B. Middle School 978-1- (a) Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In seventh grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 7 as described in subsection (b) of this section. (4) To meet Texas Education Code, 28.002(h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Page 1 of 31
B. Middle School 978-1- (b) Knowledge and Skills. (A) plan a first draft by (1) plan a first selecting a genre draft by selecting appropriate for a genre conveying the intended appropriate for meaning to an audience, conveying the determining appropriate intended meaning topics through a range of to an audience strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 74-75 87, 124, 145, 177, 195, 224 Reference 38 (A) plan a first draft by (2) plan a first selecting a genre draft by appropriate for determining conveying the intended appropriate topics meaning to an audience, through a range of determining appropriate strategies topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 74 87, 124, 145, 177, 195, 224 Reference 38 Page 2 of 31
B. Middle School 978-1- (A) plan a first draft by (3) plan a first selecting a genre draft by appropriate for developing a conveying the intended thesis or meaning to an audience, controlling idea determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 74-75 87, 124, 145, 177, 195, 224 Reference 38 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (1) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect, comparecontrast) 75 87, 145, 242, 331, 374, 420 267 Reference 38 (organization) Across the Curriculum (cause and effect) (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (2) develop drafts by building on ideas to create a focused piece of writing 74-75 87, 145, 242, 331, 374, 420 Reference 38 Page 3 of 31
978-1- B. Middle School (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (3) develop drafts by building on ideas to create a[n] organized piece of writing 74-75 87, 145, 242, 331, 374, 420 Reference 38 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (4) develop drafts by building on ideas to create a coherent piece of writing 74-75 87, 145, 242, 331, 374, 420 Reference 38 (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (1) revise drafts to ensure precise word choice 75 87, 97, 145-146, 195-196 102, 148, 198 Reference 38 (Word Choice) / Revise Writing Writing Evaluation Guide (Revising Check) Page 4 of 31
B. Middle School 978-1- (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (2) revise drafts to ensure vivid images (3) revise drafts to ensure consistent point of view 75 223 224 700 195-196, 224, 700 Reference 38 (Word Choice) Rev Up Your Writing entire page (Writing 11) Revise Writing 11 (Reference 55, #3) (Special Instructions #4)/Revise Writing Page 5 of 31
B. Middle School 978-1- (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (4) revise drafts to ensure use of simple, compound, and complex sentences (5) revise drafts to ensure internal and external coherence 89 87, 97, 145-146 102, 148 420-421, 454-455, 463-464, 690, 692, 694 Reference 49 (#3) / Revise Writing Writing Evaluation Guide #9 / Revise Writing Page 6 of 31
B. Middle School 978-1- (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (6) revise drafts to ensure the use of effective transitions (7) revise drafts after rethinking how well questions of purpose have been addressed 75 138 145-146 195-196 89 87, 97, 145-146, 195-196 102, 148, 198 Reference 38 (Organization) Transition Form 7 (#4)/Revise Writing 10 (#3)/Revise Reference 49 / Revise Writing Writing Evaluation Guide (Revising Checklist) Page 7 of 31
B. Middle School 978-1- (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed (8) revise drafts after rethinking how well questions of audience have been addressed (9) revise drafts after rethinking how well questions of genre have been addressed 89 87, 97, 145-146, 195-196 102, 148, 198 89 87, 97, 145-146, 195-196 102, 148, 198 Reference 49 / Revise Writing Writing Evaluation Guide (Revising Checklist) Reference 49 / Revise Writing Writing Evaluation Guide (Revising Checklist) Page 8 of 31
978-1- B. Middle School (D) edit drafts for grammar, mechanics, and spelling (1) edit drafts for grammar 76 87, 97, 145-146, 195-196 102, 148, 198 Reference 38 / Edit Writing s Writing Evaluation Guide (Editing Checklist) (D) edit drafts for grammar, mechanics, and spelling (2) edit drafts for mechanics 76 87, 97, 145-146, 195-196 Reference 38 / Edit Writing s 102, 148, 198 Writing Evaluation Guide (Editing Checklist) Page 9 of 31
B. Middle School 978-1- (D) edit drafts for grammar, mechanics, and spelling (3) edit drafts for spelling 76 87, 97, 145-146, 195-196 102, 148, 198 Reference 38 / Edit Writing s Writing Evaluation Guide (Editing Checklist) (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences (1) revise final draft in response to feedback from peers (2) revise final draft in response to feedback from teacher (3) publish written work for appropriate audiences 97-98, 146-147, 196-197 Reference 53 and Student Note 133, 185, 232 Conference Time 135-136, 186, 234 Publishing Time Page 10 of 31
B. Middle School 978-1- (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (i) sustains reader interest 31, 64-65 420, 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (ii) includes wellpaced action and an engaging story line (1) includes well-paced action 183-184, 278 420, 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (ii) includes wellpaced action and an engaging story line (2) includes an engaging story line 320-321, 368 420, 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (iii) creates a specific, believable setting through the use of sensory details 77, 231 420, 463, 690, 692 Creative Expressions Page 11 of 31
B. Middle School 978-1- (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (iv) develops interesting characters 65, 132 420, 463, 690, 692 Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (v) uses a range of literary strategies and devices to enhance the style and tone (1) uses a range of literary strategies and devices to enhance the style 132, 183-184, 231, 278 420, 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (A) write an imaginative write literary texts to express their story that: ideas and feelings about real or imagined people, events, and ideas. Students are (v) uses a range of literary strategies and devices to enhance the style and tone (2) uses a range of literary strategies and devices to enhance the tone 132, 183-184, 231, 278 420, 463, 690, 692 Rev Up Your Writing/Creative Expressions (15) Writing/Literary Texts. Students (B) write a poem using: write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are (i) poetic techniques (e.g., rhyme scheme, meter) 507, 557, 655 509 Across the Curriculum (15) Writing/Literary Texts. Students (B) write a poem using: write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are (ii) figurative language (e.g., personification, idioms, hyperbole) 507, 557, 655 509 Across the Curriculum Page 12 of 31
B. Middle School 978-1- (15) Writing/Literary Texts. Students (B) write a poem using: write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are (iii) graphic elements (e.g., word position) 507, 557, 655 509 Across the Curriculum (16) Writing. Students write about their own experiences. Students are (16) Writing. Students write about their own experiences. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences (A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences (A) write a multiparagraph essay to convey information about a topic that: (1) write a personal narrative that has a clearly defined focus (2) write a personal narrative that communicates the importance of or reasons for actions and/or consequences (i) presents effective introductions and concluding paragraphs (1) presents effective introductions 463, 468, 489, 536 463, 468, 489, 536 75 141-142 145, 177 190-191 195, 224 Reference 38 Reference 70 Reference 90 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs (2) presents effective concluding paragraphs 144 145, 177 193 195, 224 Reference 72 Reference 92 Page 13 of 31
B. Middle School 978-1- (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (ii) contains a clearly stated purpose or controlling idea 75 141-142 145, 177 190-191 Reference 38 Reference 70 Reference 90 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies (1) is logically organized with appropriate facts and details 195, 224 141 143 145, 177 190 192 Reference 69 Reference 71 Reference 89 Reference 91 195, 224 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies (2) is logically organized and includes no extraneous information or inconsistenci es 141 143 145, 177 190 192 Reference 69 Reference 71 Reference 89 Reference 91 (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (iv) accurately synthesizes ideas from several sources 195, 224 122-123, 128 508, 558, 656 Discovery Time Home Writing Page 14 of 31
B. Middle School 978-1- (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (A) write a multiparagraph essay to convey information about a topic that: (A) write a multiparagraph essay to convey information about a topic that: (A) write a multiparagraph essay to convey information about a topic that: (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (1) uses a variety of sentence structures (2) uses a variety of rhetorical devices (3) uses a variety of transitions to link paragraphs 76 145, 195 148, 198 Reference 38 Writing Evaluation Guide 132, 183, 231 Strategies to Rev Up Your Writing 145 177, 195, 224 (Special Instructions #4) (Special Instructions #3) (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context >>>>> 132 546, 555 Creative Expressions (#2) 553 Across the Curriculum Page 15 of 31
B. Middle School 978-1- (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (17) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (C) write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays and provide sustained evidence from the text using quotations when appropriate (C) write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays and provide sustained evidence from the text using quotations when appropriate (D) produce a multimedia presentation involving text and graphics using available technology. (D) produce a multimedia presentation involving text and graphics using available technology. (A) establishes a clear thesis or position (1) write responses to literary or expository texts that demonstrate the writing skills for multiparagraph essays (2) write responses to literary or expository texts that provide sustained evidence from the text using quotations when appropriate (1) produce a multimedia presentation involving text using available technology. (2) produce a multimedia presentation involving graphics using available technology. >>>>> 454, 499, 692 454, 499, 692 186 540 694 186 540 694 240 242, 271 282 285, 313 Reference 65 (#12) Across the Curriculum Reference 274 Reference 65 (#12) Across the Curriculum Reference 274 Reference 109 Reference 123 Page 16 of 31
B. Middle School 978-1- (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (1) considers the views of others (2) responds to the views of others (3) anticipates reader concerns (4) answers reader concerns (5) anticipates reader counterarguments 242, 271, 285, 313 242, 271, 285, 313 242, 271, 285, 313 242, 271, 285, 313 242, 271, 285, 313 Page 17 of 31
B. Middle School 978-1- (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that: (B) considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion (C) includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (6) answers reader counterarguments (1) includes evidence that is logically organized to support the author's viewpoint (2) includes evidence that differentiates between fact and opinion (i) verbs (perfect and progressive tenses) and participles (i) verbs (perfect and progressive tenses) and participles (1) verbs (perfect tense) (2) verbs (progressive tense) 242, 271, 285, 313 240 242, 271 283 285, 313 240 242, 271 283 285, 313 299-300 307 311-312 315 354 355 363 Reference 110 Reference 124 Reference 110 Reference 124 Reference 132 &133 Reference 139 Skill Builder (#8) Skills Skill Time Reference 152 Exercise 4 Page 18 of 31
B. Middle School 978-1- (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) and participles (ii) appositive phrases (iii) adverbial and adjectival phrases and clauses (iii) adverbial and adjectival phrases and clauses (3) participles (1) adverbial phrases (2) adverbial clauses 560 570 596 12 17, 21 519 521 538 617 619 626 Reference 222 Verbal Sentence 2 Exercises 1 & 4 Reference 9 (#11) Editing Reference 205 Exercise 2 Exercise 4 Reference 239 Classroom Practice Checkup Page 19 of 31
B. Middle School 978-1- (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adverbial and adjectival phrases and clauses (iii) adverbial and adjectival phrases and clauses (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed) (v) prepositions and prepositional phrases and their influence on subject-verb agreement (3) adjectival phrases (4) adjectival clauses (1) prepositions and prepositional phrases 518 521 538 620 622 626 166 169, 173, 178 49 51 68-69 70 Reference 204 Exercise 2 Exercise 4 Reference 240 Classroom Practice Checkup Reference 82 Skills Reference 27 Introductory Sentences Reference 34 & 35 Classroom Practice Page 20 of 31
B. Middle School 978-1- (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (v) prepositions and prepositional phrases and their influence on subject-verb agreement (vi) relative pronouns (e.g., whose, that, which) (vii) subordinating conjunctions (e.g., because, since) (viii) transitions for sentence to sentence or paragraph to paragraph coherence (2) prepositions and prepositional phrases influence on subject-verb agreement 113-114 523 538 614 616, 622 620 212 215, 220, 226 259 75 96 137-138 145 177, 195, 224 Reference 61 Reference 207 Checkup 65 (Exercise 3) Reference 238 Classroom Practice Reference 240 Reference 99 & 100 Exercise 3 Reference 117 Reference 38 (Organization) Jingle 12 Reference 67 (Special Instructions #4) (Special Instructions #3) Page 21 of 31
B. Middle School 978-1- (B) write complex sentences and differentiate between main versus subordinate clauses (B) write complex sentences and differentiate between main versus subordinate clauses (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (1) write complex sentences (2) differentiate between main versus subordinate clauses (1) use a variety of complete sentences that include properly placed modifiers (2) use a variety of complete sentences that include correctly identified antecedents 212 220, 226 212 215, 220, 226 259 68 69 70 127 129 92 102 433 434 Reference 100 Exercise 3 & 4 Reference 99 & 100 Exercise 3 Reference 117 Reference 34 Reference 35 Classroom Practice Practice and Revised Sentence Classroom Practice Editing Checklist (#5) Writing Evaluation Guide (#22) Reference 173 Classroom Practice (Skills) Page 22 of 31
B. Middle School 978-1- (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (3) use a variety of complete sentences that include parallel structures 151-152 154 291 Reference 75-76 Checkup Across the Curriculum (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (4) use a variety of complete sentences that include consistent tenses 344 346, 363 Reference 148 Exercise #3 (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (A) use conventions of capitalization (B) recognize and use punctuation marks including: >>>>> (i) commas after introductory words, phrases, and clauses (1) commas after introductory words 11 32 102 12 29, 41, 57 Reference 8 Editing Editing Check Reference 9 (#10) Classroom Practice (Editing) Page 23 of 31
B. Middle School 978-1- (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (B) recognize and use punctuation marks including: (i) commas after introductory words, phrases, and clauses (i) commas after introductory words, phrases, and clauses (ii) semicolons, colons, and hyphens (ii) semicolons, colons, and hyphens (ii) semicolons, colons, and hyphens (2) commas after introductory phrases (3) commas after introductory clauses (1) semicolons (2) colons (3) hyphens 12 66 163 12 215 226 14 166 178 12 14 550 555 14 192 282 Reference 9 (#10) Checkup (Editing) Classroom Practice (Editing) Reference 9 (#10) Exercise 3 & Editing Exercise 3 & 4 Reference 9 (#34) Reference 82 Exercise #5 Reference 9 (#15) Reference 9 (#33) Reference 216 (#3) Reference 9 (#31) Reference 91 (Sentences 10-14) Reference 123 (Sentence 2) Page 24 of 31
B. Middle School 978-1- (21) Oral and Written Conventions/Spelling. Students spell correctly. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) spell correctly, including using various resources to determine and check correct spellings. (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic >>>>> (1) brainstorm 134, 185, 233 Across the Curriculum 122-123 659-660 Discovery Time Reference 254 & 255 (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (2) consult with others 122-123 659-660 Discovery Time Reference 254 & 255 (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (3) decide upon a topic 122-123 659-660 Discovery Time Reference 254 & 255 (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic (4) formulate a major research question to address the major research topic 122-123 508 659-650 Discovery Time Home Writing Reference 254 & 255 Page 25 of 31
B. Middle School 978-1- (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches (1) apply steps for obtaining information from a wide variety of sources (2) apply steps for evaluating information from a wide variety of sources (3) create a written plan after preliminary research in reference works (4) create a written plan after preliminary research in additional text searches 122-123 508 662-663 122-123 508 662-663 665-666 667-674 Discovery Time Home Writing Reference 257 & 258 Discovery Time Home Writing Reference 257 & 258 entire page entire page Page 26 of 31
B. Middle School 978-1- (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies (1) follow the research plan to gather information from a range of relevant print sources (2) follow the research plan to gather information from a range of electronic sources using advanced search strategies 665-674 665-674 entire page entire page (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are B) categorize information thematically in order to see the larger constructs inherent in the information (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format >>>>> (1) record bibliographic information for all notes (2) record bibliographic information for sources according to a standard format 665-674 663 674 663 674 entire page Reference 259 Reference 265 Reference 259 Reference 265 Page 27 of 31
B. Middle School 978-1- (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources (A) narrow or broaden the major research question, if necessary, based on further research and investigation (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another (1) differentiate between paraphrasing and plagiarism (2) identify the importance of citing valid sources (3) identify the importance of citing reliable sources >>>>> (1) utilize elements that demonstrate the reliability of the sources used None 663 674 663 674 659-660 662 663 Reference 259 Reference 265 (#8 & #9) Reference 259 Reference 265 (#8 & #9) Reference 254 & 255 Reference 257 Reference 259 Page 28 of 31
B. Middle School 978-1- (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another (A) draws conclusions and summarizes or paraphrases the findings in a systematic way (2) utilize elements that demonstrate the validity of the sources used (3) explain why one source is more useful than another (1) draws conclusions 662 663 662 663 122-123 508 665 668-669 Reference 257 Reference 259 Reference 257 Reference 258 (#5) Discovery Time Home Writing Reference 260 Reference 263 & 264 Page 29 of 31
B. Middle School 978-1- (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) draws conclusions and summarizes or paraphrases the findings in a systematic way (2) summarizes or paraphrases the findings in a systematic way 122-123 508 665 668-669 Discovery Time Home Writing Reference 260 Reference 263 & 264 (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (B) marshals evidence to explain the topic and gives relevant reasons for conclusions (1) marshals evidence to explain the topic 122-123 508 665 668-669 Discovery Time Home Writing Reference 260 Reference 263 & 264 (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (B) marshals evidence to explain the topic and gives relevant reasons for conclusions (2) gives relevant reasons for conclusions 122-123 508 665 668-669 Discovery Time Home Writing Reference 260 Reference 263 & 264 Page 30 of 31
B. Middle School 978-1- (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (C) presents the findings in a meaningful format >>>>> 122-123 187 508-509 680 681 Discovery Time Discovery Share Time Home Writing /Discuss It Reference 269 Reference 270 (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas (D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas (1) follows accepted formats for integrating quotations into the written text to maintain a flow of ideas (2) follows accepted formats for integrating citations into the written text to maintain a flow of ideas 665 668 674 674-681 Reference 260 (#3) Reference 263 (#7) Reference 265 (#2, #6, & #9) entire page Page 31 of 31