A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 8 to the Mississippi COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS Grade Eight
Introduction This document demonstrates how Prentice Hall Literature Common Core Edition 2012 meets the objectives of the Mississippi Common Core State Standards for English Language Arts. Correlation page references are to the Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Prentice Hall Literature Common Core Edition Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. Prentice Hall Literature Common Core Edition is designed to motivate and inspire today s digital natives your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core State Standards Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors to the Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 2
Table of Contents STRAND Reading Standards for Literature... 4 STRAND Reading Standards for Informational Text... 13 STRAND Writing Standards... 22 STRAND Speaking and Listening Standards... 42 STRAND Language Standards... 48 STRAND Language Progressive Skills... 60 3
PEARSON Prentice Hall Literature Common Core Edition 2012 CORRELATION TO THE COMMON CORE STATE STANDARDS FOR ELA GRADE EIGHT STRAND Reading Standards for Literature Key Ideas and Details Standard 1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Comprehending Complex Texts (poetry model), CC70 CC71; Inferences, make, 333, 338, 339, 341, 343, 347, 349, 352, 353, 354, 355, 356, 358, 359, 360, 362, 363, 366, 367, 372, 373, 376, 377, 380, 381, 385, 388, 391, 393, 397, 398, 399, 400, 403; Paraphrase, CC112, 715, 719, 722, 725, 733, 734, 737, 741, 744, 750, 753, 760, 761; Conclusions, 4
(Continued) (Continued) draw, CC111, 815, 818, 824, 825; Summarize, CC112, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059; also see: After You Read: Key Idea and Details, 38, 50, 62, 76, 102, 118, 152, 168, 176, 199, 206, 260, 272, 290, 302, 320, 324, 342, 380, 392, 402, 425, 436, 482, 496, 510, 522, 539, 544, 546, 562, 568, 578, 586, 612, 658, 666, 678, 686, 701, 706, 724, 736, 752, 760, 775, 778, 824, 840, 912, 956, 974, 980, 1028, 1034, 1048, 1058, 1074, 1077, 1082, 1100, 1106, 1118, 1128, 1147, 1151, 1154 5
Standard 2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. SE/TE: Common Core Literary Analysis Determining Themes in Fiction, 6, Close Read: Theme in Fiction, 8 16; Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; Universal theme, 235, 236, 1012, 1142; Universal truth, 232; Reading Skill, 1023, 1039; Comparing Literary Works, 1142; also see: Common Core Assessment Analyze the Development of Theme, 454, 1002, Compare Themes in Two Works, 1172 6
Standard 3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. SE/TE: Plot, 25,29, 32, 37, 39, 44, 47, 48, 50, 51; Common Core Literary Analysis Analyzing Plot and Character Development, 234; Character traits, 277, 282, 284, 285, 286, 289, 291, 295, 297, 300, 302, 303; Dialogue, 804, 806, 808, 811, 849, 857, 858, 860, 864, 865, 867, 872, 873, 876, 877, 879, 880, 893, 895, 896, 898, 899, 901, 905, 906, 909, 912, 913; Characters, 917, 920, 922, 924, 928, 929, 934, 938, 940, 941, 944, 948, 953, 954, 957; also see: Common Core Assessment Analyze the Use of Dialogue to Develop a Character, 454, Analyze Dialogue, 7
(Continued) (Continued) Characterization, 1002, Analyze Characterization in a Story, 1172 Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC67; Vocabulary Words With Multiple Meanings, 622 623, Idiom, 788 789, Figurative Language, 1164 1165; Connotation and Denotation, 573, 579, 587; Figurative Language, 640, 649, 671, 677, 679, 685, 687, 772, 1166; Context clues, use, 651, 655, 659, 665, 667, 671, 675, 678, 679, 683, 687; Comparing Types of Description, 772; also see: 8
(Continued) (Continued) Vocabulary & Word Study, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 246, 261, 262, 273, 278, 291, 292, 303, 334, 343, 344, 381, 386, 393, 394, 403, 476, 483, 484, 497, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 652, 659, 660, 667, 672, 679, 680, 687, 716, 725, 726, 737, 742, 753, 754, 761, 816, 825, 852, 913, 918, 957, 1024, 1029, 1040, 1049, 1050, 1059, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129 9
Standard 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. SE/TE: Comparing Literary Works: Narrative Structure, 86, 89, 90, 91, 92, 96, 98, 101, 102, 103, Narratives, 312, 316, 317, 318, 319, 320, 322, 323, 325, Poetry/Prose, 698, 704, 705, 707, Description, Types of, 772, 775, 777, 778, 779, Adaptations/Origin als, 836, 841, Sources / Dramatization, 968, 971, 972, 974, 978, 980; also see: Common Core Literary Analysis Elements of Short Stories, 232 233; Literary Analysis Short Stories, 234 243, Elements of Poetry, 638 639, Literary Analysis Poetry, 640 649, Elements of Drama, 804 805, 10
(Continued) (Continued) Literary Analysis Drama, 806 813 Standard 6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas Standard 7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Standard 8 (Not applicable to literature) SE/TE: Compare and contrast characters, 277; Point of view, 333, 338, 341, 342, 343, 348, 350, 352, 356, 358, 360, 362, 364, 367, 368, 370, 371, 374, 377, 379, 381; also see: Common Core Assessment Analyze Point of View, 454 SE/TE: Film Review (version of The Diary of Anne Frank ), 959 (Not applicable to literature) 11
Standard 9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. SE/TE: Comparing Heroic Characters (explores theme of heroism across time periods and literary forms), 1070, 1072, 1074, 1076, 1081, 1082, 1083; Comparing Works on a Similar Theme (universal themes), 114, 1149, 1150, 1153, 1155 Range of Reading and Level of Text Complexity Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. SE/TE: Common Core Independent Reading, 226, 456, 632, 798, 1000, 1174; Preparing to Read Complex Text, 227, 457, 633, 799, 1001, 1175; Comprehending Complex Texts, CC70 CC75 12
STRAND Reading Standards for Informational Text Key Ideas and Details Standard 1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Common Core Comprehending Complex Texts (nonfiction models), CC70 CC75; Analyzing Arguments, CC76 CC77; Common Core Literary Analysis Elements of Literary Nonfiction, 462 463; Close Read, 464 473; Main idea, identify, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497; also see: Critical Thinking, 473, 483, 496, 510, 522, 539, 544, 546, 562, 568, 578, 586 13
Standard 2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. SE/TE: Reading for Information: Identify Central Idea and Details, 182 189; Main idea, identify, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497; also see: Common Core Comprehending Complex Texts (nonfiction models), CC70 CC75; Analyzing Arguments, CC76 CC77 14
Standard 3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). SE/TE: Common Core Literary Analysis Determining Central Ideas in Nonfiction, 7, Close Read: Central Idea in Nonfiction, 17 23; Comparing Literary Works: Comparing Types of Organization, 534, 537, 539, 541, 542, 543, 544, 545, 546, 547; Reading for Information: identify central idea and details, 182 189, compare and contrast features and elements, 830 835; Main idea, identify, 501, 505, 506, 511, 516, 519, 521, 522, 523; also see: Comparing Reading for Information, 85, 311, 413, 533, 597, 697, 771, 967, 1069, 1141 15
Craft and Structure Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Standard 5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. SE/TE: Building Academic Vocabulary (Word in Context), CC58 CC67; Vocabulary (nonfiction), 476, 483, 484, 497, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587; Word Choice (nonfiction), 573, 578, 579, 583, 587 SE/TE: Reading for Information: identify main idea and details, 182 189, compare summaries to original text, 308 312, evaluate persuasive appeals, 408 413, analyze treatment, scope, and organization of ideas, 528 533, analyze proposition and support, 592 597, evaluate unity and coherence, 16
(Continued) (Continued) 962 967, evaluate structural patterns, 1064 1069, evaluate treatment, scope, and organization of ideas, 1134 1141; also see: Common Core Literary Analysis Analyzing Structure in Nonfiction, 465; Main idea, identify, 501, 505, 506, 511, 516, 519, 521, 522, 523 17
Standard 6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. SE/TE: Common Core Analyzing Arguments, CC76 CC78, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC78 CC79; Common Core Literary Analysis Determining the Author s Point of View, 464, Close Read: Point of View, 466 473; Persuasive Techniques, 555, 559, 563, 569; Fact and Opinion, 573, 577, 579, 583, 584, 587; Analyze Propositions and Support, 592; also see: Author s Purpose, 111, 157 18
Integration of Knowledge and Ideas Standard 7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. SE/TE: Reading for Information, 82 85, 182 189, 308 312, 408 413, 528 533, 592 597, 692 697, 766 771, 830 835, 962 967, 1064 1069, 1134 1141; also see: Writing Research Report, 982 993; Multimedia Report, 1084 1089; Research and Technology: Research Report, 155, Multimedia Presentation, 525 19
Standard 8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. SE/TE: Common Core Analyzing Arguments, CC76 CC78, The Art of Argument: Rhetorical Devices and Persuasive Techniques, CC78 CC79; Common Core Literary Analysis Determining the Author s Point of View, 464, Close Read: Point of View, 466 473; Reading for Information: evaluate persuasive appeals, 408 413, analyze proposition and support, 592 597; Persuasive Techniques, 555, 559, 563, 569; Fact and Opinion, 573, 577, 579, 583, 584, 587; Analyze Proposition and Support, 592 597 20
Standard 9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. SE/TE: Information Text: Textbook Article, Public Document, and Letter (war in Vietnam), 528 533, Speech, Editorial (hands-free laws), 592 597 Range of Reading and Level of Text Complexity Standard 10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Common Core Independent Reading, 226, 456, 632, 798, 1000, 1174; Preparing to Read Complex Text, 227, 457, 633, 799, 1001, 1175; Comprehending Complex Texts, CC70 CC75 21
STRAND Writing Standards Text Types and Purposes Standard 1 Write arguments to support claims with clear reasons and relevant evidence. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Common Core Composing an Argument, CC80 CC81; Writing Editorial, 614 621, Problem-and- Solution Essay, 708 713; also see: Writing: Review, 763, Public Service Announcement, 827, Script of an Advertisement, 959, Persuasive Speech, 1131; Timed Writing: Advertisement, 413 22
Standard 1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. SE/TE: Common Core Composing an Argument (introducing the claim and establishing its significance), CC80; Editorial: Define Your Position, 615; Problem-and- Solution Essay: Generating Ideas, 709, Promote Your Solution, 710; also see: Writing: Review, 763, Persuasive Speech, 1131 23
Standard 1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. SE/TE: Common Core Composing an Argument (develop the claim with reasoning and evidence), CC80; Editorial: Use a variety of persuasive techniques, 616, Revise to strengthen appeals, 618; Problem-and- Solution Essay: Offer support, 710; also see: Writing: Review, 763, Persuasive Speech, 1131 24
Standard 1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Standard 1.d Establish and maintain a formal style. SE/TE: Editorial: Repetition and parallelism, 616, revise for coherence, 618, revising sentences by combining with conjunctions, 619; Problem-and- Solution Essay: Use an appropriate structure, 710 SE/TE: Editorial: Maintain a formal style, 616; Problem-and- Solution Essay: Choose between active and passive voice, 711; also see: Writing: Review, 763, Persuasive Speech, 1131 25
Standard 1.e Provide a concluding statement or section that follows from and supports the argument presented. SE/TE: Common Core Composing an Argument (write a concluding statement or section), CC80; Writing Editorial (model conclusion), 620 26
Standard 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SE/TE: Writing Description of a Person (Explanatory Text), 104 109, How-to Essay (Write Informative Text), 548 553, Exposition: Comparison-and- Contrast Essay (informative Text), 780 787, Research Report (Informative Text), 982 993, Exposition: Causeand-Effect Essay (Explanatory Text), 1156 1163; also see: Timed Writing, 85, 103, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141; Common Core Assessment Writing, 224, 454, 630, 796, 1002, 1172 27
Standard 2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Standard 2.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. SE/TE: Writing Description of a Person: generate broad statement, 104, How-to Essay: list for topic, 548, add interest to your introduction, 550, Comparison-and- Contrast Essay: narrow your topic, 781, point-by-point organization (introduction), 782, Research Report: define your thesis, 985, Cause-and- Effect Essay: narrow your topic, 1157, focus on organize your ideas, 1158 SE/TE: Writing Prewriting, 709, 781, 983 984, 1085, 1157; Drafting, 710, 782, 985, 1086, 1158 28
Standard 2.c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Standard 2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. Standard 2.e Establish and maintain a formal style. Standard 2.f Provide a concluding statement or section that follows from and supports the information or explanation presented. SE/TE: Transitions, 499, 618, 988, 1087, 1160 SE/TE: Delete Unnecessary Details, 784; Define Key Terms, 1160 SE/TE: Writing Business Letter Prewriting, 842; Drafting, 844 SE/TE: Drafting, 106; Add Interest with Your Introduction and Conclusion, 550; Check for Unity, 988 29
Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Standard 3.a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Standard 3.b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. SE/TE: Writing Autobiographical Essay, 208 215; Short Story, 438 445; Writing: New Ending, 53; Letter, 79; Personal Narrative, 155; Study for a Poem, 689; Narrative Poem, 739 SE/TE: Writing Prewriting, 209, 439; Drafting, 210, 440; Writing: Letter, 79; Personal Narrative, 155; SE/TE: Writing Drafting, 210, 440; Writing: New Ending, 53; Dialogue, 383 30
Standard 3.c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Standard 3.d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Standard 3.e Provide a conclusion that follows from and reflects on the narrated experiences or events. SE/TE: Writing Revising Strategies, 212, 442; also see: Transitions, 499, 618, 988, 1087, 1160 SE/TE: Writing Prewriting, 209; Drafting, 210; Revising Strategies, 212, 442; Writing: New Ending, 53; Personal Narrative, 155 SE/TE: Writing: New Ending, 53; Personal Narrative, 155; Revising Strategies, 212 31
Production and Distribution of Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE/TE: Writing Description of a Person (Explanatory Text), 104 109; Autobiographical Essay (Write a Narrative), 208 215; Critical Review (Write an Argument), 326 331; Short Story (Write a Narrative), 438 445; How-to Essay (Write Informative Text), 548 553; Persuasion: Editorial (Write Arguments), 614 621; Argument: Problem-and- Solution Essay, 708 713; Exposition: Comparison-and- Contrast Essay (informative Text), 780 787; Business Letter (Informative 32
(Continued) (Continued) Text), 842 847; Research Report (Informative Text), 982 993; Research: Multimedia Report (Informative Text), 1084 1089; Exposition: Causeand-Effect Essay (Explanatory Text), 1156 1163; also see: Timed Writing, 85, 103, 115, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141; Performance Tasks: Writing, 224, 454, 630, 796, 1002, 1172; Writing assignments, 53, 155, 179, 275, 305, 383, 405, 499, 525, 571, 571, 669, 689, 739, 763, 827, 915, 959, 1037, 1061, 1109, 1131 33
Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. SE/TE: Writing Prewriting, 104, 209, 327, 439, 549, 615, 709, 781, 842, 983 984, 1085, 1157, Drafting, 106, 210, 328, 440, 550, 616, 710, 782, 844, 985, 1086, 1158, Revising, 106, 212, 213, 328, 442, 443, 550, 551, 618, 619, 710, 784, 844, 845, 988, 989, 1160, 1161, Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163 34
Standard 6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Research to Build and Present Knowledge Standard 7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. SE/TE: Writing Publishing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Multimedia Report, 1084 1089; Research and Technology: Multimedia Presentation, 525; Internet, 462; Internet, use, 983, 1037; Web site, 962, 963, 967; 21 st Century Skills, R28 R33 SE/TE: Writing Research Report, 982 993; Multimedia Report, 1084 1089; Research and Technology: Research Report, 155, Multimedia Presentation, 525, Writing: Research Proposal, 1109 35
Standard 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SE/TE: Sources, primary/secondary, 968, 971, 972, 974, 978, 980, 981, 1084, 1109; Develop a Research plan, 983; Use a variety of primary and secondary sources, 983; Evaluate sources, 984; Balance research and original ideas, 985; Prepare to credit sources, 985; Make direct reference to sources, 986; Create a Works Cited list, 986; Check your citations, 988; Focus on Citations, 993; Borrowing from TV shows or Movies, 1085; Respect copyright, 1086 36
Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SE/TE: Writing Critical Review, 326-331; also see: Writing to Compare Literary Works: 103, 207, 325, 437, 547, 613, 707, 779, 841, 981, 1083, 1157; Common Core Assessment Writing (analyzing literature and informational texts), 224, 454, 630, 796, 1002, 1172 37
Standard 9.a Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). SE/TE: Writing Critical Review, 326-331; Writing to Compare Literary Works: 103, 207, 325, 437, 547, 613, 707, 779, 841, 981, 1083, 1157; Common Core Assessment Writing (analyzing literature), 224, 454, 630, 796, 1002, 1172; Writing: Personal Essay, 405, Response to Literature, 589; Research and Technology: Mini- Anthology, 689; also see: Writing About the Big Question, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 476, 484, 502, 512, 535, 556, 564, 574, 580, 599, 652, 660, 672, 680, 38
(Continued) (Continued) 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165 Standard 9.b Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). SE/TE: Common Core Assessment Writing (analyzing informational texts), 224, 454, 630, 796, 1002, 1172; also see: Timed Writing (reading for information texts), 85, 311, 413, 533, 597, 697, 771, 967, 1069, 1141 39
Range of Writing Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SE/TE: Writing Description of a Person (Explanatory Text), 104 109; Autobiographical Essay (Write a Narrative), 208 215; Critical Review (Write an Argument), 326 331; Short Story (Write a Narrative), 438 445; How-to Essay (Write Informative Text), 548 553; Persuasion: Editorial (Write Arguments), 614 621; Argument: Problem-and- Solution Essay, 708 713; Exposition: Comparison-and- Contrast Essay (informative Text), 780 787; Business Letter (Informative Text), 842 847; 40
(Continued) (Continued) Research Report (Informative Text), 982 993; Research: Multimedia Report (Informative Text), 1084 1089; Exposition: Causeand-Effect Essay (Explanatory Text), 1156 1163; also see: Timed Writing, 85, 103, 115, 189, 207, 311, 325, 413, 437, 533, 547, 597, 613, 697, 707, 771, 779, 835, 841, 967, 981, 1069, 1083, 1141; Performance Tasks: Writing, 224, 454, 630, 796, 1002, 1172; Writing assignments, 53, 155, 179, 275, 305, 383, 405, 499, 525, 571, 571, 669, 689, 739, 763, 827, 915, 959, 1037, 1061, 1109, 1131 41
STRAND Speaking and Listening Standards Comprehension and Collaboration Standard 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Exploring the Big Question, 2, 230, 460, 636, 802, 1008; Speaking and Listening: Discussion, 127; Informal Debate, 247, 933, 1051; Performance Tasks: Group Discussion, 225, 455, 631, 797, 1003, 1173; also see: Comprehension and Collaboration, 53, 79, 305, 405, 1037, 1061; Writing: Discussion, hold, 615, 1157 42
Standard 1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Standard 1.b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. SE/TE: Listening and Speaking: Panel Discussion, 405; Debate, 827; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 912, 1048, 1058 SE/TE: Listening and Speaking: Panel Discussion, 405; Debate, 827; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 912, 1048, 1058 43
Standard 1.c Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Standard 1.d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SE/TE: Listening and Speaking: Panel Discussion, 405; Debate, 827; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 912, 1048, 1058 SE/TE: Listening and Speaking: Panel Discussion, 405; Role Play, 79; Debate, 827; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 912, 1048, 1058 44
Standard 2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Standard 3 Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SE/TE: Communications Effective Listening and Note Taking, 218 219; Evaluating an Oral Presentation, 624 625; Evaluating Media Messages, 790 791; Listening and Speaking: Panel Discussion, 405; Debate, 827 SE/TE: Communications Effective Listening and Note Taking, 218 219; Evaluating an Oral Presentation, 624 625; Evaluating Media Messages, 790 791; Listening and Speaking: Panel Discussion, 405; Debate, 827 45
Presentation of Knowledge and Ideas Standard 4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SE/TE: Communication Delivering a Narrative Presentation, 996 997; Delivering a Persuasive Speech Using Multimedia, 1166 1167; Listening and Speaking: Debate, 827; Storytelling workshop, 1061; Writing Multimedia Report, 1084 1089; Research and Technology: Multimedia presentation, 525; Oral report, 275; Speech, 447, 589; Oral Response, 305; Performance Tasks: Oral Presentation, 225, 631, 1003; Oral Explanation, 797 46
Standard 5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SE/TE: Writing Multimedia Report, 1084 1089; also see: Research and Technology, 275, 571; Multimedia presentation, 525; Listening and Speaking, 915, 1037; Communications Workshop, 1166 1167 SE/TE: Communications Workshop, 218 219, 448 449, 624 625, 790 791, 996 997, 1166 1167; Performance Tasks: Speaking and Listening, 225, 455, 631, 797, 1003, 1173; Speaking and Listening, 53, 79, 305, 405, 499, 589, 669, 739, 827, 915, 1037, 1061; Exploring the Big Question, 2, 230, 460, 636, 802, 1008 47
STRAND Language Standards Conventions of Standard English Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Integrated Language Skills: Conventions, 52, 78, 154, 178, 274, 304, 382, 404, 498, 524, 570, 588, 668, 688, 738, 762, 826, 914, 958, 1036, 1060, 1108, 1130; Writer s Toolbox: Conventions, 213, 329, 443, 551, 711; Assessment Workshop, 223, 453, 629, 795, 1001, 1171; Handbook: R40 R43; also see: Writing Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Communications Workshop, 218 219, 448 449, 624 625, 790 791, 996 997, 1166 1167 48
Standard 1.a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Standard 1.b Form and use verbs in the active and passive voice. Standard 1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. SE/TE: Verbals, 844; Infinitive Phrases, 762; Participial Phrases, 827; Grammar Application, 763, 827 SE/TE: Choose Between Active and Passive Voice, 710; Use Verb Voice and Mood, 1166; Grammar, Usage, and Mechanics Handbook, R40; also see: Speaking and Listening, 53 SE/TE: Revising Verb Phrases for Mood, 329; Single Tenses of Verbs, 382; Tense and Mood of Verbs, 404; Grammar, Usage, and Mechanics Handbook, R40 49
Standard 1.d Recognize and correct inappropriate shifts in verb voice and mood. Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. SE/TE: Revising Verb Phrases for Mood, 329; Single Tenses of Verbs, 382; also see: Choose Between Active and Passive Voice, 710; Use Verb Voice and Mood, 1166; Grammar, Usage, and Mechanics Handbook, R40 SE/TE: Integrated Language Skills: Conventions, 52, 78, 154, 178, 274, 304, 382, 404, 498, 524, 570, 588, 668, 688, 738, 762, 826, 914, 958, 1036, 1060, 1108, 1130; Writer s Toolbox: Conventions, 213, 329, 443, 551, 711; Assessment Workshop, 223, 453, 629, 795, 1001, 1171; Handbook: R40 R43; also see: Writing 50
(Continued) (Continued) Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Communications Workshop, 218 219, 448 449, 624 625, 790 791, 996 997, 1166 1167 Standard 2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Standard 2.b Use an ellipsis to indicate an omission. SE/TE: Conventions: Commas, 1060; Semicolons and Colons, 1108; Grammar Application, 1061, 1109; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Focus on Ellipses, 993; Grammar, Usage, and Mechanics Handbook, R43 51
Standard 2.c Spell correctly. SE/TE: Editing and Proofreading: Check Commonly Misspelled Words, 109; Spell Tricky or Difficult Words Correctly, 331; Spelling Homophones, 713; Spelling Plurals, 847; Revising: Correct spellings of comparative and superlative forms, 551; Integrated Language Skills: Spelling plural words, 78, 847 52
Knowledge of Language Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. SE/TE: Integrated Language Skills: Conventions, 52, 78, 154, 178, 274, 304, 382, 404, 498, 524, 570, 588, 668, 688, 738, 762, 826, 914, 958, 1036, 1060, 1108, 1130; Writer s Toolbox: Conventions, 213, 329, 443, 551, 711; Assessment Workshop, 223, 453, 629, 795, 1001, 1171; Handbook: R40 R43; also see: Writing Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Communications Workshop, 218 219, 448 449, 624 625, 790 791, 996 997, 1166 1167 53
Standard 3.a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). SE/TE: Choose Between Active and Passive Voice, 710; Use Verb Voice and Mood, 1166; Grammar, Usage, and Mechanics Handbook, R40 Vocabulary Acquisition and Use Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. SE/TE: Vocabulary Dictionary and Thesaurus, 216 217; Word Origins, 446 447; Words With Multiple Meanings, 622 623; Content -Area Vocabulary, 182 54
Standard 4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. Standard 4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). SE/TE: Context Clues, 651, 655, 659, 665, 667, 671, 675, 678, 679, 683, 687, 690 691, R23; Vocabulary Dictionary and Thesaurus, 216 217; Word Origins, 446 447; Words With Multiple Meanings, 622 623 SE/TE: Prefixes, 246, 261, 262, 273, 386, 393, 394, 403, 652, 659, 660, 667, 716, 725, 726, 737, 918, 957; Suffixes, 278, 291, 292, 303, 476, 483, 484, 497, 672, 679, 680, 687, 816, 825, 852, 913, 1040, 1049, 1050, 1059; Roots, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 334, 343, 344, 381, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 55
(Continued) (Continued) 587, 742, 753, 754, 761, 1024, 1029, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129 Standard 4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. SE/TE: Vocabulary Dictionary and Thesaurus, 216 217; Word Origins, 446 447; Borrowed and Foreign Words, 994 995; Learning Big Question Vocabulary, 3, 231, 461, 637, 803, 1009; Using a Dictionary, 39, 51, 77, 119, 153, 261, 273, 291, 303, 483, 511, 523, 563, 569, 579, 587, 659, 667, 679, 725, 737, 761, 1029, 1049, 1059, 1101, 1107, 1129 56
Standard 4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Standard 5.a Interpret figures of speech (e.g. verbal irony, puns) in context. SE/TE: Learning Big Question Vocabulary, 3, 231, 461, 637, 803, 1009; Vocabulary Dictionary and Thesaurus, 216 217 SE/TE: Vocabulary Figurative Language, 1164 1165; Figurative Language, 157, 640, 671, 677, 679, 685, 687, 772, 1010, 1166 SE/TE: Vocabulary Idioms, 788 789; Idioms, 1010, 1039, 1166 57
Standard 5.b Use the relationship between particular words to better understand each of the words. Standard 5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). SE/TE: Analogies, form, 343, 381, 772, 779, 1049, 1059; Synonyms: choose and explain, 63, 77, replace word with, 291, 303, match meaning, explain similarity, 1101, 1107; Antonyms, choose and explain, 511, 523 SE/TE: Connotation/ Denotation, 573, 579, 587; Synonyms: choose and explain, 63, 77, 511, 523, replace word with, 291, 303, match meaning, explain similarity, 1101, 1107 58
Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. SE/TE: Learning Big Question Vocabulary, 3, 231, 461, 637, 803, 1009; Vocabulary Workshop, 216 217, 446 447, 622 623, 788 789, 994 995, 1164 1165; Vocabulary, 26, 39, 40, 51, 56, 63, 64, 77, 112, 119, 120, 153, 158, 169, 170, 177, 246, 261, 262, 273, 278, 291, 292, 303, 334, 343, 344, 381, 386, 393, 394, 403, 476, 483, 484, 497, 502, 511, 512, 523, 556, 563, 564, 569, 574, 579, 580, 587, 652, 659, 660, 667, 672, 679, 680, 687, 716, 725, 726, 737, 742, 753, 754, 761, 816, 825, 852, 913, 918, 957, 1024, 1029, 1040, 1049, 1050, 1059, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129 59
STRAND Language Progressive Skills The following skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Conventions of Standard English Standard 6.1.c Recognize and correct inappropriate shifts in pronoun number and person. Standard 7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Standard 5.1.d Recognize and correct inappropriate shifts in verb tense. Pupil Edition Page References ATE Teacher Edition Page References SE/TE: Revising for Pronoun- Antecedent Agreement, 213; Grammar, Usage, and Mechanics Handbook, R42 SE/TE: Dangling and Misplaced Modifiers, 914; Grammar Application, 915; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Simple Tense of Verbs, 382; Tense and Mood Verbs, 404; Focus on Sentences, 445; Grammar, Usage, and Mechanics Handbook, R41 60
Standard 6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). Standard 6.1.e Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. Standard 3.1.f Ensure subject-verb and pronoun-antecedent agreement. SE/TE: Revising for Pronoun- Antecedent Agreement, 213; Grammar, Usage, and Mechanics Handbook, R42 SE/TE: Focus on Sentences, 445; Editing, 109, 553, 621; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Revising for Pronoun- Antecedent Agreement, 213; Revising for Subject-Verb Agreement, 443; Focus on Sentences, 445; Grammar, Usage, and Mechanics Handbook, R42 61
Standard 4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Standard 4.1.g Correctly use frequently confused words (e.g., to/too/two; there/their). Standard 5.2.a Use punctuation to separate items in a series. SE/TE: Revising Run-on Sentences and Sentence Fragments, 1161; Clauses, 958; Cumulative Review, 998; Grammar, Usage, and Mechanics Handbook, R42 SE/TE: Focus on Spelling: Homophones, 713; Vocabulary Dictionary and Thesaurus, 216 217; Grammar, Usage, and Mechanics Handbook, R42 SE/TE: Commas, 1060; Grammar Application, 1061; Grammar, Usage, and Mechanics Handbook, R43 62
Standard 6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. Knowledge of Language Standard 3.3.a Choose words and phrases for effect. Standard 6.3.a Vary sentence patterns for meaning, reader/listener interest, and style. Standard 7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. SE/TE: Commas, 1060; Grammar Application, 1061; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Using a Unique Voice, 105; Drafting Strategies, 106; also see: Persuasion: Editorial, 614 621 SE/TE: Revising Strategies, 442, 785; Use Language to Maintain Interest, 1087; Grammar, Usage, and Mechanics Handbook, R41 SE/TE: Revise for Business like Language, 844; Writing: Film Review, 959 63
Standard 4.3.b Choose punctuation for effect. Standard 6.3.b Maintain consistency in style and tone. SE/TE: Grammar Application, 689; also see: Conventions, 1060, 1108; Grammar, Usage, and Mechanics Handbook, R43 SE/TE: Using a Unique Voice, 105; Writing: Poetry, 669; Revising to Combine Sentences Using Gerunds and Participles, 843 All Standards must be listed even though you may not correlate to every standard. Please write "NA" in the page reference if there is no correlation. If you have an annotated teacher edition (ATE), then you may correlate to that one book as it contains both the pupil and teacher edition. Please indicate that you are correlating to the ATE. If you have a series of books that are being submitted, please do a correlation for each book. Each book's correlation should stand alone. 64