ARKANSAS ENGLISH LANGUAGE ARTS CURRICULUM FRAMEWORK STRAND: ORAL AND VISUAL COMMUNICATION

Prentice Hall Writing and Grammar: Communication In Action Handbook, Bronze Level 2004 Arkansas English Language Arts Curriculum Framework (Grade 7) STRAND: ORAL AND VISUAL COMMUNICATION Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present information. SE/TE: Speech, 511, 546; Evaluating Speeches, 496; Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496 Speaking Vocabulary Grade 7 OV.1.7.1 OV.1.7.2 Use vocabulary from content area texts and personal reading Use standard English in classroom discussion and presentations SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519 SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496. See all discussion activities. Speaking behaviors OV.1.7.3 OV.1.7.4 OV.1.7.5 Speak for and to various purposes and audiences Demonstrate appropriate eye contact, posture, and volume Use correct pronunciation and inflection/modulation to communicate ideas and information SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496 SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496; Performing or Interpreting, 511 SE/TE: Speech, 511, 546; Evaluating Speeches, 496; Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496; Performing or Interpreting, 511 Speaking to share understanding and information OV.1.7.6 Contribute appropriately to class discussion SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496. See all discussion activities. 1

OV.1.7.7 Deliver oral presentations using standard English, appropriate vocabulary, examples and/or analogies SE/TE: Speech, 511, 546; Evaluating Speeches, 496; Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 OV.1.7.8 Use a variety of visual aids in oral presentations across the curriculum SE/TE: Creating Graphic Organizers for Comprehension, 505 507; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 Speaking for literary response and expression OV.1.7.9 Participate in a variety of speaking activities, including oral interpretations of poems, stories and monologues SE/TE: Interviews, 144, 145, 146, 162, 502, 560; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511; Peer Review, 44, 59, 75, 90, 108, 124, 141, 156, 173; Speaking and Listening Skills, 493; Using Informal Speaking Skills, 493 494; Using Formal Speaking Skills, 495 496 Speaking for critical analysis and evaluation OV.1.7.10 Evaluate self and peers performance as an interviewer based on preset criteria SE/TE: Peer Review, 44, 59, 75, 90, 108, 124, 141, 156, 173 STRAND: ORAL AND VISUAL COMMUNICATION Standard 2: Listening Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication. SE/TE: Speaking and Listening Skills, 493; Listening Effectively, 497 498 Listening for information and understanding OV.2.7.1 Demonstrate effective listening skills by exhibiting appropriate body language SE/TE: Performing or Interpreting, 511; Speaking and Listening Skills, 493; Listening Effectively, 497 498 OV.2.7.2 Establish purpose for listening SE/TE: Speaking and Listening Skills, 493; Listening Effectively, 497 498 OV.2.7.3 Listen attentively for mail ideas, details, and organization SE/TE: Speaking and Listening Skills, 493; Listening Effectively, 497 498. Main Points, 86, 88, 94, 170 2

OV.2.7.4 Demonstrate attentive listening skills to respond to and interpret speaker s message SE/TE: Performing or Interpreting, 511; Viewing Information Media Critically, 502 503; Speaking and Listening Skills, 493; Listening Effectively, 497 498 Listening for critical analysis and evaluation OV.2.7.5 Evaluate presentations using established criteria/rubrics (e.g., purpose, content, organization, and delivery) SE/TE: Viewing Information Media Critically, 502 503; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511; Speaking and Listening Skills, 493; Listening Effectively, 497 498 STRAND: ORAL AND VISUAL COMMUNICATION Standard 3: Media Literacy Students shall demonstrate knowledge and understanding of media as a mode of communication SE/TE: Viewing Information Media Critically, 502 503; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 Utilizing media for information and understanding OV.3.7.1 View a variety of visually presented materials for understanding of a specific topic SE/TE: Viewing Information Media Critically, 502 503; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 Utilizing media for critical analysis and evaluation OV.3.7.2 Use appropriate criteria to evaluate media for bias and propaganda SE/TE: Persuasion, 178, 182; Evaluating Persuasion, 90; Persuasive Prompts, 177, 181; Persuasive Speech, 495; Viewing Information Media Critically, 502 503; Persuasive Essay, 78 95 Utilizing a variety of resources to produce visuals that communicate through print and non-profit media OV.3.7.3 Design presentations that incorporate media visuals SE/TE: Viewing Information Media Critically, 502 503; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 3

STRAND: WRITING Standard 4: Process Students shall employ a wide range of strategies as they write and use different writing process elements appropriately. SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages 96 111; Cause-and- Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175, and Writing for Assessment pages 176 187 Prewriting W.4.7.1 W.4.7.2 W.4.7.3 W.4.7.4 Drafting Generate ideas by selecting and applying appropriate prewriting strategies which shall include reading, discussing, observing, brainstorming, focused and unfocused free-writing, and reading/learning logs Organize ideas by using such graphic organizers as webbing, mapping charts/graphs, Venn diagrams, and formal outlining with main topics and sub-topics Determine a focus and an organizational structure based on purpose, audience, length, and required format for expository, narrative, and descriptive writing Use available technology to access information by using a card catalog and multiple Internet sources SE/TE: Prewriting Strategies, 6 9, 34 37, 50 53, 64 67, 80 83, 98 101, 114 117, 130 133, 146 149, 162 167, 178 180 SE/TE: Prewriting Strategies, 6 9, 34 37, 50 53, 64 67, 80 83, 98 101, 114 117, 130 133, 146 149, 162 167, 178 180 SE/TE: Prewriting: Audiences, 37, 52, 66, 82, 101, 117, 132, 149, 165; Purpose for Writing, 37, 52, 66, 82, 101, 117, 132, 149, 165, 179 SE/TE: Reference Skills, 558 568 W.4.7.5 Create a draft for expository SE/TE: Exposition: Drafting, 84 85, 102 103, 118 119, 134 135, 150 151 W.4.7.6 W.4.7.7 Create a draft for narrative writing that includes dialogue Create an effective lead paragraph by using dialogue or a description of a character or setting on persuasive and expository organization SE/TE: Drafting, 38 39, 54 55; Dialogue, 28, 31, 60, 261 262, 457 SE/TE: Exposition: Drafting, 38 39, 54 55, 68 69, 84 85, 102 103, 118 119, 134 135, 150 151, 168 169, 181 182 4

Revising W.4.7.8 Revise content for: Central Idea SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, 104 108, 120 124, 136 141, 152 156, 170 173, 183 184 Organization SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, 104 108, 120 124, 136 141, 152 156, 170 173, 183 184 Unity SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, 104 108, 120 124, 136 141, 152 156, 170 173, 183 184 Elaboration (e.g., explanation, examples, description, etc.) SE/TE: Sentences, Paragraphs, and Compositions, 16 31; Revising: Sentences, 42, 58, 73, 89, 107, 122, 138, 154, 172; Revising: Paragraphs, 41, 57, 72, 88, 106, 121, 137, 153, 171, 183 Clarity SE/TE: Revising: Overall Structure, 40, 56, 70, 86, 104, 120, 136, 152, 170, 183 W.4.7.9 Revise style for Sentence variety SE/TE: Sentences, Paragraphs, and Compositions, 16 31; Revising: Sentences, 42, 58, 73, 89, 107, 122, 138, 154, 172 Tone SE/TE: Tone, 30; Revising: Word Choice, 43, 59, 74, 90, 108, 124, 140, 155, 173, 184 Voice SE/TE: Voice, 3, 549; Revising, 11 13, 40 44, 56 59, 70 75, 86 90, 104 108, 120 124, 136 141, 152 156, 170 173, 183 184 Selected vocabulary SE/TE: Revising: Word Choice, 43, 59, 74, 90, 108, 124, 140, 155, 173, 184 Selected information SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, 104 108, 120 124, 136 141, 152 156, 170 173, 183 184 W.4.7.10 Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist rubric, and/or reference materials (e.g., dictionary, thesaurus, etc.) SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, 104 108, 120 124, 136 141, 152 156, 170 173, 183 184 5

Editing Note to teacher: Align with Conventions Standard W.4.7.11 Edit individually or in groups for appropriate grade-level conventions, within the following features: Sentence formation SE/TE: Basic Sentence Parts, 266 295; Effective Sentences, 322 351 Completeness SE/TE: Editing, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Absence of fused sentences SE/TE: Editing, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Expansion through standard coordination and modifiers Embedding through standard subordination and modifiers SE/TE: Making Words Agree, 386 407; Using Modifiers, 408 421 SE/TE: Using Modifiers, 408 421 Standard word order Usage SE/TE: Using Verbs, 352 375; Using Pronouns, 376 385; Making Words Agree, 386 407; Using Modifiers, 408 421 Standard inflections SE/TE: Editing, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Agreement SE/TE: Making Words Agree, 386 407 Word meaning SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 Conventions SE/TE: Nouns and Pronouns, 190 205; Verbs, 206 221; Adjectives and Adverbs, 222 243; Prepositions, 244 253; Conjunctions and Interjections, 254 265; Basic Sentence Parts, 266 295; Phrases and Clauses, 296 321; Effective Sentences, 322 351; Using Verbs, 352 375; Using Pronouns, 376 385; Making Words Agree, 386 407; Using Modifiers, 408 421 Mechanics SE/TE: Punctuation, 422 423; End Marks, 424 428; Commas, 429 443; Semicolons and Colons, 444 449; Quotation Marks, 450 461; Hyphens and Apostrophes, 462 473 6

Capitalization SE/TE: Capitalization, 474 665. Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Punctuation SE/TE: Punctuation, 422 423; End Marks, 424 428; Commas, 429 443; Semicolons and Colons, 444 449; Quotation Marks, 450 461; Hyphens and Apostrophes, 462 473 Formatting SE/TE: Editing and Proofreading, 26, 62, 63, 67, 71, 88, 93, 97, 114, 115, 118, 139, 140, 144, 149, 165, 169, 173, 189, 190, 193, 197, 214, 215, 217, 221, 239, 240, 264, 269, 273, 283, 287, 290, 291. Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Spelling SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 Publishing W.4.7.12 W.4.7.13 W.4.7.14 Use available technology to experiment with various formats for a final written product Maintain a writing portfolio that exhibits growth in meeting goals and expectations Publish/share according to purpose and audience SE/TE: Publishing and Presenting, 15, 46, 61, 77, 92, 110 111, 126 127, 143, 158 159, 175, 185 187 SE/TE: Publishing: Building Your Portfolio, 46, 61, 77, 92, 110, 126, 143, 158, 175, 185 SE/TE: Publishing and Presenting, 15, 46, 61, 77, 92, 110 111, 126 127, 143, 158 159, 175, 185 187 STRAND: WRITING Standard 5: Purpose, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics, and audiences employing a wide range of forms. SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages 96 111; Cause-and- Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175, and Writing for Assessment pages 176 187 7

Purposes and Audiences W.5.7.1 W.5.7.2 Write to develop narrative, expository, descriptive, and persuasive pieces Select the form of writing that addresses the intended audience SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages 96 111; Cause-and- Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175, and Writing for Assessment pages 176 187 SE/TE: Topic Bank, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178; Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparison-and Contrast Essay pages 96 111; Cause-and-Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175, and Writing for Assessment pages 176 187 Topics and Forms W.5.7.3 W.5.7.4 W.5.7.5 W.5.7.6 Create expository, narrative, descriptive, and persuasive writings Write poems using a variety of techniques/devices, with emphasis on lyric poetry Write research reports and document sources, summarizing, and paraphrasing Write to reflect ideas/ interpretations of multicultural and universal themes and concepts SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages 96 111; Cause-and- Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175, and Writing for Assessment pages 176 187 SE/TE: See poetry page 549 550. SE/TE: Research Report, 144, 145, 146 149, 150 151, 152 156, 157, 158, 159; I-Search Report, 159. See also Citing Sources page 576 and Reference Skills pages 558 568 SE/TE: Comparison-and Contrast Essay pages 96 111; Cause-and-Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175; Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 8

W.5.7.7 Write with and without prompts for a sustained period of time SE/TE: Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 W.5.7.8 W.5.7.9 Write responses to literature that demonstrate understanding or interpretation Write on demand with or without prompt within a given time frame SE/TE: Response to Literature, 160 175; Topic Bank: Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 SE/TE: Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 W.5.7.10 Write across the curriculum SE/TE: Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 Standard 6: Conventions Students shall apply knowledge of standard English conventions in written work. Sentence Formation SE/TE: Effective Sentences, 322 351; Drafting, 10, 38 39, 54 55, 68 69, 84 85, 102 103, 118 119, 134 135, 150 151, 168 169, 181 182; Revising: Sentences, 2, 58, 73, 89, 107, 122, 138, 154, 172 Sentence Formation W.6.7.1 Vary sentence structure by using simple, compound, and complex sentences and different kinds of sentences Declarative SE/TE: Declarative Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 Interrogative SE/TE: Interrogative Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 Imperative SE/TE: Imperative Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 Exclamatory SE/TE: Exclamatory Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 W.6.7.2 Write effective sentences by embedding clauses, prepositional and appositive phrases, and all compound elements SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 9

W.6.7.3 Use phrases and clauses to invert sentence order for emphasis and variety SE/TE: Phrases and Clauses, 296 321 W.6.7.4 W.6.7.5 Correct fragments, run-ons, comma splices, and fused sentences Analyze personal and peer sentence formation for effective use of the parts of speech SE/TE: Correcting Sentence Fragments, 337; Correcting Phrase Fragments, 338; Correcting Clause Fragments, 339 341; Correcting Runons, 341 342; Three Ways to Correct Runons, 342 343 SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351; Drafting, 10, 38 39, 54 55, 68 69, 84 85, 102 103, 118 119, 134 135, 150 151, 168 169, 181 182 Precise nouns SE/TE: Chapter 14: Nouns and Pronouns, 190; Diagnostic Test, 191; Nouns, 192 196 Pronouns SE/TE: Chapter 14: Nouns and Pronouns, 190; Diagnostic Test, 191; Pronouns, 197 205; Chapter 23: Using Pronouns, 376; Diagnostic Test, 377; Pronouns, 378 385 Demonstrative SE/TE: Demonstrative Pronouns, 201, 233 Compound personal SE/TE: Pronouns, 197 205 Reflexive SE/TE: Pronouns, 197 205 Intensive SE/TE: Pronouns, 197 205 Personal SE/TE: Personal Pronouns, 199 200, 231 232, 376 385, 402 404, 405 407, 469, 474, 477 Interrogative SE/TE: Interrogative Pronouns, 202, 234 Relative SE/TE: Pronouns, 197 205 Indefinite SE/TE: Indefinite Pronouns, 202, 203, 397 399, 405 407 Active and linking verbs SE/TE: Chapter 15: Verbs, 3206; Diagnostic Test, 207; Action Verbs, 208 210; Linking Verbs, 212 217; Chapter 22: Using Verbs, 352; Diagnostic Test, 353; The Four Principal Parts of Verbs, 354 361; The Tenses and Forms of Verbs, 362 369; Troublesome Verbs, 370 375 10

Adjectives SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adjectives, 224 235; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Possessive SE/TE: Possessive Adjectives, 231 232 Article SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adjectives, 224 235; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Interrogative SE/TE: Interrogatives, 234 Numeral SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adjectives, 224 235; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Demonstrative SE/TE: Demonstrative Adjectives, 233 Indefinite SE/TE: Chapter 16: Adjectives and Adverbs, 222 235; Chapter 25: Using Modifiers, 408 421 Descriptive SE/TE: Adjectives and Adverbs, 222 235; Chapter 25: Using Modifiers, 408 421 Adverbs SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adverbs, 236 243; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Manner SE/TE: Adverbs, 236 243; Chapter 25: Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Time SE/TE: Adverbs, 236 243; Chapter 25: Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Place SE/TE: Adverbs, 236 243; Chapter 25: Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 11

Usage Degree SE/TE: Adverbs, 236 243; Chapter 25: Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Negative SE/TE: Adverbs, 236 243; Chapter 25: Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Interrogative SE/TE: Adverbs, 236 243; Chapter 25: Comparisons Using Adjectives and Adverbs, 410 416; Troublesome Modifiers, 417 421 Conjunctions SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions,256 260 Coordinate SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions,256 260 Correlative SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions,256 260 Subordinate SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions,256 260 Interjections for excitement SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Interjections, 261 265 Prepostitions to indicate relationships SE/TE: Chapter 17: Prepositions, 244; Diagnostic Test, 245; Using Prepositions, 246 253; Using Prepositional Phrases, 298 301 W.6.7.6 Apply conventions of grammar with emphasis on the following: Subject-verb agreement SE/TE: Chapter 24: Making Words Agree, 386; Agreement Between Subjects and Verbs, 388 401 Parts of a sentence and sentence patterns SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 S-V SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 12

Spelling S-V-DO SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 S-V-IO-DO SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 S-LV-PN SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 S-LV-PA SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 Conjugation in progressive verb forms SE/TE: Chapter 22: Using Verbs, 352; Diagnostic Test, 353; The Four Principal Parts of Verbs, 354 361; The Tenses and Forms of Verbs, 362 369; Troublesome Verbs, 370 375 Prepositional phrases as modifiers SE/TE: Chapter 17: Prepositions, 244; Diagnostic Test, 245; Using Prepositions, 246 253; Using Prepositional Phrases, 298 301 Dependent clauses SE/TE: Subordinate Clauses, 310, 311, 317 318 W.6.7.7 Spell words correctly in all writing SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 Capitalization W.6.7.8 Apply conventional rules of capitalization in writing SE/TE: Capitalization, 474 665. See all Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185. Punctuation W.6.7.9 W.6.7.10 W.6.7.11 W.6.7.12 Apply conventional rules for all end marks and commas in writing Use semi-colons and colons in compound and compound complex sentences Use colons in compound and compoundcomplex sentences and to introduce lists Use double and single quotation marks in dialogue SE/TE: End Marks and Commas, 424 428 SE/TE: Semicolons and Colons, 444 449 SE/TE: Semicolons and Colons, 444 449 SE/TE: Quotation Marks, 450 461 13

STRAND: WRITING Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages 96 111; Cause-and- Effect Essay pages 112 127; How-to Essay pages 128 143; Research Report pages 144 159; Response to Literature pages 160 175, and Writing for Assessment pages 176 187 Purposefully shaping and controlling language W.7.7.1 W.7.7.2 Use figurative language purposefully, such as personification and hyperbole, to shape and control language to affect readers Use a variety of sentence types and lengths (see Conventions Standard 6) SE/TE: Figurative Language, 167, 514 SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351 W.7.7.3 Use word or sentence repetition for effect SE/TE: Basic Sentence Parts, 266 280; Effective Sentences, 322 351; Repetition, 58, 107 108 W.7.7.4 Use transition words/ phrases SE/TE: Transitions, 26, 42, 88, 94, 143, 154, 184 W.7.7.5 Use purposeful vocabulary with emphasis on developing voice SE/TE: Voice in Writing, 3, 549 W.7.7.6 Create an effective lead and conclusion SE/TE: Drafting, 10, 38 39, 54 55, 68 69, 84 85, 102 103, 118 119, 134 135, 150 151, 168 169, 181 182 W.7.7.7 Narrow the time focus of a piece of writing SE/TE: Drafting, 10, 38 39, 54 55, 68 69, 84 85, 102 103, 118 119, 134 135, 150 151, 168 169, 181 182 W.7.7.8 Vary the placement of topic SE/TE: Drafting, 10, 38 39, 54 55, 68 69, 84 85, 102 103, 118 119, 134 135, 150 151, 168 169, 181 182 W.7.7.9 Use dialogue effectively SE/TE: Dialogue, 28, 31, 60, 261 262, 457 W.7.7.10 Use humor appropriately SE/TE: For related information see Advertisements page 502. W.7.7.11 Use writer s checklist or scoring guides/rubrics to improve written work SE/TE: Rubric for Self Assessment, 46, 61, 77, 92, 110, 126, 143, 158, 175, 185 14

W.7.7.12 Self-evaluate writing SE/TE: Rubric for Self Assessment, 46, 61, 77, 92, 110, 126, 143, 158, 175, 185 STRAND: READING Standard 9: Comprehension Students shall apply a variety of strategies to read and comprehend printed material Application of the following Student Learning Expectations is based on grade-level texts that vary in length and complexity Prior Knowledge R.9.7.1 Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for reading Making Connections R.9.7.2 Infer the interrelations of text and world issues/events by applying connection strategies Using questioning and monitoring R.9.7.3 R.9.7.4 R.9.7.5 Prioritize questions formulated and purposes established for reading Generate and prioritize questions related to universal themes to interpret meaning Monitor reading strategies, including rereading, using resources and questions, and modify them when understanding breakdowns 15

Using inferences and interpretations R.9.7.6 R.9.7.7 Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text Infer a character s impact on plot development SE/TE: Response to Literature, 160 175; Topic Bank: Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163 SE/TE: Plot, 54; Characters, 39, 49, 54, 55, 167, 171, 548; Reading Literary Writing, 547 551 R.9.7.8 Infer mood of text SE/TE: Reading Literary Writing, 547 551 R.9.7.9 R.9.7.10 R.9.7.11 Analyze literary elements of fiction with emphasis on plot development, including conflict, rising action, climax, falling action, and resolution Compare and contrast points of view, such as first person, limited, and omniscient third person, and explain the effect on the overall theme of a literary work Distinguish among stated fact, reasoned judgment, and opinion in text SE/TE: Plot, 54; Characters, 39, 49, 54, 55, 167, 171, 548; Reading Literary Writing, 547 551 SE/TE: Point of View, 33, 38, 549 SE/TE: Facts and Opinions, 503, 542 Determining Importance R.9.7.12 R.9.7.13 R.9.7.14 R.9.7.15 R.9.7.16 Identify main ideas and supporting evidence in short stories and novels Use the text features to locate and recall information, with emphasis on graphics Use knowledge of text structure(s) to enhance understanding with emphasis on problem/solution Organize information, including simple outlining Use skimming, scanning, note taking, outlining, and questioning as study strategies SE/TE: Main Points, 86, 88, 94, 170 SE/TE: Creating Graphic Organizers for Comprehension, 505 5078 SE/TE: Outline, 150, 152, 181, 182, 557 16

Summarizing and Synthesizing R.9.7.17 Evaluating R.9.7.18 R.9.7.19 Summarize the content of multiple chapters of a text Evaluate the accuracy and appropriateness of the evidence used by the author to support claims and assertions Evaluate personal, social, and political issues as presented in text SE/TE: Summaries, 108, 156, 161, 179, 557, 562, 576; Paraphrasing, 541, 578 SE/TE: Topic Bank: Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163 SE/TE: Persuasion, 178, 182; Evaluating Persuasion, 90; Persuasive Prompts, 177, 181; Persuasive Speech, 495; Viewing Information Media Critically, 502 503; Persuasive Essay, 78 95 STRAND: READING Standard 10: Variety of text Students shall read, examine, and respond to a wide range of texts for a variety of purposes. Exhibits behaviors and habits of an active reader R.10.7.1 R.10.7.2 R.10.7.3 Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels Read texts that reflect contributions of different cultural groups Vary reading strategies according to text and purpose Reading a variety of informational materials for enjoyment, critical analysis, and evaluation 17

R.10.7.4 Understand how word choice and language structure convey an author s viewpoint R.10.7.5 R.10.7.6 Use skimming, scanning, note taking, outlining, and questioning as study strategies Organize and synthesize information for use in written and oral presentation SE/TE: Response to Literature pages 248 273; Topic Bank: Responding to Literature, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276 Reading a variety of literature for enjoyment, critical analysis and evaluation R.10.7.7 Read a variety of literature, including short stories, science fiction, legends, and myths SE/TE: Response to Literature pages 248 273; Topic Bank: Responding to Literature, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276 Reading a variety of poetry for enjoyment, critical analysis and evaluation R.10.7.8 R.10.7.9 R.10.7.10 Read a variety of poetry, with emphasis on lyric poetry Identify the use of poetic devices, including comparison, alliteration, repetition, onomatopoeia, and rhyme Examine the effect of imagery on the mood or meaning of the poem SE/TE: Poetry, 549 550 SE/TE: Figurative Language, 167, 514 SE/TE: Poetry, 549 550 Reading a variety of practical materials for enjoyment, critical analysis and evaluation R.10.7.11 R.10.7.12 Read and utilize functional/practical texts, including forms, reports, cover letters, letterheads, and business letters Analyze advertisements for bias and propaganda SE/TE: Advertisements, 502 18

STRAND: READING Standard 11: Vocabulary, Word Study, and Fluency. Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 Word recognition R.11.7.1 R.11.7.2 Automatically decode words to ensure focus on comprehension Continue to develop and maintain an adequate body of sight words SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 R.11.7.3 Add content words to sight vocabulary SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 Word Study and Vocabulary R.11.7.4 R.11.7.5 R.11.7.6 Use knowledge of root words and affixes and word relationships to determine meaning Use context to determine meaning of multiple meaning words Use resources to determine meaning of technical and specialized vocabulary SE/TE: Studying Word Parts and Origins, 520 523 SE/TE: Context, 514, 551 SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 R.11.7.7 Determine useful and relevant words SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, 513 516; Studying Words Systematically, 517 519; Studying Word Parts and Origins, 520 523; Improving Your Spelling, 524 533 19

R.11.7.8 Identify and explain idioms and comparisons such as analogies, metaphors and similes to infer the literal and figurative meanings or phrases SE/TE: Idioms, 514, 565; Examining Word Origins, 523; Understanding the Influence of Other Languages and Cultures, 529 R.11.7.9 R.11.7.10 Use knowledge of Greek and Latin word parts and roots to determine the meaning of subject related vocabulary Use context to determine meaning of multiple meaning words. SE/TE: Studying Word Parts and Origins, 520 523 SE/TE: Context, 514, 551 Reading with fluency R.11.7.11 R.11.7.12 Read grade level text with an approximate rate of 167 words per minute Read grade level text orally with accuracy and expression STRAND: INQUIRING/RESEARCHING Standard 12: Research/Inquiry Process Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to communicate findings in ways that suit the purpose and audience. SE/TE: Research Report, 144, 145, 146 149, 150 151, 152 156, 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages 558 568 Accessing information IR.12.7.1 IR.12.7.2 IR.12.7.3 Formulate original questions to select a topic for research Use reference features (e.g., endnotes, etc.) and text features (e.g., endnotes, footnotes, bibliography, etc.) to access information Use print and electronic sources, such as card catalogs and computer databases, to locate information SE/TE: Research Report, 144, 145, 146 149, 150 151, 152 156, 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages 558 568 SE/TE: Research Report, 144, 145, 146 149, 150 151, 152 156, 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages 558 568 20

IR.12.7.4 Gather information from more than one type of source (e.g., periodicals, books, learning logs, etc.) SE/TE: Research Report, 144, 145, 146 149, 150 151, 152 156, 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages 558 568 IR.12.7.5 Evaluate sources to select those most reliable and appropriate to purpose and topic SE/TE: Reading From Varied Sources, 732 733; Basic Study Skills, 737 739; Reference Skills, 740 750; Reading Skills: Reading Methods and Tools, 535 540; Reading Nonfiction Critically, 541 546; Reading Literary Writing, 547 551; Reading from Varied Sources, 552 553 Interpreting Information IR.12.7.6 IR.12.7.7 IR.12.7.8 IR.12.7.9 Use information presented in graphic sources to draw conclusions Develop notes that include main topics, details, summaries, and paraphrasing from multiple types of sources Create a formal topic outline of main topic, sub-topics, and details Use research to create one or more oral, written, or visual presentations /products SE/TE: Viewing and Representing Skills, 499 511 SE/TE: Note taking, 149, 495 496, 557 SE/TE: Outline, 150, 152, 181, 182, 557 SE/TE: Research Report, 144, 145, 146 149, 150 151, 152 156, 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages 558 568 Reference: http://arkedu.state.ar.us/pdf/ela%20framework%202003.pdf 21