Prentice Hall Writing and Grammar, Grade 7, 8E © 2008 …€¦ · · 2016-06-10Correlated to: Ohio Academic Content Standards (Grade 7) 1 ... Correlated to: Ohio Academic Content

Prentice Hall Writing and Grammar, Grade 7, 8E © 2008 Correlated to:

Ohio Academic Content Standards (Grade 7)

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

OHIO ACADEMIC CONTENT STANDARDS

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

appropriate resource(s)) Grade Seven

Phonemic Awareness, Word Recognition and Fluency

Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts.

Acquisition of Vocabulary

Contextual Understanding

1. Define the meaning of unknown words through context clues and the author’s use of comparison, contrast, definition, restatement and example.

SE/TE: Context Clues, 692; Using Context to Determine Word Meaning, 712–713

TR: Academic and Workplace Skills Activity Book, 17-18; Standardized Test Preparation Workshop; 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

2. Apply knowledge of connotation and denotation to determine the meaning of words.

SE/TE: Denotation and Connotation, 725

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


Concept\l Understanding

3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms.

SE/TE: Synonyms, 138, 213, 238, 697, 749, 773; Antonyms, 697, 749; Homophones, 710, 774; Analogies, 312–313, 754–755;

TR: Writing Support Transparencies, Chapter 7; Standardized Test Preparation Workshop; Academic and Workplace Skills Activity Book, 20-21; Reading Support Practice Book; Formal Assessment







appropriate resource(s)) 4. Interpret metaphors and similes to understand new uses of words and phrases in text.

SE/TE: Metaphors, 118, 816; Figurative Language, 257, 272, 692, 814; Connected Assignment, Poem, 118–119; Models From Literature: 50–51, 74–77

TR: Writing Support Transparencies, 6-1; Writing Support Activity Book, 6-3; Reading Support Practice Book; Formal Assessment


5. Recognize and use words from other languages that have been adopted into the English language.

SE/TE: Using Formal and Informal English, 43; Word Origins, 701; Understanding the Influence of Other Languages and Cultures, 707; Idioms, 747

TR: Prentice Hall Everyday Spelling, Grade 7, Chapters 9, 15, 16, 20, 28, 33, 34; Academic and Workplace Skills Activity Book, 22-25; Reading Support Practice Book; Formal Assessment


Structural Understanding

6. Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to understand vocabulary.

SE/TE: Prefix, 619, 699, 706, 770; Suffix, 619, 700, 705, 787; Studying Word Roots, 698; Etymology, 747

TR: Prentice Hall Everyday Spelling, Grade 7, Chapters 9, 15, 16, 20, 28, 33, 34; Academic and Workplace Skills Activity Book, 22-25; Reading Support Practice Book; Formal Assessment


7. Use knowledge of symbols and acronyms to identify whole words.

SE/TE: Map Symbols, 675; SQ4R, 746

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







appropriate resource(s)) Tools and Resources

8. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

SE/TE: Vocabulary and Spelling, 690; Developing Vocabulary, 691–693; Studying Words Systematically, 695–697; Studying Word Parts and Origins, 698–701; Using Dictionaries, 746–747; Using Other Print and Electronic References, 748–749; Revising Your Word Choice, 112, 138, 237

TR: Writing Support Transparencies, Chapter 7; Prentice Hall Everyday Spelling, Grade 7, Dictionary Handbook, 246-312; Academic and Workplace Skills Activity Book, 19-21, 34, 57-58; Reading Support Practice Book; Formal Assessment


Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Comprehension Strategies

1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

SE/TE: Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733. Opportunities to address this standard may be found on the following pages: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251.

TR: Academic and Workplace Skills Activity Book, 17-18; 51; Reading Support Practice Book; Formal Assessment


2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.

SE/TE: 50-51, Predict, 731; Standardized Test Preparation Workshop: Make Inferences and Predictions, 734–735

TR: Academic and Workplace Skills Activity Book, 40-41, 44-45; Standardized Test Preparation Workshop; Reading Support Practice Book; Formal Assessment







appropriate resource(s)) 3. Make critical comparisons across text, noting author’s style as well as literal and implied content of text.

SE/TE: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733

TR: Academic and Workplace Skills Activity Book, 38-43; Reading Support Practice Book; Formal Assessment


4. Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions.

SE/TE: Summarizing, 257, 259, 268, 739; Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733

TR: Writing Support Activity Book, Chapter 12; Reading Support Practice Book; Formal Assessment


5. Select, create and use graphic organizers to interpret textual information.

SE/TE: Interpreting Maps, Graphs, and Photographs, 675-677; Creating Graphic Organizers for Comprehension, 681-684; Interpreting Graphic Aids, 688-689



6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

SE/TE: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733; Answering Different Types of Questions, 752–755

TR: Writing Support Activity Book, Chapter 12; Academic and Workplace Skills Activity Book, 8, 35-36, 44-45; Reading Support Practice Book; Formal Assessment






appropriate resource(s)) 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

Self-Monitoring Strategies

7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

SE/TE: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733

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


Independent Reading

8. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

SE/TE: Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733



9. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

SE/TE: Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733



Reading Applications: Informational, Technical and Persuasive Text

1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information.

SE/TE: Using Features of Textbooks, 716; Creating Graphic Organizers for Comprehension, 681; Interpreting Maps, Graphs, and Photographs, 675–677; Interpreting Graphic Aids, 688-689






appropriate resource(s)) TR: Teaching Resources: Academic and

Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


2. Analyze examples of cause and effect and fact and opinion.

SE/TE: Fact and Opinion, 147, 679, 722, 756, 757; Cause-and-Effect Essay, 174–197; Analyzing the Text, 725–726; Cause-and-Effect Organization, 38



3. Compare and contrast different sources of information, including books, magazines, newspapers and online resources, to draw conclusions about a topic.

SE/TE: Comparison-and-Contrast Essay, 150–173; Reading From Varied Sources, 732–733

TR: Academic and Workplace Skills Activity Book, 51; Reading Support Practice Book; Formal Assessment


4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas, critical details and underlying meaning of the original text.

SE/TE: Summarizing, 257, 259, 268, 739; Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733



5. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

SE/TE: Interpreting Maps, Graphs, and Photographs, 675-677; Creating Graphic Organizers for Comprehension, 681-684; Interpreting Graphic Aids, 688-689









6. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques and examples of bias and stereotyping.

SE/TE: Persuasive Essay, 124–149; Viewing Information Media Critically, 678–679; Persuasion, 12, 226, 228, 275, 277, 279; Persuasive Speech, 671; Evaluate Objectivity of News Reports, 147; Reading Nonfiction Critically, 721-726



7. Identify an author’s purpose for writing and explain an author’s argument, perspective or viewpoint in text.

SE/TE: Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733. Opportunities to address this standard may be found on the following pages: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251.



8. Compare the treatment, scope and organization of ideas from different texts on the same topic.

SE/TE: Types of Organization, 38; Models From Literature: 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Reading Skills: Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733



Reading Applications: Literary Text

1. Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot.

SE/TE: Characters, 50, 57, 85, 21, 257; Reading Skills: Reading Methods and Tools, 715–720; Reading Literary Writing, 727–731; Response to Literature, 248–273






appropriate resource(s)) TR: Teaching Resources: Academic and

Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


2. Analyze the features of the setting and their importance in a text.

SE/TE: Setting, 83, 90, 96, 737; Reading Skills: Reading Methods and Tools, 715–720; Reading Literary Writing, 727–731; Response to Literature, 248–273



3. Identify the main and minor events of the plot, and explain how each incident gives rise to the next.

SE/TE: Plot, 82, 94, 96, 272; Reading Skills: Reading Methods and Tools, 715–720; Reading Literary Writing, 727–731; Response to Literature, 248–273



4. Identify and compare subjective and objective points of view and how they affect the overall body of a work.

SE/TE: Point of View, 49, 56, 122, 272, 729; Reading Skills: Reading Methods and Tools, 715–720; Reading Literary Writing, 727–731; Response to Literature, 248–273


TECH: Writing and Grammar iText, Section 4.3; Writers at Work videotape

5. Identify recurring themes, patterns and symbols found in literature from different eras and cultures.

SE/TE: Theme, 94–95, 96, 257, 272, 727; Plot, 82, 94, 96, 272; Reading Skills: Reading Methods and Tools, 715–720; Reading Literary Writing, 727–731; Response to Literature, 248–273









6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction.

SE/TE: Literary Forms, 12, 48-49, 67, 73, 118-119; Reading Literary Writing, 727–731; Response to Literature, 248–273; Performing and Interpreting, 687

TR: Writing Support Transparencies, Chapter 11, 11-D, 12; Writing Support Activity Book, Chapter 11, 12; Academic and Workplace Skills Activity Book, 38-51

TECH: Writers at Work videotape; Writing and Grammar iText, Section 11.3; Writing and Grammar Companion Web Site

7. Interpret how mood or meaning is conveyed through word choice, figurative language and syntax.

SE/TE: Analyzing Meaning, 8; Figurative Language, 118, 257, 272, 692, 814; Connected Assignment, Poem, 118–119; Models From Literature: 50–51, 74–77; Reading Skills: Reading Methods and Tools, 715–720; Reading Literary Writing, 727–731; Response to Literature, 248–273; Short Story, 72–89; Revising: Word Choice, 21, 61, 87, 112, 138, 164, 188, 212, 209, 237, 263, 282, 297



Writing Processes

Prewriting

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

SE/TE: Prewriting Strategies, 14–17, 26– 27, 52– 55, 67, 71, 78–81, 93, 97, 102–105, 118, 128–131, 144, 149, 154–157, 169, 173, 178–181, 193, 197, 202–205, 217, 221, 228–231, 243, 252–257, 269, 270, 276–278, 287

TR: Writing Support Transparencies, 2-C-D, 5-A-D, 6-A-C, 6-1, 7-A-D, 7-K, 9-A-D, 8-1, 9-A-D, 9-1, 10-A-C, 10-1, 11-A-C, 11-H, 12-A-D, 13-D; Writing Support Activity Book, 2-2, 5-1, 6-1, 6-4, 7-1-2, 7-4, 8-1-3, 8-5, 9-1, 9-3, 10-1, 10-4, 11-1, 11-4, 12-1-2, 13-2; Extra Grammar and Writing Exercises; Formal Assessment







appropriate resource(s)) 2. Conduct background reading, interviews or surveys when appropriate.

SE/TE: Model from Literature, 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Topic Bank, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276; Choosing Your Topic, 228, 252; Viewing Information Critically, 678; Library, 742

TR: Writing Support Transparencies, 11-A-C, 12-A-D; Writing Support Activity Book, 11-1, 12-1-2; Extra Grammar and Writing Exercises; Formal Assessment


3. Establish a thesis statement for informational writing or a plan for narrative writing.

SE/TE: Thesis Statements, 39, 132, 141, 232, 241; Choosing Your Topic, 52–53, 78–79, 102–103, 128–129, 154–155, 178–179, 202–203, 228–229, 252–253, 276

TR: Writing Support Transparency 7-E-F, 11-D; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal Assessment


4. Determine a purpose and audience. SE/TE: Audience and Purpose, 16, 55, 80, 104, 125-127, 130, 141, 148-149, 157, 171, 181, 204, 215, 220, 231, 255, 277

TR: Writing Support Transparencies, 2-C-D, 4-D, 5-C, 7-C, 8-D, 8-1, 9-D, Chapter 12, 13-A; Writing Support Activity Book, 2-2, 4-1, 5-1, 7-1, 8-3, 8-5, 9-1; Extra Grammar and Writing Exercises; Formal Assessment


5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

SE/TE: Gathering Details, 55, 81, 105, 131, 157, 181, 205, 231, 256, 278; Choosing Your Topic, 52–53, 78–79, 102–103, 128–129, 154–155, 178–179, 202–203, 228–229, 252–253, 276; Narrowing Your Topic, 54, 104, 130, 156, 180, 204, 230, 254, 277

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment








Drafting, Revising and Editing

6. Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

SE/TE: Drafting, 13, 18, 56–57, 82–83, 106–107, 132–133, 158–159, 182–183, 206–207, 232–233, 258–259, 279–280

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 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

7. Vary simple, compound and complex sentence structures.

SE/TE: Sentence Combining, 29–32, 263; Basic Sentence Parts, 390–419; Chapter Review, 420–421; Standardized Test Preparation Workshop, 422–423; Effective Sentences, 454–483; Chapter Review, 484–485; Standardized Test Preparation Workshop, 486–487; Revising: Sentences, 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

SE/TE: Paragraphs in Essays and Other Compositions, 37–41; Revising Your Paragraphs, 59, 85, 110, 136, 162, 185, 209, 235, 261, 281

TR: Writing Support Transparency, 3-C, 6-F, 7-E-F, 11-D; Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal Assessment


9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose.

SE/TE: Revising: Word Choice, 21, 61, 87, 112, 138, 164, 188, 212, 209, 237, 263, 282, 297; Revising: Sentences, 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465






appropriate resource(s)) TR: Teaching Resources: Grammar Exercise

Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


10. Use available technology to compose text. SE/TE: Use Technology for Writing, 25; Word Processors: Features, 56, 134, 138, 684; Grammar Checkers, 476, 480; Keyboarding, 445; Spell Checkers, 704, 710, 711; Synonym Finder, 138, 697; Tracking Changes, 85, 260; Writing Tool, 9, 29, 108. Note: The Online Essay Scorer provides instant essay scoring and analytical feedback.

TR: Writing Support Transparencies, 2-1, 9-G, 10-1, 11-D, 11-E, 11-Hm 13-D; Writing Support Activity Book, 9-2, 10-4, 11-4, 13-2; Extra Grammar and Writing Exercises; Formal Assessment


11. Reread and analyze clarity of writing. SE/TE: Revising and Peer Review, 19–21, 58–62, 67, 71, 84–87, 93, 97, 108–113, 118, 134–138, 144, 149, 160–164, 169, 173, 184–188, 193, 197, 206–213, 217, 221, 234–238, 243, 260–263, 269, 273, 281, 282, 287

TR: Writing Support Transparencies, 2-1, 9-G, 10-1, 11-D, 11-E, 11-Hm 13-D; Writing Support Activity Book, 9-2, 10-4, 11-4, 13-2; Extra Grammar and Writing Exercises; Formal Assessment


12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

SE/TE: 22, 35, 49-51, 55, 57-58, 70, 76, 80, 83, 91, 98-101, 104, 106, 116, 215, 225, 231-232, 249, 254, 281 721

TR: Academic and Workplace Skills Activity Book, 38-43; Writing Support Transparencies, 4-D, 4-F, 4-G-I, 5-C, 5-F, 6-D 11-D, 12-C; Writing Support Activity Book, 4-1, 5-1, 12-1; Extra Grammar and Writing Exercises; Formal Assessment








13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

SE/TE: Transitions, 136, 142, 153, 225, 282, 782; Revising: Word Choice, 21, 61, 87, 112, 138, 164, 188, 212, 209, 237, 263, 282, 297; Revising: Sentences, 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465; Revising Your Paragraphs, 59, 85, 110, 136, 162, 185, 209, 235, 261, 281

TR: Writing Support Transparencies, 2-G, 4-G-H-I, 5-G-H, 6-E-H, 7-G-I, 8-F-G, 9-F-H, 10-F-H, 11-E-F, 12-G-H; Writing Support Activity Book, 5-3, 7-4, 8-4, 9-2; Extra Grammar and Writing Exercises; Formal Assessment


14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

SE/TE: Resources, 692, 697; Revising: Word Choice, 21, 61, 87, 112, 138, 164, 188, 212, 209, 237, 263, 282, 297

TR: Academic and Workplace Skills Activity Book, 20-21: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

SE/TE: Editing and Proofreading, 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, 283

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

SE/TE: Rubric for Self-Assessment/Reflecting on Your Writing, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284

TR: Scoring Rubrics on Transparency, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13; Extra Grammar and Writing Exercises; Formal Assessment








Publishing

17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

SE/TE: Publishing and Presenting, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284; Building and Electronic Portfolio, 25; Spotlights on the Humanities, 28, 44, 68, 94, 120, 146, 170, 194, 218, 244, 288; Media and Technology Skills, 29, 45, 69, 95, 121, 147, 171, 195, 219, 245, 271, 289

TR: Academic and Workplace Skills Activity Book, 6-16; Writing Support Transparencies, 1-B; Writing Support Activity Book, 1-2; Extra Grammar and Writing Exercises; Formal Assessment


Writing Applications

1. Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, character and a specific setting.

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

TR: Writing Support Transparencies, 3-A-B-C, 4-D, G-I, 5-C, 6-C-D-E-F, 8-G, 12-C,E, 13-B; Writing Support Activity Book, 4-1, 5-1, 6-2, 12-1; Extra Grammar and Writing Exercises; Formal Assessment


2. Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text.

SE/TE: Response to Literature, 248–273; Topic Bank: Responding to Literature, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276

TR: Writing Support Transparencies, 4-B, 6-B, 7-B, 8-B, 9-B, 10-B, 11-B, 12-A-H; Writing Support Activity Book, 12-1-2-3; Extra Grammar and Writing Exercises; Formal Assessment







appropriate resource(s)) 3. Write business letters that are formatted to convey ideas, state problems, make requests or give compliments.

SE/TE: Business Letter, 43, 604, 790; Friendly Letter, 43, 791; Other Letters, 8, 140, 249, 253, 596



4. Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources, and create an organizing structure appropriate to the purpose, audience and context.

SE/TE: Comparison-and-Contrast Essay, 150–173; Cause-and-Effect Essay, 174–197; Research Report, 222–247; Response to Literature, 248–273; Writing for Assessment, 274–291

TR: Writing Support Transparencies, 11-A-H; Writing Support Activity Book, 11-1-4; Extra Grammar and Writing Exercises; Formal Assessment


5. Write persuasive essays that establish a clear position and include relevant information to support ideas.

SE/TE: Persuasive Essay, 124-149

TR: Writing Support Transparencies, 7-A-I; Writing Support Activity Book, 7-1-2; Extra Grammar and Writing Exercises; Formal Assessment


6. Produce informal writings (e.g., journals, notes and poems) for various purposes.

SE/TE: Poem, 118–119; Friendly Letter, 43, 791; Other Letters, 8, 140, 249, 253, 596








appropriate resource(s)) Writing Conventions

Spelling

1. Spell high-frequency words correctly. SE/TE: Vocabulary and Spelling, 690; Developing Vocabulary, 691–693; Studying Words Systematically, 695–697; Studying Word Parts and Origins, 698–701; Improving Your Spelling, 702–712. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Prentice Hall Everyday Spelling, Grade 7, 12, 38, 64, 90, 116, 142; Academic and Workplace Skills Activity Book, 26-33; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 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

Punctuation and Capitalization

2. Use commas, end marks, apostrophes and quotation marks correctly.

SE/TE: Commas, 114, 215, 585–599; Chapter Review, 630–631; Standardized Test Preparation Workshop, 632–633. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Writing Support Transparencies, 12-F-G; Grammar Exercise Workbook, 87-88, 99-102, 145-174; Grammar Exercises Answers on Transparencies, Chapter 21, 26; Hands-On Grammar Activity Book, Chapter 26; Standardized Test Preparation Workshop


3. Use semicolons, colons, hyphens, dashes and brackets correctly.

SE/TE: Semicolons and Colons, 600–605; Hyphens and Apostrophes, 618–629; Chapter Review, 630–631; Standardized Test Preparation Workshop, 632–633. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Grammar Exercise Workbook, 99-102, 145-148 159-162 169-170; Grammar Exercises Answers on Transparencies, Chapter 26; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment







appropriate resource(s)) 4. Use correct capitalization. SE/TE: Capitalization, 634–649; Chapter

Review, 650–651; Standardized Test Preparation Workshop, 652–653. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Standardized Test Preparation Workshops; Grammar Exercise Workbook, 1-44, 111-144, 175-186; Hands-On Activity Book, Chapter 14-18, 22-23, 25; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


Grammar and Usage

5. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

SE/TE: Nouns and Pronouns, 61, 63, 165, 294–313; Verbs, 87, 314–331; Adjectives and Adverbs, 113, 211, 334–359; Prepositions, 360–373; Conjunctions and Interjections, 374–387; Basic Sentence Parts and Patterns, 390–423; Phrases and Clauses, 424–453; Effective Sentences, 454–489; Using Verbs, 187, 490–517; Using Pronouns, 518–531; Making Words Agree, 163, 532–557; Using Modifiers, 558–577. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Standardized Test Preparation Workshops; Grammar Exercise Workbook, 1-44, 111-144, 175-186; Hands-On Activity Book, Chapter 14-18, 22-23, 25; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


6. Use dependent and independent clauses. SE/TE: Clauses, 32, 137, 211, 263, 438-441, 443-446, 463. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Grammar Exercise Workbook, 79-86, 89-92, 159-160; Grammar Exercises Answers on Transparencies, Chapter 26; Hands-On Grammar Activity Book, Chapter 20

TECH: Writing and Grammar iText, Section 26.3; On-Line Exercise Bank, Section 20.2, 21.2, 26.3; Teacher Express CD-ROM, Test Bank CD-ROM; Writing and Grammar Companion Web Site






appropriate resource(s)) 7. Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases.

SE/TE: Making Words Agree, 532–533; Subject and Verb Agreement, 163, 534–547; Chapter Review, 554–555; Standardized Test Preparation Workshop, 556–557. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Grammar Exercise Workbook, 127-134; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


8. Conjugate regular and irregular verbs in all tenses correctly.

SE/TE: Using Verbs, 187, 490–513; Chapter Review, 514–515; Standardized Test Preparation Workshop, 516–517. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.

TR: Grammar Exercise Workbook, 111-114, 117-118; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment

TECH: Writing and Grammar iText, Section 22.1; On-Line Exercise Bank, Section 22.1, 22.2; Teacher Express CD-ROM, Test Bank CD-ROM; Writing and Grammar Companion Web Site

Research

1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.

SE/TE: Research Report, 222–247; Using On-Line Sources in Research, 245

TR: Writing Support Transparencies, 11-A-C; Writing Support Activity Book, 11-1; Extra Grammar and Writing Exercises; Formal Assessment


2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

SE/TE: Research Report, 222–247; Using On-Line Sources in Research, 245; Reading From Varied Sources, 732–733; Reference Skills, 740–750

TR: Writing Support Transparencies, 11-H; Writing Support Activity Book, 11-4; Extra Grammar and Writing Exercises; Formal Assessment








3. Identify and explain the importance of validity in sources, including publication date, coverage, language, points of view, and describe primary and secondary sources.

SE/TE: Research Report, 222–247; Using On-Line Sources in Research, 245; Reading From Varied Sources, 732–733; Reference Skills, 740–750

TR: Writing Support Transparencies, 11-H; Writing Support Activity Book, 11-4; Extra Grammar and Writing Exercises; Formal Assessment


4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers).

SE/TE: Gathering Evidence, 131-133, 181, 231-234, 256-257; Creating Graphic Organizers, 681-684; Taking Notes, 739

TR: Writing Support Transparencies, 7-E-F, 9, 11-D-E-F, 12-D; Writing Support Activity Book, Chapter 9, 12-2; Academic and Workplace Skills Activity Book, 9-12, 53


5. Analyze and organize important information, and select appropriate sources to support central ideas, concepts and themes.

SE/TE: Shaping Your Writing, 232-233



6. Integrate quotations and citations into written text to maintain a flow of ideas.

SE/TE: Focusing on Citations, 239; Citing Sources and Preparing Manuscript, 760–764








appropriate resource(s)) 7. Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited).

SE/TE: Focusing on Citations, 239; Citing Sources and Preparing Manuscript, 760–764



8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question.

SE/TE: Research Report, 222–247; Response to Literature, 248–273; Writing for Assessment, 274–291; Spotlights on the Humanities, 28, 44, 68, 94, 120, 146, 170, 194, 218, 244, 288; Media and Technology Skills, 29, 45, 69, 95, 121, 147, 171, 195, 219, 245, 271, 289; Using Graphic Organizers, 719–720

TR: Writing Support Transparencies, 11-A-C, 11-H; Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal Assessment


Communication: Oral and Visual

Listening and Viewing

1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

SE/TE: Listening Effectively, 673-674; Persuasive Speech, 671; Viewing Information Media Critically, 678–679; Evaluate Objectivity of News Reports, 147

TR: Academic and Workplace Skills Activity Book, 6-7


2. Draw logical inferences from presentations and visual media.

SE/TE: Persuasive Speech, 671; Viewing Information Media Critically, 678–679; Evaluate Objectivity of News Reports, 147; Viewing and Representing Skills, 675–679








appropriate resource(s)) 3. Interpret the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

SE/TE: Listening Effectively, 673-674; Persuasive Speech, 671; Viewing Information Media Critically, 678–679; Evaluate Objectivity of News Reports, 147; Performing and Interpreting, 688

TR: Academic and Workplace Skills Activity Book, 6-7; Standardized Test Preparation Workshop


4. Identify and explain the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages.

SE/TE: Viewing Information Media Critically, 678–679; Evaluate Objectivity of News Reports, 147

TR: Academic and Workplace Skills Activity Book, 8


Speaking Skills and Strategies

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

SE/TE: Using Informal Speaking Skills, 669–670; Using Formal Speaking Skills, 671–672; Performing and Interpreting, 688



6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.




7. Vary language choices as appropriate to the context of the speech.










Speaking Applications

8. Deliver informational presentations (e.g., expository, research) that:

SE/TE: Speeches, 45, 147; Developing a Multimedia Presentation, 685; Creating a Video, 686; Using Informal Speaking Skills, 669–670; Using Formal Speaking Skills, 671–672; Performing and Interpreting, 688

TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book


a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;




b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;




c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);










d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and

SE/TE: Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, 675–677; Creating Graphic Organizers, 681–683; Formatting to Create an Effect, 684; Developing a Multimedia Presentation, 685; 681- Creating a Video, 686; Speeches, 45, 147



e. draw from multiple sources and identify sources used.

SE/TE: Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, 675–677; Creating Graphic Organizers, 681–683; Formatting to Create an Effect, 684; Developing a Multimedia Presentation, 685; 681- Creating a Video, 686; Speeches, 45, 147



9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.




10. Deliver persuasive presentations that: SE/TE: Using Formal Speaking Skills, 671–672; Newscast, 45; Evaluate Bias in the Media, 147



a. establish a clear position; SE/TE: Using Formal Speaking Skills, 671–672; Newscast, 45; Evaluate Bias in the Media, 147






appropriate resource(s)) TR: Academic and Workplace Skills Activity

Book, 3-5


b. include relevant evidence to support position and to address counter-arguments; and

SE/TE: Using Formal Speaking Skills, 671–672; Newscast, 45; Evaluate Bias in the Media, 147



c. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast).

SE/TE: Using Formal Speaking Skills, 671–672; Newscast, 45; Evaluate Bias in the Media, 147



Documents

Prentice Hall Writing and Grammar, Grade 7, 8E © 2008 …€¦ · · 2016-06-10Correlated to: Ohio Academic Content Standards (Grade 7) 1 ... Correlated to: Ohio Academic Content