50, 52, 55, 56, 59,
62, 64, 68, 70, 77, 78,
81, 98, Inferences,
making, 216, 218, 222,
226, 230, 236, 239,
240, 243, 244, 247,
251, 255, 256, 260,
265, 266, 269, 270,
273, 296; Conclusions,
drawing, 304, 306,
324, 330, 334, 337,
338, 341, 342, 345,
348, 352, 357, 360,
362, 365, 366, 369, 382
3.
4.
recognize characteristics of author’s style, purpose
and tone.
form supportable predictions, opinion, inferences
and conclusions based upon a text and/or implicit
ideas.
___
___
___ ___
___
___
___ ___
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Symbol, 338,
347, 348, 351, 355,
358, 361, 362;
Personification in
poetry, 580, 664, 670,
676; Figurative
language, 580, 584,
5.
588, 664, 667, 668,
670, 673, 675, 676;
Alliteration, 580, 680;
Rhyme, 580, 626;
Meter, 580, 626;
Assonance, 580, 680
Student & Teacher’s
Edition: Evaluating
persuasive appeals,
496, 498, 502, 509,
510, 513, 514, 517,
518, 524, 530, 533,
554; Assessing
comprehension/
interpretation: literary
6.
recognize and interpret author’s choice of literary
devices (e.g., personification, symbolism, imagery,
metaphor, simile, humor, rhythm, rhyme, meter and
alliteration).
recognize persuasive language and techniques (e.g.,
advertisements, junk mail and news stories).
reviews, 369,
newspaper editorials,
517, drama reviews,
797, position
statements, 1131;
Communications
Workshop: Viewing
and Evaluating a
Speech, 394,
Comparing Media
Coverage, 1158; also
see: Argument, 498,
502, 510; Shaping
writing: evaluating
arguments, 560,
emphasizing strongest
arguments, 560; Timed
Writing Applications,
persuasive argument on
assertion in poem, 621
Student & Teacher’s
Edition: Report: on
sources, 231, 241;
Sources: Web, 270, for
research, 622, 1030,
documenting,
primary/secondary,
944, using and
crediting, 945, avoiding
plagiarism, 947;
Editing/proofreading:
focusing on accuracy in
citations, 953;
Providing
elaboration: using
examples, facts,
quotations, 1152;
Citing Sources and
Preparing Manuscript:
R33–R34; also see:
Writing Workshops:
Research report, 942–
953; also see: Research
and Technology
(Apply the Skills): 43,
53, 71, 127, 139, 153,
163, 231, 241, 257,
267, 325, 335, 349,
363, 435, 445, 461,
471, 503, 511, 525,
531, 607, 619, 635,
643, 671, 677, 687,
693, 791, 845, 867,
891, 909, 925, 989,
1017, 1027, 1075,
1093, 1111, 1123
Student & Teacher’s
Edition: Reading
Skill: Summarizing,
770, 790; Reading
7.
8.
access and evaluate a variety of sources (e.g.,
Reader’s Guide, card catalog, electronic media and
newspapers).
apply note-taking skills to process and organize
information such as paraphrasing, summarizing and
quoting.
___
___
___ ___
___
___
___ ___
Informational
Materials: Quoting,
Paraphrasing, and
Critiquing, 696, 699;
Report: on sources,
231, 241; Sources:
Web, 270, for research,
622, 1030,
documenting,
primary/secondary,
944, using and
crediting, 945, avoiding
plagiarism, 947;
Editing/proofreading:
focusing on accuracy in
citations, 953;
Providing elaboration:
using examples, facts,
quotations, 1152;
Citing Sources and
Preparing Manuscript:
R33–R34
Student & Teacher’s
Edition: Reading Skill:
Analyze Main Ideas
and Supporting
Details, 426, 434, 446,
452, 460, 470, 473
(Assessment Practice);
Reading Skill:
Summarizing, 770,
791, 793 (Assessment
Practice); Shaping
Writing by: using plot
diagram, 101,
summarizing analysis
(prewriting ideas), 187,
choosing logical
organization (order of
events), 188, making
plot diagram, 299,
creating essay map,
388, writing outline,
388, using proper
format, 491, organizing
essay, 560,
emphasizing strongest
arguments, 560,
evaluating arguments,
560, presenting a
controlling idea, 657,
writing thesis
statement, 714,
organizing response,
714, choosing logical
organization (order of
events), 811, refining
thesis statement, 945,
synthesizing ideas, 945,
using outline, 945,
Nestorian organization,
1055, compare–and–
9.
organize text and composition information and
outline by selecting main points and supporting
details.
___
___
___ ___
contrast organization,
1055, 1152, using
thesis
statement/purpose,
1152
Student & Teacher’s
Edition: Reading
Informational
Materials: Job
Applications, 82–84,
Technical Articles,
166–170, Technical
Directions, 448–450,
Signs, 928–930
Student & Teacher’s
Edition:
Communications
Workshop: 194, 394,
566, 720, 954, 1158;
also see: Listening and
Speaking (Apply the
Skills): 43, 53, 71, 127,
139, 153, 163, 194,
231, 241, 257, 267,
325, 335, 349, 363,
394, 435, 445, 461,
471, 503, 511, 525,
531, 566, 607, 619,
635, 643, 671, 677,
687, 693, 720, 791,
845, 867, 891, 909,
925, 954, 989, 1017,
1027, 1075, 1093,
1111, 1123, 1158
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, (Build Skills),
30, 56, 108, 142, 218,
244, 306, 338, 426,
452, 498, 518, 592,
627, 664, 680, 748,
820, 846, 868, 892,
910, 980, 1004, 1062,
1096; (Apply the
Skills), 42, 52, 70, 78,
126, 138, 152, 162,
230, 240, 256, 266,
324, 334, 348, 362,
434, 444, 460, 470,
502, 510, 524, 530,
606, 618, 634, 642,
10. communicate and follow intricate directions.
11. employ appropriate classroom communications
skills such as asking and answering questions to
foster comprehension and communication in the
appropriate tone, and at the appropriate time.
12. practice various reading skills for literary
experience, information and/or performing a task
(e.g., skimming, scanning, note-taking, SQ3R).
___
___
___ ___
___
___
___ ___
___
___
___ ___
670, 676, 686, 692,
768, 790, 844, 866,
890, 908, 924, 988,
1000, 1016, 1026,
1074, 1092, 1110,
1122; also see the
reading skills taught
with Reading
Informational
Materials, 82, 166,
270, 366, 448, 514,
622, 696, 794, 928,
1030, 1126; also see:
Summarizing, skim
and scan for, 722, 852
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
Student & Teacher’s
Edition: Reading Skill:
Analyze main ideas
and supporting details,
426, 434, 446, 452,
460, 470, 473
(Assessment Practice);
Reading Informational
Materials, 82, 166,
270, 366, 448, 514,
622, 696, 794, 928,
1030, 1126; Report: on
sources, 231, 241;
Sources: Web, 270, for
research, 622, 1030,
documenting,
primary/secondary,
944, using and
crediting, 945, avoiding
plagiarism, 947;
Editing/proofreading:
focusing on accuracy in
citations, 953;
Providing elaboration:
using examples, facts,
quotations, 1152;
Citing Sources and
Preparing Manuscript:
R33–R34
M=Minimal
60%
N=Nonexistent
Less than 60%
13. practice locating specific information from various
genres (e.g., main and supporting ideas, specific
facts, statistics, definition).
D.
Student & Teacher’s
Edition: Writing
Application, 257, 267;
A=Adequate
80%
I
A
___
___
M
N
___ ___
WRITTEN APPLICATION: use writing application and the writing process to
enhance understanding of a wide variety of literature
1.
employ writing strategies to address specific
audiences.
___
___
___ ___
Choosing Topic by:
analyzing audience,
387; Gathering
Details, 599; Providing
Elaboration, 491, 388,
560; also see:
Choosing Topic by:
listing pros and cons of
issues in chart, 490,
conducting media
review, 559, book
group discussion, 713;
Shaping writing, 101,
188, 299, 388, 491,
560, 657, 714, 811,
945, 1055, 1152
Student & Teacher’s
Edition: Prewriting,
20, 23, 100, 187,
298, 387, 490, 559,
656, 713, 810, 943,
944, 1054, 1151
Student & Teacher’s
Edition: Writing
Application, 231, 241,
503, 511; Timed
Writing, 513, 517,
1131; Revising
Paragraphs: by
obtaining peer review,
190, 947, asking for
peer review, 1154;
Revising overall
structure: asking for
peer review, 390, 716;
Gathering details by:
asking for peer review,
490; also see: Writing
Workshops: Drafting
(includes shaping
writing, providing
elaboration), 101, 187,
188, 299, 388, 491,
560, 657, 714, 811,
945, 1055, 1152
Student & Teacher’s
Edition: Narrowing
topic: developing
working thesis
statement, 943,
considering purpose for
writing, 1151, using
keywords to focus
thesis, 1054; Shaping
writing: writing thesis
statement, 714, refining
thesis statement, 945,
using thesis
statement/purpose,
2.
3.
4.
use prewriting strategies to generate topics and plan
approaches to writing.
___
___
___ ___
use various points of view to create a well-developed
composition from a writing prompt.
___
___
___ ___
___
___
___ ___
develop worded and correctly placed thesis
statement that is supported by relevant details to
develop a composition that addresses the assigned
topic.
1152
Student & Teacher’s
Edition: Shaping
Writing by: using plot
diagram, 101,
summarizing analysis
(prewriting ideas), 187,
choosing logical
organization (order of
events), 188, making
plot diagram, 299,
creating essay map,
388, writing outline,
388, using proper
format, 491, organizing
essay, 560,
emphasizing strongest
arguments, 560,
evaluating arguments,
560, presenting a
controlling idea, 657,
writing thesis
statement, 714,
organizing response,
714, choosing logical
organization (order of
events), 811, refining
thesis statement, 945,
synthesizing ideas, 945,
using outline, 945,
Nestorian organization,
1055, compare–and–
contrast organization,
1055, 1152, using
thesis
statement/purpose,
1152
Student & Teacher’s
Edition: Providing
elaboration: using
clear transitions, 188,
using transitions to
clarify connections,
1152;
Editing/Proofreading:
focusing on transitional
words, 1157
Student & Teacher’s
Edition: Revising word
choice, 190, 390, 491,
562, 657, 716, 811,
948, 1055, 1154
Student & Teacher’s
Edition: Sources: Web,
270, for research, 622,
1030, documenting,
primary/secondary,
944, using and
5.
6.
7.
8.
develop writing that is focused and coherent and has
a clear, logical progression of ideas.
___
___
___ ___
use different transitional devices within and between
paragraphs.
___
___
___ ___
develop a composition with vivid, precise and
economical word choice.
___
___
___ ___
explain and identify the concept of intellectual
property and plagiarism in all media.
___
___
___ ___
crediting, 945, avoiding
plagiarism, 947;
Editing/proofreading:
focusing on accuracy in
citations, 953;
Providing elaboration:
using examples, facts,
quotations, 1152;
Citing Sources and
Preparing Manuscript:
R33–R34
Student & Teacher’s
Edition: Sources: Web,
270, for research, 622,
1030, documenting,
primary/secondary,
944, using and
crediting, 945, avoiding
plagiarism, 947;
Editing/proofreading:
focusing on accuracy in
citations, 953;
Providing elaboration:
using examples, facts,
quotations, 1152;
Citing Sources and
Preparing Manuscript:
R33–R34; also see:
Reading Informational
Materials: Quoting,
Paraphrasing, and
Critiquing, 696, 699;
Paraphrase, 662, 664,
669, 670, 676, 679,
680, 685, 686, 689,
692, 695, 696, 699, 708
Student & Teacher’s
Edition: Writing
Workshop: Integrating
Grammar, 102, 191,
300, 391, 492, 563,
658, 717, 812, 949,
1056, 1155; Grammar
Lesson (Build
Language Skills), 54,
80, 140, 164, 242, 268,
336, 364, 446, 472,
512, 532, 620, 644,
678, 694, 792, 926,
1002, 1028, 1124; also
see: Writing (Apply the
Skills), 43, 53, 71, 79,
127, 139, 153, 163,
231, 241, 257, 267,
325, 335, 349, 363,
435, 444, 461, 471,
503, 511, 525, 531,
607, 621, 635, 643,
671, 677, 687, 693,
769, 791, 845, 867,
891, 909, 925, 989,
9.
differentiate between plagiarism and paraphrasing.
10. integrate writing skills and assignments using
literary text and grammar.
___
___
___ ___
___
___
___ ___
1017, 1027, 1075,
1093, 1111, 1123;
Timed Writing, 55, 81,
85, 141, 165, 171, 243,
269, 273, 337, 365,
369, 447, 451, 473,
513, 517, 533, 621,
625, 645, 679, 695,
699, 793, 797, 927,
931, 975, 1003, 1029,
1033, 1095, 1054,
1125, 1131; Writing
Workshops, 100–104,
186–193, 298–302,
386–393, 490–494,
558–565, 656–660,
712–719, 810–814,
942–953, 1054–1058,
1150–1157
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. 20, 23, 100, 187,
298, 387, 490, 559,
656, 713, 810, 943,
944, 1054, and 1151.
11. use supplemental language materials to support
writing.
___
___
___ ___
___
___
___ ___
The Teaching
Resources include
additional support for
writing assignments.
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
12. use supplemental materials to develop literary
criticism for different student developmental levels
(e.g., graphic organizers, essential questions, and
research-based strategies).
addition, the In-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