Texas Education Agency Proclamation 2011

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1 B. Middle School (a) Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In seventh grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 7 as described in subsection (b) of this section. (4) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Page 1 of 31

2 B. Middle School (b) Knowledge and Skills. (A) plan a first draft by (1) plan a first selecting a genre draft by selecting appropriate for a genre conveying the intended appropriate for meaning to an audience, conveying the determining appropriate intended meaning topics through a range of to an audience strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea , 124, 145, 177, 195, 224 Reference 38 (A) plan a first draft by (2) plan a first selecting a genre draft by appropriate for determining conveying the intended appropriate topics meaning to an audience, through a range of determining appropriate strategies topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 74 87, 124, 145, 177, 195, 224 Reference 38 Page 2 of 31

3 B. Middle School (A) plan a first draft by (3) plan a first selecting a genre draft by appropriate for developing a conveying the intended thesis or meaning to an audience, controlling idea determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea , 124, 145, 177, 195, 224 Reference 38 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (1) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect, comparecontrast) 75 87, 145, 242, 331, 374, Reference 38 (organization) Across the Curriculum (cause and effect) (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (2) develop drafts by building on ideas to create a focused piece of writing , 145, 242, 331, 374, 420 Reference 38 Page 3 of 31

4 B. Middle School (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (3) develop drafts by building on ideas to create a[n] organized piece of writing , 145, 242, 331, 374, 420 Reference 38 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (4) develop drafts by building on ideas to create a coherent piece of writing , 145, 242, 331, 374, 420 Reference 38 (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (1) revise drafts to ensure precise word choice 75 87, 97, , , 148, 198 Reference 38 (Word Choice) / Revise Writing Writing Evaluation Guide (Revising Check) Page 4 of 31

5 B. Middle School (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (2) revise drafts to ensure vivid images (3) revise drafts to ensure consistent point of view , 224, 700 Reference 38 (Word Choice) Rev Up Your Writing entire page (Writing 11) Revise Writing 11 (Reference 55, #3) (Special Instructions #4)/Revise Writing Page 5 of 31

6 B. Middle School (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (4) revise drafts to ensure use of simple, compound, and complex sentences (5) revise drafts to ensure internal and external coherence 89 87, 97, , , , , 690, 692, 694 Reference 49 (#3) / Revise Writing Writing Evaluation Guide #9 / Revise Writing Page 6 of 31

7 B. Middle School (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (6) revise drafts to ensure the use of effective transitions (7) revise drafts after rethinking how well questions of purpose have been addressed , 97, , , 148, 198 Reference 38 (Organization) Transition Form 7 (#4)/Revise Writing 10 (#3)/Revise Reference 49 / Revise Writing Writing Evaluation Guide (Revising Checklist) Page 7 of 31

8 B. Middle School (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (8) revise drafts after rethinking how well questions of audience have been addressed (9) revise drafts after rethinking how well questions of genre have been addressed 89 87, 97, , , 148, , 97, , , 148, 198 Reference 49 / Revise Writing Writing Evaluation Guide (Revising Checklist) Reference 49 / Revise Writing Writing Evaluation Guide (Revising Checklist) Page 8 of 31

9 B. Middle School (D) edit drafts for grammar, mechanics, and spelling (1) edit drafts for grammar 76 87, 97, , , 148, 198 Reference 38 / Edit Writing s Writing Evaluation Guide (Editing Checklist) (D) edit drafts for grammar, mechanics, and spelling (2) edit drafts for mechanics 76 87, 97, , Reference 38 / Edit Writing s 102, 148, 198 Writing Evaluation Guide (Editing Checklist) Page 9 of 31

10 B. Middle School (D) edit drafts for grammar, mechanics, and spelling (3) edit drafts for spelling 76 87, 97, , , 148, 198 Reference 38 / Edit Writing s Writing Evaluation Guide (Editing Checklist) (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (1) revise final draft in response to feedback from peers (2) revise final draft in response to feedback from teacher (3) publish written work for appropriate audiences 97-98, , Reference 53 and Student Note 133, 185, 232 Conference Time , 186, 234 Publishing Time Page 10 of 31

11 B. Middle School (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (i) sustains reader interest 31, , 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (ii) includes wellpaced action and an engaging story line (1) includes well-paced action , , 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (ii) includes wellpaced action and an engaging story line (2) includes an engaging story line , , 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (iii) creates a specific, believable setting through the use of sensory details 77, , 463, 690, 692 Creative Expressions Page 11 of 31

12 B. Middle School (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (iv) develops interesting characters 65, , 463, 690, 692 Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (v) uses a range of literary strategies and devices to enhance the style and tone (1) uses a range of literary strategies and devices to enhance the style 132, , 231, , 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (v) uses a range of literary strategies and devices to enhance the style and tone (2) uses a range of literary strategies and devices to enhance the tone 132, , 231, , 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (B) write a poem using: write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are (i) poetic techniques (e.g., rhyme scheme, meter) 507, 557, Across the Curriculum (15) Writing/Literary Texts. Students (B) write a poem using: write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are (ii) figurative language (e.g., personification, idioms, hyperbole) 507, 557, Across the Curriculum Page 12 of 31

13 B. Middle School (15) Writing/Literary Texts. Students (B) write a poem using: write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are (iii) graphic elements (e.g., word position) 507, 557, Across the Curriculum (16) Writing. Students write about their own experiences. Students are (16) Writing. Students write about their own experiences. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences (A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences (A) write a multiparagraph essay to convey information about a topic that: (1) write a personal narrative that has a clearly defined focus (2) write a personal narrative that communicates the importance of or reasons for actions and/or consequences (i) presents effective introductions and concluding paragraphs (1) presents effective introductions 463, 468, 489, , 468, 489, , , 224 Reference 38 Reference 70 Reference 90 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs (2) presents effective concluding paragraphs , , 224 Reference 72 Reference 92 Page 13 of 31

14 B. Middle School (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (ii) contains a clearly stated purpose or controlling idea , Reference 38 Reference 70 Reference 90 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies (1) is logically organized with appropriate facts and details 195, , Reference 69 Reference 71 Reference 89 Reference , 224 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies (2) is logically organized and includes no extraneous information or inconsistenci es , Reference 69 Reference 71 Reference 89 Reference 91 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (iv) accurately synthesizes ideas from several sources 195, , , 558, 656 Discovery Time Home Writing Page 14 of 31

15 B. Middle School (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (A) write a multiparagraph essay to convey information about a topic that: (A) write a multiparagraph essay to convey information about a topic that: (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (1) uses a variety of sentence structures (2) uses a variety of rhetorical devices (3) uses a variety of transitions to link paragraphs , , 198 Reference 38 Writing Evaluation Guide 132, 183, 231 Strategies to Rev Up Your Writing , 195, 224 (Special Instructions #4) (Special Instructions #3) (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context >>>>> , 555 Creative Expressions (#2) 553 Across the Curriculum Page 15 of 31

16 B. Middle School (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (C) write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays and provide sustained evidence from the text using quotations when appropriate (C) write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays and provide sustained evidence from the text using quotations when appropriate (D) produce a multimedia presentation involving text and graphics using available technology. (D) produce a multimedia presentation involving text and graphics using available technology. (A) establishes a clear thesis or position (1) write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays (2) write responses to literary or expository texts that provide sustained evidence from the text using quotations when appropriate (1) produce a multimedia presentation involving text using available technology. (2) produce a multimedia presentation involving graphics using available technology. >>>>> 454, 499, , 499, , , 313 Reference 65 (#12) Across the Curriculum Reference 274 Reference 65 (#12) Across the Curriculum Reference 274 Reference 109 Reference 123 Page 16 of 31

17 B. Middle School (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (1) considers the views of others (2) responds to the views of others (3) anticipates reader concerns (4) answers reader concerns (5) anticipates reader counterarguments 242, 271, 285, , 271, 285, , 271, 285, , 271, 285, , 271, 285, 313 Page 17 of 31

18 B. Middle School (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion (C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (6) answers reader counterarguments (1) includes evidence that is logically organized to support the author's viewpoint (2) includes evidence that differentiates between fact and opinion (i) verbs (perfect and progressive tenses) and participles (i) verbs (perfect and progressive tenses) and participles (1) verbs (perfect tense) (2) verbs (progressive tense) 242, 271, 285, , , , , Reference 110 Reference 124 Reference 110 Reference 124 Reference 132 &133 Reference 139 Skill Builder (#8) Skills Skill Time Reference 152 Exercise 4 Page 18 of 31

19 B. Middle School (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) and participles (ii) appositive phrases (iii) adverbial and adjectival phrases and clauses (iii) adverbial and adjectival phrases and clauses (3) participles (1) adverbial phrases (2) adverbial clauses , Reference 222 Verbal Sentence 2 Exercises 1 & 4 Reference 9 (#11) Editing Reference 205 Exercise 2 Exercise 4 Reference 239 Classroom Practice Checkup Page 19 of 31

20 B. Middle School (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adverbial and adjectival phrases and clauses (iii) adverbial and adjectival phrases and clauses (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed) (v) prepositions and prepositional phrases and their influence on subject-verb agreement (3) adjectival phrases (4) adjectival clauses (1) prepositions and prepositional phrases , 173, Reference 204 Exercise 2 Exercise 4 Reference 240 Classroom Practice Checkup Reference 82 Skills Reference 27 Introductory Sentences Reference 34 & 35 Classroom Practice Page 20 of 31

21 B. Middle School (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (v) prepositions and prepositional phrases and their influence on subject-verb agreement (vi) relative pronouns (e.g., whose, that, which) (vii) subordinating conjunctions (e.g., because, since) (viii) transitions for sentence to sentence or paragraph to paragraph coherence (2) prepositions and prepositional phrases influence on subject-verb agreement , , 220, , 195, 224 Reference 61 Reference 207 Checkup 65 (Exercise 3) Reference 238 Classroom Practice Reference 240 Reference 99 & 100 Exercise 3 Reference 117 Reference 38 (Organization) Jingle 12 Reference 67 (Special Instructions #4) (Special Instructions #3) Page 21 of 31

22 B. Middle School (B) write complex sentences and differentiate between main versus subordinate clauses (B) write complex sentences and differentiate between main versus subordinate clauses (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (1) write complex sentences (2) differentiate between main versus subordinate clauses (1) use a variety of complete sentences that include properly placed modifiers (2) use a variety of complete sentences that include correctly identified antecedents , , 220, Reference 100 Exercise 3 & 4 Reference 99 & 100 Exercise 3 Reference 117 Reference 34 Reference 35 Classroom Practice Practice and Revised Sentence Classroom Practice Editing Checklist (#5) Writing Evaluation Guide (#22) Reference 173 Classroom Practice (Skills) Page 22 of 31

23 B. Middle School (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (3) use a variety of complete sentences that include parallel structures Reference Checkup Across the Curriculum (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (4) use a variety of complete sentences that include consistent tenses , 363 Reference 148 Exercise #3 (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (A) use conventions of capitalization (B) recognize and use punctuation marks including: >>>>> (i) commas after introductory words, phrases, and clauses (1) commas after introductory words , 41, 57 Reference 8 Editing Editing Check Reference 9 (#10) Classroom Practice (Editing) Page 23 of 31

24 B. Middle School (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (i) commas after introductory words, phrases, and clauses (i) commas after introductory words, phrases, and clauses (ii) semicolons, colons, and hyphens (ii) semicolons, colons, and hyphens (ii) semicolons, colons, and hyphens (2) commas after introductory phrases (3) commas after introductory clauses (1) semicolons (2) colons (3) hyphens Reference 9 (#10) Checkup (Editing) Classroom Practice (Editing) Reference 9 (#10) Exercise 3 & Editing Exercise 3 & 4 Reference 9 (#34) Reference 82 Exercise #5 Reference 9 (#15) Reference 9 (#33) Reference 216 (#3) Reference 9 (#31) Reference 91 (Sentences 10-14) Reference 123 (Sentence 2) Page 24 of 31

25 B. Middle School (21) Oral and Written Conventions/Spelling. Students spell correctly. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) spell correctly, including using various resources to determine and check correct spellings. (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic >>>>> (1) brainstorm 134, 185, 233 Across the Curriculum Discovery Time Reference 254 & 255 (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (2) consult with others Discovery Time Reference 254 & 255 (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (3) decide upon a topic Discovery Time Reference 254 & 255 (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (4) formulate a major research question to address the major research topic Discovery Time Home Writing Reference 254 & 255 Page 25 of 31

26 B. Middle School (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (1) apply steps for obtaining information from a wide variety of sources (2) apply steps for evaluating information from a wide variety of sources (3) create a written plan after preliminary research in reference works (4) create a written plan after preliminary research in additional text searches Discovery Time Home Writing Reference 257 & 258 Discovery Time Home Writing Reference 257 & 258 entire page entire page Page 26 of 31

27 B. Middle School (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies (1) follow the research plan to gather information from a range of relevant print sources (2) follow the research plan to gather information from a range of electronic sources using advanced search strategies entire page entire page (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are B) categorize information thematically in order to see the larger constructs inherent in the information (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format >>>>> (1) record bibliographic information for all notes (2) record bibliographic information for sources according to a standard format entire page Reference 259 Reference 265 Reference 259 Reference 265 Page 27 of 31

28 B. Middle School (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources (A) narrow or broaden the major research question, if necessary, based on further research and investigation (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another (1) differentiate between paraphrasing and plagiarism (2) identify the importance of citing valid sources (3) identify the importance of citing reliable sources >>>>> (1) utilize elements that demonstrate the reliability of the sources used None Reference 259 Reference 265 (#8 & #9) Reference 259 Reference 265 (#8 & #9) Reference 254 & 255 Reference 257 Reference 259 Page 28 of 31

29 B. Middle School (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another (A) draws conclusions and summarizes or paraphrases the findings in a systematic way (2) utilize elements that demonstrate the validity of the sources used (3) explain why one source is more useful than another (1) draws conclusions Reference 257 Reference 259 Reference 257 Reference 258 (#5) Discovery Time Home Writing Reference 260 Reference 263 & 264 Page 29 of 31

30 B. Middle School (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) draws conclusions and summarizes or paraphrases the findings in a systematic way (2) summarizes or paraphrases the findings in a systematic way Discovery Time Home Writing Reference 260 Reference 263 & 264 (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (B) marshals evidence to explain the topic and gives relevant reasons for conclusions (1) marshals evidence to explain the topic Discovery Time Home Writing Reference 260 Reference 263 & 264 (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (B) marshals evidence to explain the topic and gives relevant reasons for conclusions (2) gives relevant reasons for conclusions Discovery Time Home Writing Reference 260 Reference 263 & 264 Page 30 of 31

31 B. Middle School (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (C) presents the findings in a meaningful format >>>>> Discovery Time Discovery Share Time Home Writing /Discuss It Reference 269 Reference 270 (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas (D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas (1) follows accepted formats for integrating quotations into the written text to maintain a flow of ideas (2) follows accepted formats for integrating citations into the written text to maintain a flow of ideas Reference 260 (#3) Reference 263 (#7) Reference 265 (#2, #6, & #9) entire page Page 31 of 31

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