Grade 7. Prentice Hall. Writing and Grammar, Grade 7, 8E Alaska Grade Level Expectations for Reading and Writing. Grade 7

Transcription

1 Prentice Hall Writing and Grammar, Grade 7, 8E 2008 Grade 7 C O R R E L A T E D T O Grade 7

2 R3.1 Apply knowledge of word origins, structure and context clues, and root words, and use dictionaries and glossaries, to determine the meaning of new words and to comprehend text. E.B.1 The student uses strategies to decode or comprehend the meaning of words in text by [7] Determining meanings of unfamiliar SE/TE: pp. 619, , , , words in context using knowledge of word 747, 770 structure, (prefixes/suffixes, base words, common roots, or word origins) [7] Determining meanings of unfamiliar words in context, including words from other languages that have been adopted into English (e.g. déjà vu), using knowledge of language structure including using context clues, prior knowledge, and other resources (e.g. dictionaries, glossaries, thesauruses) [7] Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], and analogies [7] Determining the meaning of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary (e.g., vague vs. ambiguous) [7] Self-monitoring and self-correcting while reading (e.g., adjusting reading pace, rereading difficult or relevant material)* (L) The student reads texts aloud by [7] 3.2:1 Orally interpreting short stories, poetry, and drama to an audience (L) [7] 3.2:2 Reading aloud short factual information (e.g., reports, articles) (L) SE/TE: pp. 61, 138, 560, , 697, , 711, 715, 731, , 771 SE/TE: pp. 138, 213, 238, , 697, 710, 749, , SE/TE: , 711, 731, 771 SE/TE: pp. 2, 12, 28, 48, 72, 98, 124, 150, 174, 198, 222, 248, 274, 294, 314, 334, 360, 374, 390, 424, 454, 490, 518, 532, 558 R3.2 Rehearse and read texts aloud to an audience, in performances such as readers theater, reading to younger students or peers, or as part of formal presentations including research reports and literature responses. E.B.1 SE/TE: pp , 726 SE/TE: pp. 238, 691, 729 R3.3 Restate and summarize information or ideas from a text and connect new information or ideas to prior knowledge and experience. E.B.3 The student restates/summarizes and connects information by [7] Restating and summarizing main ideas or SE/TE: pp , 36, 134, 136, , 162, events, in correct sequence, after reading a text 185, 195, , 279, 281, 721, (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifies accurate restatements and summaries of main ideas or events or generalizations of a text* [7] Connecting information within a text by making inferences and/or drawing conclusions across texts or other summarized information SE/TE: pp , 153, , 251, 268, 688, 724, 727 1

3 [7] Connecting new information or ideas to SE/TE: pp. 137, 209, 217, 251, 254, 257, 262 prior knowledge and experience by citing or explaining relevant examples or concepts (e.g., cells get energy from glucose just as cars get energy from gas) (L) R3.4 Clarify and connect main ideas and concepts, identify their relationship to other sources and related topics, and provide supporting details. E.B.2 The student demonstrates understanding of main ideas/arguments by [7] Identifying or explaining the main ideas SE/TE: pp , 162, 185, in various types of texts (. i.e., recognizing or developing appropriate titles, generalizations, assertions) [7] Locating information in narrative and SE/TE: pp. 33, 51, informative text to answer questions related to main ideas or key details* [7] Comparing/contrasting the main ideas or concepts between related texts [7] Explaining connections among main ideas/concepts (text to self, text to text, text to world) (L) SE/TE: pp. 45, 49, 56, 105, , 209, 257, 277 SE/TE: pp. 58, 137, 251, 254, 257, 262, 268 R3.5 Read and follow multi-step directions to complete a task, and identify the sequence prescribed. E.C.2 The student follows multi-step directions by [7] Completing a task by following written, SE/TE: pp , 723 multi-step directions (e.g., answer a multi-faceted text question) (L) [7] Identifying the sequence of steps in a list of directions (e.g., what is the first step, what is the second step) SE/TE: pp. 716, 732, , , 761, , 765, 785 R3.6 Analyze basic rules (conventions) of the four genres of fiction (short story, drama, novel, and poetry) and non-fiction. E.B.2 The student analyzes and evaluates conventions and techniques of genres by [7] Identifying or analyzing the SE/TE: pp , , 194, 257, , characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story [7] Identifying or analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, personification, foreshadowing, time sequence, imagery, or repetition) to analyze literary works and nonfiction SE/TE: pp. 40, 43, 86, 118, , 212 2

4 R3.7 Analyze and evaluate narrative elements including plot, character, setting, and point of view to determine their importance to the story. E.B.2 The student analyzes and evaluates literary elements and devices by [7] Identifying or describing or making SE/TE: pp , 727, 731, logical predictions about (citing evidence and support from text) plot, setting, character, point of view, and theme [7] Comparing and contrasting literary elements and devices in a variety of works by a variety of authors [7] Analyzing and evaluating the importance to the story of plot, setting, character, point of view, and theme [7] Identifying bias/propaganda by citing textual evidence* [7] Identifying or analyzing author s purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence The student connects themes by [7] Locating evidence within the text to make connections to an author s message, theme, or purpose [7] Utilizing textual evidence to make thematic connections between texts [7] Making thematic connections between a variety of texts and relating these themes to personal experiences, experiences of others, prior knowledge, and the broader world of ideas (L) SE/TE: pp , SE/TE: pp. 49, 56, 73, 76, 82 83, 90, 93 94, 96, 171, 257, 272, R3.8 a. Differentiate between fact and opinion in text. b. Analyze an author s purpose and offer a critical opinion of the effectiveness of the text in meeting that purpose. E.D.2 The student expresses opinion/differentiates fact from opinion/critiques the effectiveness of text by SE/TE: pp. 147, 679 SE/TE: pp , 721, 723 R3.9 Connect themes to personal experiences, experiences of others, and other texts, and locate evidence from texts to support or illustrate these connections. E.B.3 SE/TE: , 723 SE/TE: pp , SE/TE: pp , 721, 727, 731 R3.10 Compare and contrast how texts reflect historical and cultural influences. E.E.1 The student connects and evaluates cultural influences/events by [7] Comparing and contrasting cultural SE/TE: pp events, ideas, settings, and influences in one story or text across other similar stories or texts in other cultures (e.g., creation stories) (L) [7] 3.10 Analyzing the effects of historical or cultural influences/events on texts (L) SE/TE: pp. 94, 175, 707,

5 W3.1 Write a coherent composition that includes a thesis statement, supporting evidence, and a conclusion. E.A.1 The student writes about a topic by [7] Writing a thesis statement that identifies SE/TE: pp. 39, 132, 141, 232, 241 the focus or controlling idea for the entire composition [7] Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement SE/TE: pp [7] Organizing ideas using appropriate structures (e.g., order by chronology, importance, comparison and contrast) to maintain the unity of the composition with a variety of transitional words and phrases [7] Writing a conclusion that supports the thesis or summarizes the main ideas SE/TE: pp. 7, 28, 38 39, 71, 106, 122, 145, 182, 184, , 199, 201, 206, 209, 217, 220, 224, 232, 279, 285, 726 SE/TE: pp. 39, 153, 161, 281 W3.2 Select and use appropriate forms of fiction and non-fiction to achieve different purposes when writing for different audiences. E.A.4 The student writes for a variety of purposes and audiences by [7] Writing a narrative using setting and SE/TE: pp character to advance the plot (L) [7] Writing in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform or describe SE/TE: pp. 43, 48 71, 140, , 249, 253, 743, [7] Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, and/or newsletters) (L) SE/TE: pp. 3, 8, 12, , 129, 257, 678 [7] Using diagrams, charts or illustrations with captions or labels in research projects or extended reports*(l) SE/TE: pp. 82, 102, , 154, 157, 173, 181, 190, 675, , , W3.3 Use the conventions of standard English including grammar, sentence structure, paragraph structure, punctuation, spelling, and usage in written work. E.A.2 The student writes and edits using conventions of Standard English by [7] Varying beginnings, lengths, and SE/TE: pp. 3, 42, 86, 210, 236, , patterns of sentences to improve flow and to , , 694 enhance meaning and style of writing [7] Applying rules of spelling (e.g., homophones, irregular plurals, and contractions) SE/TE: pp. 525, , 610, , , , 710, 774 [7] Applying rules of punctuation (i.e., commas, quotation marks, and apostrophes) [7] Applying rules of capitalization (e.g., titles and proper nouns) SE/TE: pp. 214, 434, 445, 580, , , 618, SE/TE: pp. 63, 298,

6 [7] Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure) The student revises writing by [7] Rearranging details to improve clarity and logical progression of ideas (e.g., making chronological sequence clear, creating a logically consistent story line) [7] Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self-created checklists, peer conference formats, scoring guides or rubrics)* (L) [7] Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing [7] Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed [7] Using appropriate voice for intended audience (e.g., humorous, informal, formal, or technical) [7] Using resources throughout the writing process (e.g., dictionary, thesaurus, peer conference, scoring guide, rubric, word processor) (L) The student documents sources by [7] Giving credit for others ideas, images and multimedia information by citing sources, including author, title, and publishing information (using simplified MLA or APA style) (L) SE/TE: pp. 113, 165, 211, 236, 296, , 336, , 348, 422, , 451, , , W3.4 a. Revise writing to improve organization, word choice, paragraph development, and voice appropriate to the purpose. E.A.5 b. Form and explain own standards or judgments of quality writing. E.A.8 W3.5 List and document sources using a given format. E.D.3 SE/TE: pp. 185, , 235, 238, 249, , , 454 SE/TE: pp. 6, 7, 21, 23, 27, 62, 64, 89, 140, 162, 166, 188, 213, 215, 238, 240, 263, 265, 284, 672 SE/TE: pp , 86, 163, 236, 262, 435, SE/TE: pp , 36, 39, 132, 141, 162, 185, , 235, 238, 241, 249, , , 454 SE/TE: pp. 7, 729 SE/TE: pp. 6, 9, 21, 23, 56, 61, 62, 64, 85, 89, 108, 115, 134, 138, 140, 166, 190, 215, 240, 265, 284, 684, 697, 704, 711 SE/TE: pp. 223, 226, 239, , , W3.6 Compose and edit a composition with a word processing program. E.A.7 The student uses resources by [7] Correcting misspellings using available SE/TE: pp , 707, , software programs, including choosing the correct spelling option among several choices* (L) [7] Using thesaurus to locate and choose effective synonyms for common words (L) [7] Using formatting features to produce a final draft by centering title, choosing appropriate font size and style, indentation, pagination, and line spacing (L) SE/TE: pp. 138, 697, 749 SE/TE: p