Prentice Hall Writing and Grammar, Grade 6, 8E © 2008

Prentice Hall Writing and Grammar, Grade 6, 8E © 2008Correlated to:

Utah Elementary Core Curriculum for Sixth Grade Language Arts(Grade 6)

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology

Sixth Grade Language Arts

Objective 1: Develop language through listening and speaking.

Utah Elementary Core Curriculum for Sixth Grade Language Arts

PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate

resource(s))

Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.

a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).

SE/TE: Speaking and Listening Skills, 633; Listening Effectively, 637; Listening Critically, 638; Viewing Information Media Critically, 642-643

TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiplestep directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence, interpret verbal and nonverbal messages, note purpose and perspective, identify tone, mood, emotion).

SE/TE: Speaking and Listening Skills, 633; Giving Directions, 634; Using Formal Speaking Skills, 635-636; Listening Effectively, 637; Listening Critically, 638; Developing a Multimedia Presentation, 648; Creating a Video, 649; Performing and Interpreting, 650; Persuasive Speech, 125; Interview, 226. Opportunities to address this standard may be found on the following pages: Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment


c. Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).

SE/TE: Speaking and Listening Skills, 633; Using Formal Speaking Skills, 635-636; Developing a Multimedia Presentation, 648; Creating a Video, 649; Performing and Interpreting, 650; Persuasive Speech, 125

Opportunities to address this standard may be found on the following pages: Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286






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Objective 2: Develop language through viewing media and presenting.



d. Speak using complex sentences with appropriate subject-verb agreement, correct verb tense, and syntax.

SE/TE: Speaking and Listening Skills, 633; Using Formal Speaking Skills, 635-636; Developing a Multimedia Presentation, 648; Creating a Video, 649; Performing and Interpreting, 650; Persuasive Speech, 125

Opportunities to address this standard may be found on the following pages: Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286



a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation’s accuracy/bias, analyze and critique persuasive techniques).

SE/TE: Viewing Information Media Critically, 642-643; Viewing Fine Art Critically, 644; Media and Technology Skills: Analyze Images, 195; Analyze Persuasion in Media, 147; Analyze Visual Meaning, 95; Analyze Visual Presentation, 121; Comparing Different Media, 171; Interpreting Visual Media, 68; Topic Bank: Responding to Fine Art, 53, 80, 103, 129, 155, 179, 203, 228, 251








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b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).

SE/TE: Using Graphic Organizers, 683-684; Media and Technology Skills: Creating a Multimedia Presentation, 269; Developing a Multimedia Presentation, 648; Creating a Video, 649



Standard 2 (Concepts of Print): Students develop an understanding of how printed language works. (See kindergarten and first grade.)

Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness. (See kindergarten and first grade.)

Standard 4 (Phonics and Spelling): Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.

Objective 1: Demonstrate an understanding of the relationship between letters and sounds. (See kindergarten, first, and second grade.)

SE/TE: Opportunities to address this objective may be found on the following pages: Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665



Objective 2: Use knowledge of structure analysis to decode words. (See kindergarten, first, and second grade.)

SE/TE: Opportunities to address this objective may be found on the following pages: Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665







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Objective 3: Spell words correctly.


a. Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280



b. Use knowledge of Greek and Latin roots and affixes to spell multisyllable words.

SE/TE: Prefixes, 663, 669; Suffixes, 335, 342, 538, 539, 540, 541, 552, 553, 664, 669, 670; Root Words, 662, 735



c. Spell an increasing number of high-frequency and irregular words correctly (e.g., straight, soldier, property, particular).

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665; Using Dictionaries, 708-711; Using Other Reference Sources, 712-713; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment







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Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).

b. Visualize words while writing.

d. Learn the spellings of irregular and difficult words (e.g., feudalism, electricity, parallelogram, microorganism).



a. Use knowledge about spelling to predict the spelling of new words.




SE/TE: Drafting, 18, 56, 82, 106, 132, 158, 182, 206, 230, 256, 277; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280; Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665








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Objective 1: Read aloud grade level text with appropriate speed and accuracy.

c. Associate spelling of new words with that of known words and word patterns.




d. Use spelling generalities to assist spelling of new words.




Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

a. Read grade level text at a rate of approximately 120-150 wpm.

SE/TE: See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697







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Objective 2: Read aloud grade level text effortlessly with clarity.


b. Read grade level text with an accuracy rate of 95-100%.




a. Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.

SE/TE: See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Reading Aloud, 655; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697. See also: Performing and Interpreting, 650-651








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b. Read grade level words with automaticity. SE/TE: See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Reading Aloud, 655; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697








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Objective 1: Learn new words through listening and reading widely.

Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.

a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665; Using Dictionaries, 708-711; Using Other Reference Sources, 712-713; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280. See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Reading Aloud, 655; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697.



b. Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).

SE/TE: Vocabulary and Spelling, 654; Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665; Using Dictionaries, 708-711; Using Other Reference Sources, 712-713; Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280. Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697








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Objective 2: Use resources to learn new words by relating them to known words and/or concepts.

Objective 3: Use structural analysis and context clues to determine meanings of words.

a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, thesauruses).



b. Determine gradients of meanings between related words and concepts (e.g., colonization: exploration, migrate, settlement).

SE/TE: Developing Vocabulary, 654-658; Studying Words Systematically, 659-661; Studying Word Parts and Origins, 662-665; Using Dictionaries, 708-711; Using Other Reference Sources, 712-713



a. Identify meanings of words using roots and affixes (i.e., Greek/Latin affixes).

SE/TE: Prefixes, 663, 669; Suffixes, 335, 342, 538, 539, 540, 541, 552, 553, 664, 669, 670; Root Words, 662, 735








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Objective 1: Identify purposes of text.a. Identify purpose for reading.

b. Use words, sentences, and paragraphs as context clues to determine meanings of unknown key words, similes, metaphors, idioms, proverbs, clichés, and literary expressions.

SE/TE: Using Context Clues, 656-657, 676-677; Dictionary, 708-711. See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249



c. Use context to determine meanings of synonyms, antonyms, homonyms (e.g., through/threw, principal, principle) and multiple-meaning words (e.g., print).

SE/TE: Using Context Clues, 656-657, 676-677; Dictionary, 708-711



Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.

SE/TE: See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697.








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b. Identify author’s purpose.

Objective 2: Apply strategies to comprehend text.

SE/TE: See the Reading/Writing Connection for the following Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697. See also Strategies for Professional Authors pages 19, 49, 73, 99, 125, 151, 175, 199, 223, and 247.



a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).




b. Generate questions about text (e.g., factual, inferential, evaluative).

SE/TE: Response to Literature, 246-271; Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Topic Bank: Responding to Literature, 53, 80, 103, 129, 155, 179, 203, 228, 251; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697






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c. Form mental pictures to aid understanding of text.

SE/TE: Images and Imagery, 69, 121, 131, 195, 643; Response to Literature, 246-271; Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Topic Bank: Responding to Literature, 53, 80, 103, 129, 155, 179, 203, 228, 251; Reading Skills: Reading Methods and Tools, 679-684; Reading Literary Writing, 691-695



d. Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.

SE/TE: Model From Literature, 50-51; Predicting Outcomes, 50, 691, 692, 695; Standardized Test Preparation Workshop: Make Inferences and Predictions, 698-699



e. Make inferences and draw conclusions from text.

SE/TE: Making Inferences, 100, 101; Draw Conclusions, 688; Standardized Tests, 698, 699







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f. Identify theme/topic/main idea from text; note details.

SE/TE: Main Ideas, 19, 33, 34, 35, 279. Theme, 95, 96, 255; Student Work in Progress, 91-92, 141-143, 166-167, 190-191, 238-240; Model From Literature, 74-77, 152-153, 224-225. See also: Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading from Varied Sources, 696-697



g. Summarize important ideas/events; summarize supporting details in sequence.

SE/TE: Summaries, 187, 229, 255, 277, 637, 692, 703; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading from Varied Sources, 696-697; Standardized Test Preparation Workshop: Constructing Meaning From Informational Texts, 720-721



h. Monitor and clarify understanding applying fix-up strategies while interacting with text.

SE/TE: Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697; Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Topic Bank: Responding to Literature, 53, 80, 103, 129, 155, 179, 203, 228, 251






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Objective 3: Recognize and use features of narrative and informational text.



i. Compile, organize, and interpret information from text.

SE/TE: Research Report, 222–245; Response to Literature, 246–271, Writing for Assessment, 272–289; Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading Literary Writing, 691-695; Reading from Varied Sources, 696-697; Reference Skills, 704-714; Internet Research Handbook, 761-765



a. Identify characters, setting, sequence of events, problem/resolution, theme.

SE/TE: Model From Literature, 74-77; Characters, 95, 96, 147, 691, 692; Setting, 96, 691, 692, Student Work in Progress, 91-92, 283-284; Plot, 82, 96; Point of View, 781; Setting, 96, 691, 692; Theme, 95, 96, 255; Reading Skills: Reading Methods and Tools, 679-684; Reading Literary Writing, 691-695; Response to Literature, 246-271








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b. Compare and contrast elements of different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction, science fiction, myths, legends.

SE/TE: Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading from Varied Sources, 696-697; Models From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Topic Bank: Responding to Literature, 53, 80, 103, 129, 155, 179, 203, 228, 251; Response to Literature, 246-271; Comparison-and Contrast Essay, 150–173



c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary.

SE/TE: Using Sections in Textbooks, 679; Using Features of Textbooks, 680; Using Graphic Organizers, 683-684; Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, 639-641



d. Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect, order of importance, time, geographic classification).

SE/TE: Model From Literature: 50-51, 74-77, 100-101, 126-127, 152-153, 176-177, 200-201, 224-225, 248-249; Description, 98-123; Persuasive Essay, 124-149; Comparison-and Contrast Essay, 150-173; Cause-and-Effect Essay, 174-197; How-to Essay, 198-221; Reading Nonfiction Critically, 685-690TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment






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Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).

b. Select and narrow a topic from generated ideas.


e. Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks, biographies, Internet, other resources).

SE/TE: Reading Skills: Reading Methods and Tools, 679-684; Reading Nonfiction Critically, 685-690; Reading from Varied Sources, 696-697; Reference Skills, 704-714; Internet Research Handbook, 761-765; Research Report, 222–245; Response to Literature, 246–271, Writing for Assessment, 272–289



Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.

a. Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.

SE/TE: Prewriting, 13, 15, 16, 17, 18, 19, 20, 29, 31, 52, 54, 55, 66, 67, 71, 78, 79, 81, 93, 97, 102, 104, 105, 118, 119, 128, 130, 131, 144, 145, 149, 154, 156, 157, 168, 169, 173, 178, 180, 181, 192, 193, 197, 202, 204, 205, 217, 221, 226, 227, 229, 241, 250, 252, 253, 254, 255, 267, 271, 274, 275, 276, 285; Topic Bank, 53, 80, 103, 129, 155, 179, 203, 228, 251; Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286



SE/TE: Choosing Your Topic, 14–15, 52, 78, 102, 128, 154, 178, 202, 226, 250, 274






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Objective 2: Compose a written draft.



c. Identify audience, purpose, and form for writing.

SE/TE: Prewriting: Considering Your Audience and Purpose, 16–17, 55, 81, 104, 130, 157, 181, 204, 229, 253; Choosing Your Topic, 14–15, 52, 78, 102, 128, 154, 178, 202, 226, 250, 274



d. Use a variety of graphic organizers to organize information from multiple sources.

SE/TE: Prewriting, 13, 15, 16, 17, 18, 19, 20, 29, 31, 52, 54, 55, 66, 67, 71, 78, 79, 81, 93, 97, 102, 104, 105, 118, 119, 128, 130, 131, 144, 145, 149, 154, 156, 157, 168, 169, 173, 178, 180, 181, 192, 193, 197, 202, 204, 205, 217, 221, 226, 227, 229, 241, 250, 252, 253, 254, 255, 267, 271, 274, 275, 276, 285; Using Graphic Organizers, 683-684; Creating Graphic Organizers, 645-646TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment


a. Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).

SE/TE: Drafting, 18, 56-57, 82-83, 106-17, 132-133, 158-159, 182-183, 206-207, 230-231, 256-257, 277-278






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b. Use voice to fit the purpose and audience.



SE/TE: Voice in Writing, 7; Drafting, 18, 56-57, 82-83, 106-17, 132-133, 158-159, 182-183, 206-207, 230-231, 256-257, 277-278. See also: Considering Your Audience and Purpose, 16–17, 55, 81, 104, 130, 157, 181, 204, 229, 253



c. Use strong verbs and precise and vivid language to convey meaning.

SE/TE: Drafting, 18, 56-57, 82-83, 106-17, 132-133, 158-159, 182-183, 206-207, 230-231, 256-257, 277-278. See also: Verbs, 312–313; Action Verbs and Linking Verbs, 87, 314–319; Helping Verbs, 320–323; Chapter Review, 324–325; Standardized Test Preparation Workshop, 326–327



d. Identify and use effective leads and strong endings.

SE/TE: Clarity in Conclusions, 132; Conclusion for Compositions, 39; Conclusions in Drafts, 256; Drafting, 18, 56-57, 82-83, 106-17, 133, 158-159, 182-183, 206-207, 230-231, 257, 277-278






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Objective 3: Revise by elaborating and clarifying a written draft.



a. Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.

SE/TE: Revising: Word Choice, 21, 61, 111, 138, 163, 187, 212, 262, 280; Revising Your Overall Structure, 58, 84, 108, 134, 160, 184, 208, 232, 258, 279; Revising: Sentences, 20, 29–32, 60, 86, 110, 137, 162, 186, 210, 234, 280








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Objective 4: Edit written draft for conventions.

b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences).

SE/TE: Transitions, 38, 40, 86, 280, 751; Revising, 19–21, 58–61, 84–88, 108–112, 134–138, 160–163, 184–187, 208–212, 232–235, 258–262, 279–280



c. Revise writing, considering the suggestions from others.

SE/TE: Peer Review, 6, 21, 88, 112, 138, 163, 187, 212, 235, 262



a. Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses, dialogue, singular and plural possessives).

SE/TE: Punctuation, 556–599; Capitalization, 600–617. See also all Editing & Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.



b. Edit for spelling of grade level-appropriate words.

SE/TE: Vocabulary and Spelling, 654–677. See also all Editing & Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281.







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Objective 5: Use fluent and legible handwriting to communicate.


c. Edit for standard grammar (e.g., subject-verb agreement, verb tense, irregular verbs).

SE/TE: Nouns and Pronouns, 292–311; Verbs, 312–327; Adjectives and Adverbs, 328–349; Prepositions, 350–361; Conjunctions and Interjections, 362–377; Phrases and Clauses, 414–435; Using Verbs, 478–505; Using Pronouns, 506–517; Making Words Agree, 518–535; Using Modifiers, 536–555. See also all Editing & Proofreading pages 22, 62, 89, 113, 139, 164, 188, 213, 236, 263, and 281; Grammar in Your Writing, 22, 61, 62, 87, 111, 137, 139, 162, 164, 186, 188, 211, 213, 234, 236, 263



d. Edit for appropriate formatting features (e.g., margins, indentations, titles, headings).

SE/TE: Editing and Proofreading, 22, 62, 66, 67, 71, 89, 93, 97, 113, 119, 139, 145, 149, 164, 168, 169, 173, 188, 192, 193, 197, 213, 217, 221, 236, 241, 263, 267, 271, 281, 285; Creating Graphic Organizers, 645–646; Formatting to Create an Effect, 647; Styles for Business and Friendly Letters, 754-755; Citing Sources and Preparing Manuscript, 756-760TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment


a. Write using upper- and lower-case cursive letters using proper from, proportions, and spacing.

SE/TE: Penmanship Reference, 756; Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Citing Sources and Preparing Manuscript, 756-760






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b. Increase fluency with cursive handwriting.

Objective 6: Write in different forms and genres.



SE/TE: Penmanship Reference, 756; Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Citing Sources and Preparing Manuscript, 756-760TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment


c. Produce legible documents with manuscript or cursive handwriting.

SE/TE: Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Styles for Business and Friendly Letters, 754-755; Citing Sources and Preparing Manuscript, 756-760



a. Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs, literature responses).

SE/TE: The Writer in You, 2–11; Writing Style, 42–43; Voice, 776, 783; Build Your Portfolio, 4, 23, 63, 90, 114, 140, 165, 189, 214, 237, 264, 282; Topic Bank, 53, 80, 103, 129, 155, 179, 203, 228, 251; Building Electronic Portfolios, 25; Autobiographical Writing, 48–71






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b. Produce traditional and imaginative stories, narrative and formula poetry.

SE/TE: Autobiographical Writing, 48–71; Short Story, 72–97; Poem, 118–119



c. Produce informational text (e.g., book reports, cause/effect reports, compare/contrast essays, observational/research reports, content area reports, biographies, historical fiction, summaries).

SE/TE: A Walk Through the Writing Process, 12–27; Description, 98–123; Persuasive Essay, 124–149; Comparison-and Contrast Essay, 150–173; Cause-and-Effect Essay, 174–197; How-to Essay, 198–221; Research Report, 222–245; Response to Literature, 246–271, and Writing for Assessment, 272–289



d. Produce writing to persuade (e.g., essays, editorials, speeches, TV scripts, responses to various media).

SE/TE: Persuasive Essay, 124–149; Letter to Editor, 125








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g. Publish 6-8 individual products.

e. Produce functional texts (e.g., newspaper and newsletters articles, e-mails, simple PowerPoint presentations, memos, agendas, bulletins, web pages).

SE/TE: Letter to Editor, 125; Business Letters, 570, 575, 754; Personal Letters, 612; Consumer Report, 168–169; Media and Technology Skills: Creating a Multimedia Presentation, 269



f. Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.

SE/TE: Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Creating Graphic Organizers, 645–646; Formatting to Create an Effect, 647; Developing a Multimedia Presentation, 648; Media and Technology Skills: Creating a Multimedia Presentation, 269; Advertisement, 144–145; I-Search Report, 241–242TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment


SE/TE: Publishing and Presenting, 23, 25, 63, 67, 90, 94, 114, 119, 140, 145, 165, 169, 189, 193, 214, 218, 237, 242, 264–268, 282, 286; Citing Sources and Preparing Manuscript, 756-760



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Prentice Hall Writing and Grammar, Grade 6, 8E © 2008