The EMC Masterpiece Series, Literature and the Language Arts. Reading Grade 6

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1 The EMC Masterpiece Series, Literature and the Language Arts Reading Grade 6 EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Students use word meaning strategies to comprehend text. See especially Words for Everyday Use and Vocabulary and Language, Grammar, and Style SkillBuilders. See also Developing Your Vocabulary in the Language Arts Survey at the back of the book, pages See also the Vocabulary Resource workbook and the Word Study Resource workbook Understand and apply dictionary skills and other reference skills. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. See examples on pages 11, 13, 18, 25, 306, 469, 628. Use text evidence to verify meaning from reference source. See examples on pages 306, Apply a variety of strategies to comprehend words and ideas in complex text. Use word origins to determine the meaning of unknown words. See examples on pages Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession). See examples on pages , 642, 871. Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. See examples on pages 89, 306, 469. Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts. See examples on pages 89, 177, 216, , Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text. See examples on page 869. February 2005 Grade 6 Page 1

2 Component 1.3 Build vocabulary through wide reading. Students build vocabulary through wide reading Understand and apply new vocabulary. Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication. See examples on pages 68, 148, 224, 327, 378, 445, 508, 605, 689, Understand and apply content/academic vocabulary critical to the meaning of text. Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text. See the Vocabulary Resource workbook and the Word Study Resource workbook. Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies). See the Vocabulary Resource workbook and the Word Study Resource workbook. Select, from multiple choices, the meaning of words or phrases identified in the text. Use new vocabulary in oral and written communication. See examples on pages 68, 148, 224, 327, 378, 445, 508, 605, 689, 811. Component 1.4 Apply word recognition skills and strategies to read fluently. Students apply word recognition skills and strategies to read texts fluently Apply fluency to enhance comprehension. Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. See examples on pages 140, 361, 492, 500, 655, 726, 757. Read aloud unpracticed grade-level text with fluency in a range of words correct per minute. See example on page Apply different reading rates to match text. Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style. See examples on page 866. February 2005 Grade 6 Page 2

3 EALR 2: The student understands the meaning of what is read. Component 2:1 Demonstrate evidence of reading comprehension. Students demonstrate evidence of reading comprehension. See especially Investigate, Inquire, and Imagine questions and Understanding Literature Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. See examples on pages 163, 176, 793, 798. State the theme /message and supporting details in culturally relevant literary/narrative text. See examples on pages 46, 58, 291, 305, 423, 434, 479, 486, 561, 579, 582, 595. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text. See examples on pages 31, 46, 153, 291, 423, 580, 582, Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge. Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s). See examples on pages 26, 46, 79, 104, 153, 163, 229, 307, 383, 423, 561, 656, 676, 716, 767, 829. Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text. See examples on pages 185, 249, 333, 342, 470, 523, 537, 613, 629, 647, 670, 739, Apply comprehension monitoring strategies before, during, and after reading: predict and infer. Make, confirm, and revise prediction based on prior knowledge and evidence from the text. See examples on pages 16, 101, 247, 339, 398, 595, 714, 746. Cite passages from text to confirm or defend predictions and inferences. See examples on pages 139, 199, 305, 348, 360, 409, 457, 468, 521, 547, 617, 725. February 2005 Grade 6 Page 3

4 Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action). Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text. See examples on pages 46, 291, 400, 423, 493, Apply comprehension monitoring strategies to understand fiction, nonfiction, informational, and task-oriented text : monitor for meaning, create mental images, and generate and answer questions. Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning. See examples in the Reading Resource workbook and in the Write-In Reader. Generate and answer questions about the text before, during, and after reading to aid comprehension. See examples on pages 33/41/43-44, 178/180/183, 362/365/366/368, 423/430/433/434, 453/455/456/457. Use questioning strategies to comprehend text. See examples on pages 50, 82, 189, 342, 348, 359, 486, 553, 648, 653, 673, 714, 839. Organize images and information into a self-created graphic organizer to enhance comprehension of text. See examples on pages 73, 104, 134, 153, 210, 263, 271, 313, 523, 582, 629, 676, 696. Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., semantic mapping, anticipation guide ). See examples on pages 5/13/14/16-17, 153/158/161, 163/166, 176, 249/253/260/261, 470/475/476/ Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text. See examples on pages 43-44, 176, 746, 756, 791, 798. Summarize the plot/message in culturally relevant literary/narrative text. See examples on pages 139, 208, 261, 360, 434, 486, 579, 641, 664, 668. Select, from multiple choices, a sentence that best summarizes the story or selection. February 2005 Grade 6 Page 4

5 Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension. See examples on pages 31, 33, 46, 79, 580. Component 2.2 Understand and apply knowledge of text components to comprehend text Apply understanding of time, order, and/or sequence to aid comprehension of text. Explain the use of foreshadowing to convey meaning in literary/narrative text. See examples on pages 432 (TE), 573 (TE), 582, 595. Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., how to make pottery, steps in the oil refinery process). See examples on pages 56-57, , 288, 317, Apply understanding of printed and electronic text features to locate information and comprehend text. Locate information using grade-level appropriate text features. See examples on pages , 104, 131, 132, 201, 208, 288, 353, 716, 725, 834. Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did). See examples on pages , , 843, Use organizational features and electronic sources (such as headings and numberings, CD- ROM, internet, pull-down menus, key word searches, and icons ) to access information. See examples on pages 248, 270, 318, 353, 487, 655, 747, 757, 775, 854. Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature. Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary). See examples on pages 132, 725, 840, Understand and analyze story elements. Use multiple sources of information from the text (e.g., character s own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character s action might contribute to the problem. See examples on pages 5, 16-17, 91, 101, 134, 229, 247, 383, 398, 411, 421, 423, 435, 537, , 549, 559. Identify the major actions that define the plot and how actions lead to conflict or resolution. See examples on pages 33, 43-44, 263, 400, 409, 514, 521. Explain the influence of setting on character and plot. February 2005 Grade 6 Page 5

6 See examples on pages 333, 339, 523, 535. Identify the point of view used (first, third, or omniscient point of view) in a story. See examples on pages 453, 457, 479, 486, 537, 547, 549, 559. Compare and contrast the same conflict from the point of view of two different characters. See examples on pages 261, 561, 580. Identify the stated theme s in text and support with evidence from the text. See examples on pages 46, 58, 291, 305, 434, 561, , 582, 595. Identify common recurring themes in books by the same or different authors and support with evidence from the text. See examples on pages 69, 149, 225, 328, 378, 445, 508, 606, 689, 735, 812. Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict) Apply understanding of text organizational structures. Recognize and use previously taught text organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, and order of importance) to aid comprehension. See examples on pages 153, 162, 163, , 271, 288, 739, 746, 748, 756, 776, 783, 793, 798, 842, 847, 849, 853. Recognize and use text written in the text organizational structures of process/procedural to find and organize information and comprehend text. See examples on pages , Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. Find similarities and differences within and between texts using text-based evidence (e.g., character s point of view in poetry and narrative; the author s feelings and the poet s feelings; cultural perspectives in a magazine article and an editorial). See examples on pages 58, 176, 208, 215, 305, 339, 360, 617, 622, 633, 641. Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information). Interpret cause and effect relationships within a informational/expository text or literary/narrative text using evidence from the text (e.g., how the time period [setting] of a novel determines a character s behavior, how a situation affected a character, what events February 2005 Grade 6 Page 6

7 either caused or resulted from a problem, or how one situation determines another such as the flow of the Nile dictating early life in Egypt). See examples on pages 43, 101, 199, 261, 269, 486, 499, 746, 774, 798, 842, 847. Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action) Analyze sources for information appropriate to a specific topic or for a specific purpose. Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose. See examples on pages 78, 200, 248, 262, 289, 341, 355, 399, 522, 536, 655, 757, 775. Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose. See examples on pages 90, 140, 306, 349, 355, 369, 469, 487, 492, 560, 655, 747, Understand the functions (to make the story more interesting and convey a message) of literary devices. Recognize previously taught literary devices ( simile, personification, humor, metaphor, idiom, imagery, exaggeration, and dialogue) and explain how they make the story more interesting and/or convey a message. See examples on pages 43, 140, 199, 210, 215, 261, 342, 368, 409, 477, 549, 559, 613, 617, 618, 623, 624, 651, 654, 656, 659. Identify literary devices such as irony and sarcasm and explain how they make the story more interesting and/or convey a message. See examples on pages 942, 945. Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device. Component 2.4 Think critically and analyze author s use of language, style, purpose, and perspective in literary and informational text Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer. See examples on pages 30, 88, 132, 176, 247, 288, 317, 398, 434, 499, 558, 617, 714, 756, 798, 834. February 2005 Grade 6 Page 7

8 Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection Analyze an author s style of writing, including language choice, to achieve the author s purpose and influence an audience. Identify and explain the author s purpose. See examples on pages , 491, 659, 738, 791. Explain how author s use of word choice, sentence structure and length, and/or literary devices contributes to imagery, suggests a mood, or otherwise influences an audience. See examples on pages 183, 642, Understand how to verify content validity. Identify and explain when an author uses opinion to make a point. See examples on pages 30, 318, 798. Verify facts by checking sources for date of publication, bias, and accuracy. See examples on pages Analyze the effectiveness of the author s tone and use of persuasive devices for a target audience. Determine the author s target audience(s) and cite examples of details, facts, and/or arguments that appeal to that audience. See examples on pages 62-63, , , Interpret the author s tone and support the answer with text-based evidence. See examples on pages 271, 288, 829, Describe the intended effects of persuasive devices and propaganda techniques. See examples on pages , Understand how to generalize /extend information beyond the text to another text or to a broader idea or concept. Generalize about common theme s, conflicts, and situations after reading multiple texts. See examples on pages 69, 149, 225, 328, 378, 445, 508, 606, 689. February 2005 Grade 6 Page 8

9 Explain how information in a text could be used to understand a similar situation or concept in another text and cite text-based examples (e.g., historical fiction about Egypt helps understand the role of the pharaohs). See examples on pages 58, 288, 305, 622, Analyze ideas and concepts in multiple texts. Find the similarities and differences in how an idea or concept is expressed in multiple texts. See examples on pages 225, 328, 445, 509, 690. Compare the feeling of the authors and/or character as expressed in multiple texts. See examples on pages 328, 446, 509, 607, 812. Select, from multiple choices, a sentence that tells how two pieces of information are alike or different Analyze the reasoning and ideas underlying an author s perspective, beliefs, and assumptions. Determine author s perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts. See examples on pages 176, 271, 288, 368, 436, 659, 765. Infer and explain the author s beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author s background and beliefs and explain how they influence the author s perspective). See examples on pages 291, 305, , 746, 774, 798. Select, from multiple choices, a sentence that describes the author s or character s reasoning or problem with the reasoning. EALR 3: The student reads different materials for a variety of purposes. Component 3.1 Read to learn new information. Students read to learn new information about topics introduced in reading selections. See SkillBuilders that follow each selection Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. Locate, select, and use a variety of library, web-based, and Internet materials appropriate to the task or best suited to investigate the topic. See examples on pages 45, 59, 90, 103, 133, 248, 318, 355, 369, 410, 560, 581, 655. February 2005 Grade 6 Page 9

10 Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy). See examples on pages 45, 90, 200, 262, 289, 306, 318, 469, 487, 536, 628, 747, 766. Follow multi-step written directions (e.g., read a manual, complete a project or assignment). See examples on pages Component 3.2 Read to perform a task. Students read to perform tasks. See the SkillBuilders activities that follow each selection Apply understanding of a variety of functional documents. Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional materials). See examples on pages 45, 90, 133, 200, 270, 306, 318, 492, 628, 747, 757, 775, 799. Component 3.4 Read for literary experience in a variety of genres. Students read a wide variety of genres for literary experience Understand and analyze a variety of literary genres. Examine and explain various sub-genres of literary fiction based upon their characteristics. See examples on pages 79, 88, 163, 176, 185, 199, 291, 305, 333, 339, 342, 348, 353, 362, 368, 411, 421, 423, 434, 457, 477, 689. Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast story elements in texts written in different genres). See examples on pages 225, 379, 447, Analyze literature from a variety of cultures or historical periods for relationships and recurring themes. Explain similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., marriage customs or family vs. community responsibilities). See examples on pages 43, 69, 225, 508, , 812. Identify and discuss recurring themes in literature (e.g., identity, struggle). See examples on pages 58, 69, 149, 328, 378, 445, , 735. EALR 4: The student sets goals and evaluates progress to improve reading. Component 4.1 Assess reading strengths and need for improvement. Students assess their reading strengths and needs. See the Write-In Reader and Reading Resource workbook. February 2005 Grade 6 Page 10

11 4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals. Set reading goals and create a plan to meet those goals. See examples in the Language Arts Survey on pages Monitor progress toward implementing the plan, making adjustments and corrections as needed. See examples in the Language Arts Survey on pages Component 4.2 Develop interests and share reading experiences. Students develop interests through reading and share their reading experiences with others Evaluate books and authors to share common literary experiences. Recommend books to others and explain the reason for the recommendation. See examples on pages Discuss common reading selections and experiences with others. See examples on pages 18, 25, 78, 103, 289, 319, 369, 370, 399, 437, 522, 597, 726, 800. February 2005 Grade 6 Page 11

12 Reading Grade 7 EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Vocabulary activities in the SkillBuilders that follow literary selections and that appear in unit reviews provide students with skills and strategies to use reference materials and understand how vocabulary works and the various relationships among words. See also Developing Your Vocabulary in the Language Arts Survey at the back of the book, pages See especially the Word Study Resource workbook and the Vocabulary Resource workbook Understand and apply dictionary skills and other reference skills. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. See examples on pages 60, 83, 153, 235, 314, 322, 356, 399, 431, 446, 466, 528, 608, 655, 674, 682, 757, 848. Use text evidence to verify meaning from reference source. See examples on pages 235, 314, 446, 848, Apply a variety of strategies to comprehend words and ideas in complex text. Use word origins to determine the meaning of unknown words. See examples on pages 514, 674, Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition). See examples on page 196, 453, 480, 643, 872. Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. See examples on pages 42, 125, 453, 643, 660. Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts. See examples on pages 138, 293, 340, 431, 446, 499, 815. Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text. See examples on pages 314, Component 1.3 Build vocabulary through wide reading. February 2005 Grade 7 Page 12

13 Students read a wide variety of texts and learn a wide variety of vocabulary, which they use in different contexts. Vocabulary words in selections are underlined and featured as Words for Everyday Use. They are defined at the bottom of the page; a contextual sentence accompanies the definition. Words are reviewed in Unit Reviews. Vocabulary is also covered extensively in the Word Study Resource workbook and in the Vocabulary Resource workbook Understand and apply new vocabulary. Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication. See examples on pages 153, 499, 643, 757, 815, Understand and apply content/academic vocabulary critical to the meaning of the text. Identify and define content/academic vocabulary critical to the meaning of the text and use that knowledge to interpret the text. See examples on pages 5, 139, 175, 197, 612, 643, 660, 768, 824. Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies). See examples on pages 83, 175, 848. See examples in the Word Study Resource on pages Select, from multiple choices, the meanings of words or phrases identified in the text. See examples in the Word Study Resource on pages 18, 54, 67. See also the Assessment Resource and the Test Generator. Use new vocabulary in oral and written communication. See examples on pages 235, 322, 466, 757, 824. Component 1.4 Apply word recognition skills and strategies to read fluently. Students are encouraged to use a variety of word recognition strategies while reading Apply fluency to enhance comprehension. Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression. See examples on pages 94, 275, 339, 490, 629, 643, 668. Read aloud unpracticed grade-level text with fluency in a range of words correct per minute. See examples on pages 94, 275, 393, 490, Apply different reading rates to match text. February 2005 Grade 7 Page 13

14 Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style. See examples on page 866. EALR 2: The student understands the meaning of what is read. Component 2.1 Demonstrate evidence of reading comprehension. Reader s Toolbox and Reader s Resource features before each reading supply students with strategies to apply toward reading comprehension (i.e., activating prior knowledge). Guided Reading questions through the reading are a tool students can use to monitor their own reading comprehension. Recall, Interpret, Analyze, Synthesize, and Understanding Literature questions that follow each reading allow students to assess their reading comprehension. The Write-In Reader workbook is another tool students can use to enhance reading comprehension Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. See examples on pages 40, 102, 136, 266, 451, 488, 520, 566, 624, 642, 663, 673, 796. State the theme/message and supporting details in culturally relevant literary/narrative text. See examples on pages 58, , 312, 414, 421, 429, 505, 513, 575, 595, 617, 814. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. See examples on pages 49, 575, 797, Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge. Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s). See examples on pages 5, 61, 113, 262, 295, 370, 417, 424, 541, 577, 650, 687, 791. February 2005 Grade 7 Page 14

15 Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text. See examples on pages 43, 49, 127, 276, 405, 432, 473, 656, 769, 799, Apply comprehension monitoring strategies before, during, and after reading: predict and infer. Make, confirm, and revise prediction based on prior knowledge and evidence from the text. See examples on pages 175, 194, 209, 227, Cite passages from text to confirm or defend prediction and inferences. See examples on pages 24, 338, 569, 574, 577, 595, Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action). Organize information to support a prediction or inference in a self-created graphic organizer to enhance text comprehension. See examples on pages 227, Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text : monitor for meaning, create mental images, and generate and answer questions. See especially the Write-In Reader pages Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning. See examples on pages 536, 606, 739. Generate and answer questions about the text before, during, and after reading to aid comprehension. See examples on pages 5, 8, 12, 19, 21, 24; 113, 115, 120, 124; 209, 213, 215, 220, 223, 226; 341, 343, 348, 350, 353, 354; 405, 408, 409, 414; 541, 543, 547, 551, 552; 687, 692, 710, 717, 734, 738, 750, 756. Use questioning strategies to comprehend text. See examples on pages 105, 159, 473, 791, 809, 831, 844. Create and describe mental images to understand text. See examples on pages 5, 89, , 405, 539, 541, 613, 619, 625, 669, 799. Organize images and information into a self-created graphic organizer to enhance text comprehension. See examples on pages 5, 43, 89, 507, 515, 541, 613, 645, 661, 669, 780, 809. February 2005 Grade 7 Page 15

16 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text. See examples on pages 136, 312, 429, 797, 806, 847, 853. Summarize the plot in culturally relevant literary/narrative texts. See examples on pages 40-41, 124, 414. Select, from multiple choices, a sentence that best summarizes the story or selection. Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension. See examples on pages 41, 489, 498, 553, 797. Component 2.2 Understand and apply knowledge of text components to comprehend text. Before each selection, several literary tools and text features are defined and highlighted for students (Reader s Toolbox). These same features are studied after the selection in further depth (Understanding Literature). SkillBuilders especially Study & Research and Media Literacy that follow selections give students opportunities to and explore additional texts in different ways. Guided Writing lessons give students the opportunity to study text devices and use them in their own writing Apply understanding of time, order, and/or sequence to aid in comprehension. Explain an author s development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures. See examples on pages 41, 49, 197, 207, 209, 227, 432, 541, 553, 687, 734, 769. Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered). See examples on pages 844, 847, 850, Apply understanding of printed and electronic text features to locate information and comprehend text. Locate information using grade-level appropriate text features. See examples on pages 40, 159, 173, 241, , 540, Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time). See examples on pages , 294, 307, 480, 813, , 835, , , 847. February 2005 Grade 7 Page 16

17 Use organizational features and electronic sources (such as headings and numberings, CD- ROM, internet, pull-down menus, key word searches, and icons ) to access information. See examples on pages 112, 126, 174, 208, 314, 430, 452, 506, 540, 596, Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature. Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes). See examples on pages 173, , 734, 847, Understand and analyze story elements. Use multiple sources of information from the text (e.g., character s own thoughts/words, what others say about the character, and how others react to the character) to describe how major and minor characters change over time. See examples on pages 27, 41, 113, 125, 341, 515, 520, 541, 552, 555, Identify the important events that lead to conflicts and explain how each does or does not contribute to the resolution. See examples on pages 5, 24, 515, 520. Explain the influence of setting on mood, character, and plot. See examples on pages 175, 195, 370, 405, 415, 473, 478, 534, Identify the point of view used (first, third, or omniscient point of view) and interpret how point of view influences the text. See examples on pages 159, 173, Explain how a story would change if the narrator s perspective changed. See examples on pages 385, 392, 555, Identify implied theme s in text and support with evidence from the text. See examples on pages 49, 58, 569, 575, 577, 595. Compare/contrast common recurring themes in books by the same or different authors. See examples on pages 414, 429. Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem. February 2005 Grade 7 Page 17

18 2.2.4 Apply understanding of text organizational structures. Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension. See examples on pages , , , Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text. See examples on pages , Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. The Investigate, Inquire, and Imagine feature following each selection contains questions that ask students to recall, interpret, analyze, synthesize, evaluate, and extend what they have read Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. Find similarities and differences within and between texts using text-based evidence (e.g., the author s feelings and the poet s feelings; descriptions recorded in a science article vs. poetry; perspectives seen in newspaper article, short story). See examples on pages 24, 47, 58, 111, 124, 226, 266, 274, 414, 421, 429, 451, 617, 624, 628, 633, 637, 756, 835, 842. Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, information/facts). Identify and interpret cause and effect relationships within a literary/narrative text or informational/expository text using evidence from the text (e.g., an article and a poem about wolves or a description of the Underground Railroad from a newspaper article, a short story, or a biographical sketch of a leader in the Underground Railroad). See examples on pages 47, 127, 136, 354, 382, 488, 500, 505. Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action) Analyze and synthesize information for a specific topic or purpose. Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem). See examples on pages 42, 74, 126, 228, 339, 369, 384, 393, 506, 808. February 2005 Grade 7 Page 18

19 2.3.3 Understand the functions (to make the story more interesting and convey a message) of literary devices. Recognize previously taught literary devices (simile, metaphor, idiom, imagery, exaggeration, irony, sarcasm, humor, and dialogue) and explain how they make the story more interesting and/or convey a message. See examples on pages 47, 59, 74, 94, 102, 194, 227, 274, 489, 618, 624, 628, 642, 673, 757, 789. Identify literary devices such as analogy and explain how they make the story more interesting and/or convey a message. See examples on pages 137, 313, 338, 506, 574, 634, 799. Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device. Component 2.4 Think critically and analyze author s use of language, style, purpose, and perspective in literary and informational text. The critical thinking thread flows throughout the book. Features include Respond to the Selection; Critical Thinking; Investigate, Inquire, and Imagine; Understanding Literature. Unit Reviews give additional opportunities for critical thinking and analysis Analyze literary/narrative text and information/expository text to draw conclusions and develop insights. Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection). See examples on pages 40, 58, 102, 136, 266, 312, 354, 392, 478, 513, 553, 624, 663, 778. Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection Analyze how an author s style of writing, including language choice, achieves the author s purpose and influences an audience. Identify and explain the author s purpose. See examples on pages 206, 429, 444, 650, 653, 778, 791, , 809, 814. Explain how the author s style of writing impacts the reader s enjoyment and/or comprehension of the text. See examples on pages 424, 429. Examine ways in which author s style contributes to imagery, suggests a mood, or otherwise influences an audience. See examples on pages 370, February 2005 Grade 7 Page 19

20 2.4.3 Evaluate the author s reasoning and the validity of the author s position. Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion. See examples on pages 47, 796, 806, Decide if the author s ideas are solid and support your position. See examples on pages 135, 206, 429, Analyze and evaluate the effectiveness of the author s tone and use of persuasive devices. Judge the effectiveness of the author s details and arguments for a particular audience and cite examples to justify the decision. See examples on pages 429, 566, 791, Identify the author s tone and support the answer with text-based evidence. See examples on pages 262, 267, 417, 422. Describe the intended effects of persuasive devices and propaganda techniques. See examples on pages 791, , Analyze ideas and concepts to generalize /extend information beyond the text. Generalize about processes, concepts, and common themes after reading multiple texts. See examples on pages 84, 237, 323, , 529, 825. Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art). See examples on pages 58, 124, 172, 226, 312, 414, 429, 624, 756, 806, 835, Analyze ideas and concepts in multiple texts. Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts. See examples on pages 84, 111, 226, 266, 274, 401, 617, 624. Compare the feelings of the authors and/or characters as expressed in multiple texts. See examples on pages 84, 124, 236, 414, 421. Select, from multiple choices, a sentence that tells how two pieces of information are alike or different. February 2005 Grade 7 Page 20

21 2.4.7 Analyze the reasoning and ideas underlying an author s perspective, beliefs, and assumption s. Infer and explain the author s beliefs and assumptions, citing text-based evidence for choice (e.g., describe an author s background and beliefs and explain how they influence the author s perspective). See examples on pages 47, 73, 111, 206, 292, 414, 444, 566, 617. Select, from multiple choices, a sentence that describes the author s or character s reasoning or problem with the reasoning. EALR 3: The student reads different materials for a variety of purposes. Component 3.1 Read to learn new information. Students read selections in the textbook to acquire new information. Students also are directed to read information from other sources to complete SkillBuilder activities Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. Select the best sources from library, web-based, and Internet materials for a specific task or to investigate a topic and defend the selection. See examples on pages 25, 126, 174, 208, 268, 314, 356, 416, 422, 430, 445, 490, 553, 668, Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy). See examples on pages 42, 48, 60, 94, 137, 453, 506, 540, 596, 654, 668, 790, 798, 807, Follow multi-step directions (e.g., open a locker, fill out school forms, read a technical manual, design a web page). See examples on pages 60, 126, 268, 356, 446, 596, 757, Component 3.2 Read to perform a task. Students read to perform a variety of tasks Apply understanding of a variety of functional documents. Locate and use functional documents to perform a task (e.g., catalogs, magazines, schedules). See examples on pages 42, 112, 208, 369, 490, 554, 674, 798. Component 3.4 Read for literary experience in a variety of genres. Students read a variety of literary genres Analyze a variety of literary genres. February 2005 Grade 7 Page 21

22 Respond to literature written in a variety of genres. See examples on pages 24, 40-41, 73, 111, 143, 172, 227, , 292, 414, 429, , 478, 505, 552, , , 663, 673, 756, 778, 796, , 814. Explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader. See examples on pages 153, 236, 323, 400, 466, 529, 609, 765, 825, Analyze literature from a variety of cultures or historical periods for relationships and recurring themes. Identify multiple perspectives from a variety of cultures or historical periods as expressed in literary genres (e.g., changes in medical practices from 1800 to the present). See examples on pages 84, 93, , 259, 414, 466, 529, 609, 683. Identify recurring themes in literature that reflect worldwide social and/or economic change (e.g., social change such as characters that change their attitudes after learning about different cultures). See examples on pages 84, , , 322, 466. EALR 4: The student sets goals and evaluates progress to improve reading. Component 4.1 Assess reading strengths and need for improvement. Students self-assess their reading strengths and areas for improvement. See especially the Reading Resource workbook and the Write-In Reader Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals. Set reading goals and create a plan to meet those goals. See examples on pages Monitor progress toward implementing the plan, making adjustments and corrections as needed. See examples on pages Component 4.2 Develop interests and share reading experiences. Students work together in ways that enhance interest in reading and in sharing reading experiences Evaluate books and authors to share common literary experiences. Recommend books to others and explain the reason for the recommendation. See examples on pages 229, 601, Discuss common reading selections and experiences with others. See examples on pages 75, 394, 415, 609, 779, 857, 867. February 2005 Grade 7 Page 22

23 Reading Grade 8 EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Students use a variety of word attack strategies to comprehend texts. See the Vocabulary Skillbuilders following selections. See also examples from the Language Arts Survey at the back of the book. See also the Word Study Resource workbook and the Vocabulary Resource workbook Apply strategies to comprehend words and ideas. Use word origins to determine the meaning of unknown words. See examples on pages 91, 634, Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., statistic, statistician). See examples on pages Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. See examples on pages 103, 232, 294, 314, 480, 610, 787, 853, Use graphic features to clarify and extend meaning (e.g., science processes, diagrams). See examples on pages 764, , , , Component 1.3 Build vocabulary through wide reading. Students read a wide variety of materials to build vocabulary Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities; (e.g., lift as used in England compared to the U.S.A.) into written and oral communication. See examples on pages 91, 232, 294, 314, 480, 787. Explain the meaning of content-specific vocabulary words (e.g., photosynthesis, democracy, algorithms). See examples on pages 610, 620. See footnotes on pages 125, 140, 191, 225, 235, 333, 383, 405, 412, 487, 605, 651, 707, 811, 845. Select, from multiple choices, the meaning of a word identified in the text. February 2005 Grade 8 Page 23

24 Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., definition of solar in science transferred to understanding science fiction text). See examples on page 853. Component 1.4 Apply word recognition skills and strategies to read fluently. Students apply word recognition skills and strategies to read fluently Apply fluency to enhance comprehension. Read grade-level and informational/expository text and literary/narrative text orally with accuracy, using appropriate pacing, phrasing, and expression. See examples on pages 68, 158, 238, 256, 271, 409, 564, 610, 680, 794, Read aloud unpracticed grade-level text with fluency in a range of words correct per minute. See examples on pages 151, 392, 446, 479, Apply different reading rates to match text. Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style. See examples on pages 238, 634, 957. EALR 2: The student understands the meaning of what is read. Component 2.1 Demonstrate evidence of reading comprehension. Students demonstrate a comprehension of their reading in a variety of ways, especially in Investigate, Inquire, and Imagine questions following each selection Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. See examples on pages 230, 255, 262, 292, 401, 511, 583, 628, 655, 666, 803, 826, 867. State the theme/message and supporting details in culturally relevant literary/narrative text. See examples on pages 10, 43, 90, 159, 165, 207, 270, 423, , 563, 618. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection. February 2005 Grade 8 Page 24