R3.1 Apply knowledge of word origins, structure and context clues, and root words, and use dictionaries and glossaries, to determine the meaning of new words and to comprehend text. E.B.1 The student uses strategies to decode or comprehend the meaning of words in text by [8] 3.1.1 Determining meanings of unfamiliar words in context using knowledge of word structure, (prefixes/suffixes, base words, common roots, or word origins)* [8] 3.1.2 Determining meanings of unfamiliar words in context, including words from other languages that have been adopted into English (e.g., carpe diem), using knowledge of language structure including using context clues, prior knowledge, and other resources (e.g., dictionaries, glossaries, thesauruses) [8] 3.1.3 Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], and analogies* [8] 3.1.4 Determining the meaning of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary (e.g., angry, vexed; segmented, segregation) 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, 587, 742, 753, 754, 761, 1024, 1029, 1092, 1101, 1102, 1107, 1112, 1119, 1120, 1129; Vocabulary Workshop: Word Origins, 448 449 SE/TE: Context Clues, 651, 655, 659, 665, 667; also see: All vocabulary entries include meanings of unfamiliar words in context. Vocabulary development, 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 SE/TE: Synonyms, 63, 77, 291, 303, 511, 523, 1101, 1107; Homophones, spell, 713; Connotation/Denotation, 573, 579, 587, R14; Analogy, 772, 779, 1166 SE/TE: Context Clues, 651, 655, 659, 665, 667; Words with Multiple Meanings, 624 625; also see: All vocabulary entries include meanings of unfamiliar words in context. Vocabulary development, 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 1
[8] 4.1.5 Self-monitoring and self-correcting while reading (e.g., rereading, adjusting reading pace, sub-vocalizing, consulting resources, questioning, flexible note taking/mapping, skimming, scanning, etc.) (L) SE/TE: Picture It!: A Comprehension Handbook, P1 P11; Predictions, make, P7, 25, 29, 30, 32, 35, 38, 39, 43, 44, 47, 49, 51, 55, 60, 63, 71, 74, 75, 77; 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; Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497; Context clues, use, 651, 655, 659, 665, 667, 671, 675, 678, 679, 683, 687; Paraphrase, P9, 715, 719, 722, 725, 733, 734, 737, 741, 744, 750, 753, 760, 761; Purpose for reading, set, P10, 1091, 1094, 1095, 1097, 1099, 1101, 1107, 1111, 1119, 1126, 1128, 1129; Summarize, P11, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059; also see: Writing Workshop: Critical Review, 326-331; Writing to Compare Literary Works: 103, 207, 325, 437, 547, 613, 707, 779, 841, 981, 1083, 1157; Writing: Response to Literature, 589; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058 R3.2 Rehearse and read texts aloud to an audience, in performances such as readers theater, reading to younger students or peers, or as part of formal presentations including research reports and literature responses. E.B.1 The student reads texts aloud by [8] 3.2.1 Rehearsing and reading aloud with expression from a variety of genres to an audience (L) [8] 3.2.2 Giving an oral formal presentation (e.g., research reports, literature responses) (L) SE/TE: Reading Skill: Read aloud according to punctuation, 741; also see: Poetry Recitation, 669; Storytelling Workshop, 1061; Skit, 499; Radio broadcast, 53 SE/TE: Communications Workshop: Conducting Interviews, 450; Delivering a Narrative Presentation, 998; Delivering a Persuasive Speech Using Multimedia, 1168; Listening and Speaking: Multimedia Presentation, 525; Speech, 447, 589; Researched Debate, 827; Writing Workshop: Multimedia Report, 1084 1089 2
R3.3 Restate and summarize information or ideas from a text and connect new information or ideas to prior knowledge and experience. E.B.3 The student restates/summarizes and connects information by [8] 3.3.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifies accurate restatements and summaries of main ideas or events or generalizations of a text* [8] 3.3.2 Connecting information within a text by making inferences and/or drawing conclusions across texts or other summarized information* [8] 3.3.3 Connecting new information or ideas to prior knowledge and experience by citing or explaining relevant examples or concepts (e.g., cells get energy from glucose just as cars get energy from gas)* (L) SE/TE: Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497; Paraphrase, P9, 715, 719, 722, 725, 733, 734, 737, 741, 744, 750, 753, 760, 761; Summarize, P11, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059 SE/TE: 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; Conclusions, draw, P4, 815, 818, 824, 825 SE/TE: Prior knowledge, use, 25, 55; Making Connections, 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, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165 R3.4 Clarify and connect main ideas and concepts, identify their relationship to other sources and related topics, and provide supporting details. E.B.2 The student demonstrates understanding of main ideas/arguments by [8] 3.4.1 Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)* [8] 3.4.2 Locating information in narrative and informative text to answer questions related to main ideas or key details* [8] 3.4.3 Comparing/contrasting the main ideas or concepts between related texts* [8] 3.4.4 Explaining connections among main ideas/concepts (text to self, text to text, text to world)* (L) SE/TE: Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497 SE/TE: Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497 SE/TE: Comparing Literary Works, 86, 190, 312, 414, 534, 598, 698, 772, 836, 968, 1070, 1142; Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523 SE/TE: Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; Details, identify/use, 475, 480, 483, 488, 490, 493, 494, 496, 497; Making Connections, 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, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165 3
R3.5 Read and follow multi-step directions to complete a task, and identify the sequence prescribed. E.C.2 The student follows multi-step directions by [8] 3.5.1 Completing a task by following written, multi-step directions (e.g., answer a multifaceted text question)* (L) [8] 3.5.2 Identifying the sequence of steps in a list of directions (e.g., what is the first step, what is the second step)* SE/TE: Analyze Technical directions, 766 771; Contract & Job application, 830 835 SE/TE: Analyze Technical directions, 766 771; Contract & Job application, 830 835; also see: Writing Workshop: How-to Essay, 548 553 R3.6 Analyze basic rules (conventions) of the four genres of fiction (short story, drama, novel, and poetry) and non-fiction. E.B.2 The student analyzes and evaluates conventions and techniques of genres by [8] 3.6.1 Analyzing the characteristics and the effect on the reader of non-fiction and the four major structural genres: poetry, drama, novel, short story* SE/TE: What are fiction and nonfiction?, 4 5; Learning about fiction and nonfiction, 6 7; What is a short story?, 232 233; Elements of short stories, 234 235; What is nonfiction?, 462-463, Learning About Types of Nonfiction, 464-465; What is storytelling?, 1010 1011; The American folk tradition, 1012 1013; Works of Fiction and Nonfiction, 9, 15, 28, 42, 59, 66, 82, 88, 94, 115, 122, 160, 172, 182, 192, 200, 237, 248, 264, 281, 294, 308, 314, 321, 336, 347, 388, 396, 408, 416, 426, 467, 478, 486, 504, 514, 528, 536, 540, 545, 558, 566, 576, 582, 592, 600, 605, 645, 647, 654, 657, 658, 663, 665, 666, 675, 677, 678, 683, 685, 686, 692, 700, 702, 718, 720, 723, 728, 731, 735, 744, 746, 749, 756, 758, 759, 766, 774, 777, 809, 818, 830, 838, 855, 919, 970, 1015, 1027, 1032, 1042, 145, 1052, 1055, 1064, 1072, 1075, 1078, 1094, 1104, 1114, 1122, 1134, 1144, 1148, 1152; What is Drama?, 804 805; Elements of drama, 806 807; Stage Directions, 815, 825; Dramatic Selections, 809, 818, 830, 838, 855, 919, 970; What is poetry?, 638 639; Poetry, elements, 640 641; Forms of poetry, 642-643; Literary Analysis: Sound Devices, 651, 659, 667; Figurative Language, 670, 679, 687; Forms of Poetry, 715, 725, 737; Imagery, 741, 753, 761; Comparing Poetry and Prose, 698, 707 4
[8] 3.6.2 Analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, personification, foreshadowing, time sequence, imagery, or repetition) to analyze literary works and non-fiction* SE/TE: 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; Personification, 640, 671, 679, 687, 1012, 1166; Repetition, 555, 640, 659; Sound Devices, 640, 651, 655, 657, 659, 663, 665, 666, 667; Rhyme, Rhythm: poetry, 638, 640, 642, 651, 659, 667; Dialogue, 849, 857, 858, 860, 864, 865, 867, 872, 873, 876, 877, 879, 880, 893, 895, 896, 898, 899, 901, 905, 906, 909, 912, 913; Imagery 741, 747, 749, 751, 753, 758, 760, 761; Onomatopoeia, 640, 651, 659, 667; Idioms, 288; Flashback, Foreshadowing, 86, 103, 235, 440; Figurative language, 640, 649, 671, 677, 679, 685, 687, 772, 1166 R3.7 Analyze and evaluate narrative elements including plot, character, setting, and point of view to determine their importance to the story. E.B.2 The student analyzes and evaluates literary elements and devices by [8] 3.7.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, and theme* [8] 3.7.2 Comparing and contrasting literary elements and devices in a variety of works by a variety of authors* SE/TE: Predictions, make, P7, 25, 29, 30, 32, 35, 38, 39, 43, 44, 47, 49, 51, 55, 60, 63, 71, 74, 75, 77 SE/TE: Comparing Literary Works, 86, 190, 312, 414, 534, 598, 698, 772, 836, 968, 1070, 1142; Comparing works with similar themes, 1142, 1147, 1149, 1150, 1153, 1155; Comparing Literary Works: Types of organization, 534, 537, 539, 541, 542, 543, 544, 545, 546, 547; Compare and Contrast, 245, 249, 251, 254, 255, 256, 259, 261, 265, 266, 271, 272, 273, 277, 282, 285, 286, 287, 290, 291, 295, 298, 300, 301, 303, 306, 692, 697, 830, 835; Critical Thinking: Compare and contrast, 23, 62, 168, 206, 342, 402, 522, 612, 686, 701, 706, 980, 1028, 1048, 1128 5
[8] 3.7.3 Analyzing and evaluating the importance to the story of plot, setting, character, point of view, and theme* R3.8 a. Differentiate between fact and opinion in text. SE/TE: Setting, 190, 201, 202, 207, 245, 248, 251, 254, 256, 257, 260, 261, 266, 267, 269, 270, 273, 815, 825, 917, 957; Plot, 14, 20, 21, 25, 29, 32, 37, 44, 47, 48, 50, 234; Plot chart, 39, 51; Conflict (and plot resolution), 55, 61, 63, 68, 73, 74, 77, 234, 240, 242, 243; Characterization (defined), 806; also see: Characters of different eras, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206, 207; Character traits, 277, 282, 284, 285, 286, 289, 291, 295, 297, 300, 302, 303; Setting and character, 815, 819, 820, 825; Character s motivation, drama, 917, 920, 922, 924, 928, 929, 934, 938, 940, 941, 944, 948, 953, 954, 957; Heroic characters, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; symbols to illustrate, 414, 437; Point of View, 235, 240, 333, 338, 341, 342, 343, 348, 350, 352, 356, 358, 360, 362, 364, 367, 368, 370, 371, 374, 377, 379, 381 b. Analyze an author s purpose and offer a critical opinion of the effectiveness of the text in meeting that purpose. E.D.2 The student expresses opinion/differentiates fact from opinion/critiques the effectiveness of text by [8] 3.8.1 Identifying bias/propaganda by citing textual evidence* [8] 3.8.2 Analyzing author s purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence* SE/TE: Informational Texts: evaluate persuasive appeals, 408 413, analyze proposition and support, 592 597; Persuasive techniques, 555, 559, 563, 569, 614, 616 SE/TE: Author's purpose, 7, 8, 23, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 462, 466, 471; Author's Style, R13, 7, 116, 157, 161, 163, 164, 165, 169, 173, 175, 177; Author's influences, 1111, 1115, 1119, 1124, 1129, R13 R3.9 Connect themes to personal experiences, experiences of others, and other texts, and locate evidence from texts to support or illustrate these connections. E.B.3 The student connects themes by [8] 3.9.1 Locating evidence within the text to make connections to an author s message, theme, or purpose* SE/TE: Author's purpose, 7, 8, 23, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 462, 466, 471; Author's Style, R13, 7, 116, 157, 161, 163, 164, 165, 169, 173, 175, 177; Author's influences, 1111, 1115, 1119, 1124, 1129, R13; Comparing works with similar themes, 1142, 1147, 1149, 1150, 1153, 1155 6
[8] 3.9.2 Utilizing textual evidence to make thematic connections between texts* [8] 3.9.3 Making thematic connections between literary and other texts related to personal experiences, experiences of others, prior knowledge, and the broader world of ideas* (L) SE/TE: Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; symbols to illustrate, 414, 437; Chang, Lan Samantha on, 1010, 1014; comparing works with similar themes, 1142, 1147, 1149, 1150, 1153, 1155 SE/TE: Comparing works with similar themes, 1142, 1147, 1149, 1150, 1153, 1155; Making Connections, 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, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165 R3.10 Compare and contrast how texts reflect historical and cultural influences. E.E.1 The student connects and evaluates cultural influences/events by [8] 3.10.1 Comparing and contrasting cultural events, ideas, settings, and influences in one story or text across other similar stories or texts in other cultures (e.g., individual/family/community identity formation) (L) [8] 3.10.2 Analyzing the effects of historical or cultural influences/events on texts* (L) SE/TE: Cultural context, 1023, 1091, 1095, 1098, 1099, 1101, 1106, 1107; also see: Social Studies Connection, 10, 428, 1046, 1096; Language Connection, 46; Background (cultural), 57, 263, 279, 485, 513, 720, 735, 817, 1025, 1041, 1078, 1103, 1113; History Connection, 68, 271, 492, 822, 875, 947, 1117; Culture Connection, 283, 561, 1027, 1079; Arts Connection, 508; Humanities Connection, 520; Law Connection, 610; World Events Connection, 888; Geography Connection, 1016 SE/TE: Cultural context, 1023, 1091, 1095, 1098, 1099, 1101, 1106, 1107; also see: Social Studies Connection, 10, 428, 1046, 1096; Language Connection, 46; Background (cultural), 57, 263, 279, 485, 513, 720, 735, 817, 1025, 1041, 1078, 1103, 1113; History Connection, 68, 271, 492, 822, 875, 947, 1117; Culture Connection, 283, 561, 1027, 1079; Arts Connection, 508; Humanities Connection, 520; Law Connection, 610; World Events Connection, 888; Geography Connection, 1016 W3.1 Write a coherent composition that includes a thesis statement, supporting evidence, and a conclusion. E.A.1 The student writes about a topic by [8] 3.1.1 Incorporating the thesis statement, which identifies the focus or controlling idea for the entire composition, into an introductory paragraph [8] 3.1.2 Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement* SE/TE: Thesis, define/outline, 985, 1086; Thesis statement, write, 525, 615, 985, 1086, 1109; also see: Writing Workshop: Drafting, 106, 210, 328, 440, 550, 616, 710, 782, 844, 985, 1086, 1158 SE/TE: Writing Workshop, 104 109, 208 215, 326 331, 438 445, 548 553, 614 621, 708 713, 780 787, 842 847, 982 993, 1084 1089, 1156 1163 7
[8] 3.1.3 Organizing ideas using appropriate structures (e.g., order by chronology, importance, comparison and contrast, classification and definition) to maintain the unity of the composition with a variety of transitional words and phrases [8] 3.1.4 Writing a concluding paragraph (e.g., restating the thesis and summarizing the main point) SE/TE: Writing Workshop: Descriptive Essay, 104 109; Autobiographical Essay, 208 215; Critical Review, 326 331; Short Story, 438 445; How-to Essay, 548 553; Editorial, 614 621; Problem-and-Solution Essay, 708 713; Comparison-and-Contrast Essay, 780 787; Business Letter, 842 847; Research Report, 982 993; Multimedia Report, 1084 1089; Cause-and-Effect Essay, 1156 1163 SE/TE: Conclusion, modify/check, 550, 988; also see: Writing Workshop: Drafting, 106, 210, 328, 440, 616, 710, 782, 844, 985, 1086, 1158 W3.2 Select and use appropriate forms of fiction and non-fiction to achieve different purposes when writing for different audiences. E.A.4 The student writes for a variety of purposes and audiences by [8] 3.2.1 Writing a narrative using elements of fiction (e.g., setting, character, conflict and resolution, dialogue, sensory details) to advance the plot (L) [8] 3.2.2 Writing in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform, describe or persuade [8] 3.2.3 Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters) (L) [8] 3.2.4 Using research-based information and analysis in research projects or extended reports (L) SE/TE: Writing Workshop: Autobiographical Essay, 208 215; Short Story, 438 445; Writing: Dialogue, 383; Radio Broadcast, 53; Script for an Advertisement, 959; New Ending, 53; Skit, 499; Myth, 1037; Diary entries, 915 SE/TE: Writing Workshop: Descriptive Essay, 104 109; Critical Review, 326 331; How-to Essay, 548 553; Editorial, 614 621; Problemand-Solution Essay, 708 713; Comparison-and- Contrast Essay, 780 787; Business Letter, 842 847; Research Report, 982 993; Multimedia Report, 1084 1089; Cause-and-Effect Essay, 1156 1163; Research and Technology Research Report, 155; Multimedia Presentation, 525, Writing: Research Proposal, 1109; Research the author: 23, 473 SE/TE: Dialogue, 235, 383; Diary entries, 915; Myth, 1037; Observations journal, 179; Personal narrative, 155; Poem, 669, 739; Script for advertisement, 959 SE/TE: Writing Workshop: Research Report, 982 993; Multimedia Report, 1084 1089; Writing: Letter, 79; Dialogue, 383; Research and Technology: Brochure, 179; Illustrated Report, 473; Multimedia Presentation, 525; Statistical Snapshot, 571; Submit Research Report Manuscript, 993 W3.3 Use the conventions of standard English including grammar, sentence structure, paragraph structure, punctuation, spelling, and usage in written work. E.A.2 The student writes and edits using conventions of Standard English by [8] 3.3.1 Varying beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning and style of writing * SE/TE: Sentences, 1036, R40, R41; Writer's Toolbox: Sentence fluency, 785, 845, 989, 1087, 1161; Revising: Sentences, 212, 619, 785, 845, 988, 989, 1087, 1161 8
[8] 3.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)* [8] 3.3.3 Applying rules of punctuation (i.e., commas, quotation marks, apostrophes, parentheses, and colons) [8] 3.3.4 Applying rules of capitalization (e.g., titles and proper nouns)* [8] 3.3.5 Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)* 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 SE/TE: Writing Workshop: Focus on Punctuating Dialogue, 215; Writer s Toolbox: Using Concrete, Abstract, and Possessive Nouns, 107; Integrated Language Skills: Commas, 1060; Semicolons and Colons, 1108; Editing and Proofreading: Focus on Punctuating Dialogue, 215; Editing and Proofreading: Commas, Colons, and Semicolons, 787; Punctuation, R43 SE/TE: Grammar: Common and Proper Nouns, 52; Capitalization, 1130; Editing and Proofreading: Capitalization of Proper Adjectives, 553; Punctuation and Capitalization, R43 SE/TE: Grammar, 52, 78, 154, 178, 274, 304, 382, 404, 498, 524, 570, 588, 668, 688, 738, 762, 826, 914, 958, 1036, 1060, 1108, 1130; also see: Writing Workshop: Editing, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Writer s Toolbox: Conventions, 213, 329, 443, 551, 619, 711 W3.4 a. Revise writing to improve organization, word choice, paragraph development, and voice appropriate to the purpose. E.A.5 b. Form and explain own standards or judgments of quality writing. E.A.8 The student revises writing by [8] 3.4.1 Rearranging details to improve clarity and logical progression of ideas (e.g. making chronological sequence clear, clarifying cause and effect, creating a logically consistent story line) [8] 3.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self-created checklists, peer conference formats, scoring guides or rubrics)* (L) [8] 3.4.3 Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing* [8] 3.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* SE/TE: Prewriting: Details, 209, 439, 549, 739, 1157; Drafting: Details, 106, 155, 179, 210, 405, 499, 525, 915, 1158 SE/TE: Reflecting on Writing & Writer's journal & Rubric for Self-Assessment, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Peer Review, 212, 442, 618, 784, 988, 1160 SE/TE: Sentences, 1036, R40, R41; Writer's Toolbox: Sentence fluency, 785, 845, 989, 1087, 1161; Revising: Sentences, 212, 619, 785, 845, 988, 989, 1087, 1161 SE/TE: Thesis, define/outline, 985, 1086; Thesis statement, write, 525, 615, 985, 1086, 1109; Topic, 548, 615, 708, 781, 983, 1084, 1085, 1157 9
[8] 3.4.5 Using appropriate voice for intended audience (e.g., humorous, informal, formal, or technical)* [8] 3.4.6 Using resources throughout the writing process (e.g., dictionary, thesaurus, peer conference, scoring guide, rubric, word processor)* (L) SE/TE: Voice, use appropriate/unique, 105, 843; Voice, evaluate, 106, 711 SE/TE: Reflecting on Writing & Writer's journal & Rubric for Self-Assessment, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163; Peer Review, 212, 442, 618, 784, 988, 1160; Vocabulary Workshop: Using a Dictionary and Thesaurus, 218 219 10