A Correlation of Writing Coach 2012 Alabama Course of Study
A Correlation of Writing Coach, 2012 Table of Contents Reading Standards for Literature... 3 Reading Standards for Informational Text... 4 Writing Standards... 6 Speaking and Listening Standards... 10 Language Standards... 11 2
A Correlation of Writing Coach, 2012 Students will: Reading Standards for Literature Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1] 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2] 3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3] Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4] 5. Analyze how a particular sentence, chapter, scene, or stanza fits in overall structure of a text and contributes development of the theme, setting, or plot. [RL.6.5] 6. Explain how an author develops the point of view of the narrator or speaker in a text. [RL.6.6] Writing Coach, SE/TE: Response to Literature, 196 221; also see: Mentor Texts (Try It activities), 68 69, 94 97, 122 123, 148 149, 174 175, 200 201; Student Model, 70 71, 98 99, 124, 125, 150 151, 176 177, 202 203, 226 229 SE/TE: Theme, 24; also see: Controlling Idea, 30, 34, 120, 128, 131, 132, 134, 142, 143, 148, 149, 198, 201; also see: Summaries, 224, 227, 234, 235, 238, 239, 240, 242, 244, 246, 251, 252, 265 SE/TE: Plot, 3, 66, 76, 80, 86, 92, 104, 114, 117, 143, 198, 199, 200, 204; Characters, 66, 71, 74, 75, 76, 77, 81, 85, 89, 91, 92, 93, 94, 98, 99, 100, 101, 102, 103, 104, 108, 109, 111, 113, 114, 115, 115, 117, 199, 221 SE/TE: For related material see: Word Meaning, 199, 273; Response to Literature, 196 221; Rhetorical/literary devices, 54 55; Figurative language, 120, 125, 127, 129, 130, 131, 133, 134, 135, 143; Dictionary, 470, 473, 588, 590, 592 SE/TE: For related material see: Response to Literature, 196 221; also see: Rhetorical/ Literary Devices, 54 55; Theme, 24; Setting, 8, 11, 12, 28, 29, 74, 75, 76, 77, 85, 92, 96, 102, 103, 104, 105, 108, 110; Plot, 3, 66, 76, 80, 86, 92, 104, 114, 117, 143, 198, 199, 200, 204 SE/TE: Response to Literature, 196 221; also see: Point of View, 92, 94, 101, 102, 103, 104, 105, 106, 107, 108, 114, 115, 117, 140, 172, 182, 183, 247, 264 3
A Correlation of Writing Coach, 2012 Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. [RL.6.7] 8. Differentiate among odes, ballads, epic poetry, and science fiction. 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. [RL.6.9] Writing Coach, SE/TE: For related material see: Response to Literature, 196 221 especially Other Forms of Interpretative Response on page 199. SE/TE: Science Fiction, 12, 93; Forms of Poetry (ballads, prose poems, free verse, lyric poems), 121; also see: Sample Poems, 122 125 SE/TE: For related material see: Response to Literature, 196 221 especially Other Forms of Interpretative Response on page 199. Range of Reading and Level of Text Complexity 10. By the end of the year, read and SE/TE: Response to Literature, 196 221; comprehend literature, including stories, also see: Mentor Texts (Try It activities), dramas, and poems, in the Grades 6-8 text 68 69, 94 97, 122 123, 148 149, 174 complexity band proficiently, with 175, 200 201; Student Model, 70 71, 98 scaffolding as needed at the high end of the 99, 124, 125, 150 151, 176 177, 202 range. [RL.6.10] 203, 226 229 Reading Standards for Informational Text Key Ideas and Details 11. Cite textual evidence to support SE/TE: Response to Literature, 196 221; analysis of what the text says explicitly as also see: Mentor Texts (Try It activities), well as inferences drawn from the text. 68 69, 94 97, 122 123, 148 149, 174 [RI.6.1] 175, 200 201; Student Model, 70 71, 98 99, 124, 125, 150 151, 176 177, 202 203, 226 229 12. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RI.6.2] SE/TE: Exposition: Compare-and-Contrast Essay, 144 169; Response to Literature, 196 221; also see: Summaries, 224, 227, 234, 235, 238, 239, 240, 242, 244, 246, 251, 252, 265 4
A Correlation of Writing Coach, 2012 13. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3] Craft and Structure 14. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [RI.6.4] 15. Analyze how a particular sentence, paragraph, chapter, or section fits in overall structure of a text and contributes development of the ideas. [RI.6.5] 16. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. [RI.6.6] Integration of Knowledge and Ideas 17. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7] 18. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. [RI.6.8] 19. Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9] Writing Coach, Response to Literature, 196 221; Mentor Text, 148 149; Student Model: Compareand-Contrast Essay, 150 151; Research Writing: Informational Research Report, 222 255 SE/TE: For related material see: Word Meaning, 199, 273; Response to Literature, 196 221; Rhetorical/literary devices, 54 55; Figurative language, 120, 125, 127, 129, 130, 131, 133, 134, 135, 143; Dictionary, 470, 473, 588, 590, 592 SE/TE: For related material see: Response to Literature, 196 221; Rhetorical/ Literary Devices, 54 55 SE/TE: Response to Literature, 196 221; also see: Point of View, 92, 94, 101, 102, 103, 104, 105, 106, 107, 108, 114, 115, 117, 140, 172, 182, 183, 247, 264; Purpose for Writing, 32, 33, 34, 73, 101, 127, 153, 179, 205, 231 SE/TE: For related material see: Response to Literature, 196 221; Writing for Media Assignment: Audio Script, 114 115; also see: Writing for Media Assignment, 86 87, 140 141, 166 167, 192 193, 218 219, 250 251, 266 267 SE/TE: For related material see Writing: Persuasion: Mentor Text, 174 175; Student Model, 176 177; Writing Process, 178 195; also see: Response to Literature, 196 221 SE/TE: Response to Literature, 196 221; also see: Point of view, 92, 94, 101, 102, 103, 104, 105, 106, 107, 108, 114, 115, 117, 140, 172, 182, 183, 247, 264 5
A Correlation of Writing Coach, 2012 Range of Reading and Level of Text Complexity 20. By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.6.10] Writing Coach, Response to Literature, 196 221; Mentor Text, 148 149; Student Model: Compareand-Contrast Essay, 150 151; Research Writing: Informational Research Report, 222 255 Writing Standards Text Types and Purposes 21. Write arguments to support claims with clear reasons and relevant evidence. [W.6.1] a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a] SE/TE: Persuasive Writing: Prewriting, 178 179; Plan Your Piece, 180; Gather Details, 181; Drafting, 182 183; Revising, 184 185, Look at the Big Picture, 186 b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b] c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c] d. Establish and maintain a formal style. [W.6.1d] e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e] SE/TE: Plan Your Piece, 180; Gather Details, 181; Drafting, 182 183; Revising, 184 185, Look at the Big Picture, 186 SE/TE: Drafting, 182 183; Revising, 184 185, Look at the Big Picture, 186 SE/TE: Drafting, 182 183; Revising, 184 185, Look at the Big Picture, 186 SE/TE: Persuasion: Conclusion, 182, 183, 186 22. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2] a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a] SE/TE: Exposition: Prewriting: Narrow Your Topic, 153; Plan Your Piece, 154; Gather Details, 155; Drafting 156 157 6
A Correlation of Writing Coach, 2012 b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b] c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c] d. Use precise language and domainspecific vocabulary to inform about or explain the topic. [W.6.2d] e. Establish and maintain a formal style. [W.6.2e] f. Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f] Writing Coach, SE/TE: Exposition: Drafting 156 157; Revising, 158 159; Look at the Big Picture, 160 161; also see: Direct Quotations, 214, 235, 240, 241, 251, 252, 275, 278 SE/TE: Exposition: Transitions, 157, 158, 160, 161 SE/TE: Exposition: Drafting 156 157; Revising, 158 159; Look at the Big Picture, 160 161 SE/TE: Exposition: Plan Your Piece, 154 155; Drafting 156 157; Revising, 158 159; Look at the Big Picture, 160 161 SE/TE: Exposition: Drafting: Conclusion, 156, 157; Look at the Big Picture: Conclusion, 160 23. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3] a. Engage and orient the reader by SE/TE: Nonfiction Narrative: Drafting, 76 establishing a context and introducing a 77; Fiction Narration: Drafting, 104 105 narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a] b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b] c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c] d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d] SE/TE: Nonfiction Narrative: Drafting, 76 77; Revising: Making It Better, 78 79; Look at the Big Picture, 80; Fiction Narration: Drafting, 104 105; Revising: Making It Better, 106 107; Look at the Big Picture, 108 SE/TE: Focus on Craft: Improve Transitions, 109; Grammar Mini-Lesson, 111; also see: Transitions, 146, 157, 160, 161, 169, 213, 360, 365, 366 SE/TE: Gather Details, 75, 103; Drafting, 76 77, 104 105; Revising, 78 79, 106 107; Look at the Big Picture, 80 81, 108 109 7
A Correlation of Writing Coach, 2012 e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e] Production and Distribution of Writing 24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4] 25. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-6.) [W.6.5] 26. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6] Writing Coach, SE/TE: Drafting: Conclusion, 76, 77, 78, 79, 104, 105; Look at the Big Picture, 80, 108 SE/TE: Types of Writing, 8 25; The Writing Process, 26 47; Nonfiction Narrative, 64 89; Fiction Narration, 90 117; Poetry and Description, 118 143; Exposition: Compare-and-Contrast Essay, 144 169; Persuasion, 170 195; Response to Literature, 196 221; Research Writing, 222 255; Workplace Writing, 256 269 SE/TE: Partner Talk, 7, 13, 15, 17, 19, 20, 21, 23, 23, 25, 25, 37, 41, 47, 52, 55, 57, 59, 70, 87, 98, 115, 124, 136, 141, 150, 167, 176, 193, 202, 219, 235, 237, 241, 251, 253, 259, 261, 263, 267; also see: Prewriting, 32 34, 72 75, 100 103, 126 129, 152 155, 178 181, 204 207, 230 237; Drafting, 35, 76 77, 104 105, 130 131, 156 157, 182 183, 208 209, 238 241; Revising, 36 41, 78 81, 106 109, 132 135, 158 161, 184 187, 210 213, 242 245; Editing, 42 45, 82 83, 110 111, 136 137, 162 163, 188 189, 214 215, 246 247 SE/TE: Publishing, 46 47, 84, 112, 138, 164, 190, 216, 248; also see: Writing for Media Assignment: Biographical Narrative, 86 87; Audio Script, 114 115; Descriptive Essay, 140 141; Consumer Comparison, 166 167; Magazine Cover, 192 193; Blog Entry, 218 219; I-Search Report, 250 253; E-Mail Message, 266 267; Multimedia projects, 25; Blog entries, 218 219; Research report, 248 249, 264 265; graphics/illustrations, 241, R10; magazine covers, 192 193; new media, R6 R11; poetry, 139; surveys, 165 166. Writing Coach Online notes are listed throughout the text. For examples, see pages 85, 87, 97, 101, 115, 119, 171, 225, 257 8
A Correlation of Writing Coach, 2012 Research to Build and Present Knowledge 27. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7] Writing Coach, SE/TE: Research Writing: Prewriting: Choose From the Topic Bank, 230; Choose Your Own Topic, 230; Formulate Your Research Question, 231 28. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8] SE/TE: Research Writing: Prewriting: Formulate Your Research Question, 231; Make a Research Plan, 232 233; Collect and Organize Your Data, 234; Avoid Plagiarism, 235; Document Your Sources, 236 237 29. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9] a. Apply Reading standards to SE/TE: Response to Literature, 196 199, literature (e.g., Compare and contrast 200 201, 202 203, 204 207, 208 209, texts in different forms or genres [e.g., 210 213, 214 215, 216, 217, 218 219, stories and poems; historical novels and 220 221 fantasy stories] in terms of their approaches to similar themes and topics ). [W.6.9a] b. Apply Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). [W.6.9b] Range of Writing 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.6.10] SE/TE: For related material see: Response to Literature, 196 199, 200 201, 202 203, 204 207, 208 209, 210 213, 214 215, 216, 217, 218 219, 220 221; also see: Research Writing, 222 255 SE/TE: Types of Writing, 8 25; The Writing Process, 26 47; Nonfiction Narrative, 64 89; Fiction Narration, 90 117; Poetry and Description, 118 143; Exposition: Compare-and-Contrast Essay, 144 169; Persuasion, 170 195; Response to Literature, 196 221; Research Writing, 222 255; Workplace Writing, 256 269 9
A Correlation of Writing Coach, 2012 Writing Coach, Speaking and Listening Standards Comprehension and Collaboration 31. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others ideas and expressing their own clearly. [SL.6.1] a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a] SE/TE: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b] c. Pose and respond to specific questions with elaboration and detail by making comments that contribute topic, text, or issue under discussion. [SL.6.1c] d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d] 32. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. [SL.6.2] 33. Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3] SE/TE: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 SE/TE: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 SE/TE: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223; Partner Talk, 7, 13, 15, 17, 19, 20, 21, 23, 23, 25, 25, 37, 41, 47, 52, 55, 57, 59, 70, 87, 98, 115, 124, 136, 141, 150, 167, 176, 193, 202, 219, 235, 237, 241, 251, 253, 259, 261, 263, 267 SE/TE: Participating in a Group Discussion, R29; Evaluating a Speech, R31; Listening Critically to a Speech, R31 SE/TE: Persuasive speeches, 18, 173, R30; Preparing and Presenting a Speech, R31; Evaluating a Speech, R31; Listening Critically to a Speech, R31 10
A Correlation of Writing Coach, 2012 Presentation of Knowledge and Ideas 34. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4] 35. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5] 36. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language standards 37 and 39 for specific expectations.) [SL.6.6] Writing Coach, SE/TE: Persuasive speeches, 18, 173, R30; Preparing and Presenting a Speech, R31; Evaluating a Speech, R31; Listening Critically to a Speech, R31 SE/TE: Multimedia Elements, R10; Podcasts, R11; Multimedia projects, 25; research report, 248 249, 264 265; poetry, 139; also see: Writing for Media Assignment: Audio Script, 114 115 SE/TE: Persuasive speeches, 18, 173, R30; Preparing and Presenting a Speech, R31; Evaluating a Speech, R31; Listening Critically to a Speech, R31; also see: Participating in a Group Discussion, R29; Connect Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 Language Standards Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). Conventions of Standard English 37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.6.1] a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, and with indefinite pronouns as subjects. SE/TE: Agreement in Inverted Sentences & with Prepositional Phrases, 523 524; Agreement with Indefinite Pronouns, 526 528 b. Ensure that pronouns are in the proper case (subjective, objective, possessive). [L.6.1a] c. Use intensive pronouns (e.g., myself, ourselves). [L.6.1b] d. Recognize and correct inappropriate shifts in pronoun number and person.* [L.6.1c] SE/TE: Pronouns, 302 315; Using Pronouns, 499 510 SE/TE: Reflexive and Intensive Pronouns, 306 307 SE/TE: Pronouns, 302 315; Using Pronouns, 499 510 11
A Correlation of Writing Coach, 2012 e. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* [L.6.1d] f. Recognize variations from Standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language.* [L.6.1e] Writing Coach, SE/TE: Pronouns, 302 315; Using Pronouns, 499 510 SE/TE: Formal/Polite Language, 198, 257; also see: Editing, 42 45, 82 83, 110 111, 136 137, 162 163, 214 215, 246 247; Speaking, R30 R31 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.6.2] a. Use punctuation (commas, parentheses, SE/TE: Commas, 556 570; Parentheses dashes) to set off nonrestrictive or and Brackets, 598 600; Ellipses and parenthetical elements.* [L.6.2a] Dashes, 601 605 b. Spell correctly. [L.6.2b] SE/TE: Spelling, 42, 43, 273, 277, R17 Knowledge of Language 39. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3] a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a] SE/TE: Classifying Sentences, 426 428, 429 430, 434 435, 436 437; also see: Drafting, 35, 76 77, 104 105, 130 131, 156 157, 182 183, 208 209, 238 241 b. Maintain consistency in style and tone.* [L.6.3b] SE/TE: For related material see: Revising, 36 41, 78 81, 106 109, 132 135, 158 161, 184 187, 210 213, 242 245; Editing, 42 45, 82 83, 110 111, 136 137, 162 163, 188 189, 214 215, 246 247 Vocabulary Acquisition and Use 40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies. [L.6.4] a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue meaning of a word or phrase. [L.6.4a] SE/TE: For related material see: Word Bank, 67, 93, 121, 147, 173, 199, 225, 257; Dictionary, 470, 473, 588, 590, 592 b. Use common, grade-appropriate Greek or Latin affixes and roots as clues meaning of a word (e.g., audience, auditory, audible). [L.6.4b] SE/TE: Root Words and Affixes, 199; For related information see: Dictionary, 470, 473, 588, 590, 592 12
A Correlation of Writing Coach, 2012 c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c] d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.6.4d] Writing Coach, Dictionary, 470, 473, 588, 590, 592; Thesaurus Tool, 39, 55, 273; Checking Meaning, 67, 93, 121; Glossaries, R18 R23 Dictionary, 470, 473, 588, 590, 592; Checking Meaning, 67, 93, 121; Glossaries, R18 R23 41. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.6.5] a. Interpret figures of speech (e.g., SE/TE: Personification, 129; personification) in context. [L.6.5a] Rhetorical/literary devices, 54 55; Figurative language, 120, 125, 127, 130, 131, 133, 134, 135, 143 b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. [L.6.5b] c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). [L.6.5c] 42. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6] Dictionary, 470, 473, 588, 590, 592 Dictionary, 470, 473, 588, 590, 592; Checking Meaning, 67, 93, 121; Glossaries, R18 R23 Dictionary, 470, 473, 588, 590, 592; Word Bank, 67, 93, 121, 147, 173, 199, 225, 257 13