A Correlation of

Keystone Level A, ©2013

To the

Texas (TEKS) Essential Knowledge and Skills English Language Arts and Reading Grade 6

A Correlation of Keystone, Level A ©2013 to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, Grade 6

Introduction This document demonstrates how Pearson Longman Keystone supports the Texas Essential Knowledge and Skills for English Language Arts and Reading. Pearson Longman Keystone is a Grades 6-12 eight-level flexible program designed for English learners and struggling readers whose academic achievement is two or more years below grade level. Through explicit, intensive, and focused instruction that accelerates students' language acquisition, reading comprehension, vocabulary, and oral and written communication skills, students will quickly begin achieving academic success and be better prepared to transition to mainstream coursework across the curriculum. Pearson Longman Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, highinterest literature. In addition, this series incorporates the focused and purposeful instructional principles of Understanding by Design, which allow students to demonstrate their understanding and mastery of skills through multiple formal and informal assessment opportunities. Through this process, students will be equipped with the key transferable academic skills necessary for lifelong success. Program Highlights    

Six thematic units per level are organized around a Big Question Critical academic vocabulary and key words are explicitly taught before each reading Connected learning opportunities allow students to demonstrate their mastery of the skills covered Well-organized instructional support provides a clearly defined roadmap of instruction

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A Correlation of Keystone, Level A ©2013 to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, Grade 6 Texas Essential Knowledge and Skills for English Language Arts and Reading, Grade 6

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§110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010. (b) Knowledge and skills. (1) Reading/Fluency. Students read grade- SE/TE: Read for Fluency, 15, 45, 64, 89, level text with fluency and comprehension. 119, 140, 179, 209, 214, 253, 281, 286, Students are expected to adjust fluency 327, 359, 364, 389, 437, 442 when reading aloud grade-level text based on the reading purpose and the nature of the text. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of gradeSE/TE: Prefixes un–, dis–, 53, Suffixes – level academic English words derived ness, –tion, and –ation, 97, Suffixes –ic, – from Latin, Greek, or other linguistic ist, and –able, 321, Prefixes mega–, tele–, roots and affixes; re–, 335, Greek and Latin roots, 203, 397 (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words;

SE/TE: Academic words, 6, 22, 38, 52, 80, 96, 112, 125, 126, 172, 186, 202, 230, 246, 260, 274, 302, 334, 352, 380, 396, 414, 430; Literary terms, 21, 51, 54, 56, 57, 95, 125, 147, 155, 185, 229, 259, 263, 265, 301, 333, 395, 413; Key words, 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429

(C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____);

SE/TE: For related material see: Synonyms and Antonyms, 187

(D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); and

SE/TE: Vocabulary footnote, 99; for related material see: Idioms, 21

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

SE/TE: Key Words (use dictionary), 5, 37, 79, 111, 171, 201, 245, 273, 319, 351, 379, 429

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A Correlation of Keystone, Level A ©2013 to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, Grade 6 Texas Essential Knowledge and Skills for English Language Arts and Reading, Grade 6

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(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) infer the implicit theme of a work of SE/TE: For related material see: The Big Question, 4, 20, 36, 50, 78, 94, 124, 154, fiction, distinguishing theme from the topic; 170, 184, 200, 228, 244, 258, 272, 300, 318, 332, 350, 378, 394, 428 (B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and

SE/TE: For related material see: “The Hare and the Tortoise” 262–263; “Orpheus and Eurydice” 264–265

(C) compare and contrast the historical and cultural settings of two literary works.

SE/TE: Recognize Historical Context, 127; See the following: “Zlata’s Diary” 188–193; “The Secret Garden” 304–311; “A Tree Grows in Kenya: The Story of Wangari Maathai” 322–324;”The Time Warp Trio: 2095” 416–421

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.

SE/TE: Reading Poetry, 232–235, 236, 237, 398–401; Analyzing Poetry, 238–239, 406–407

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.

SE/TE: Adapted Play, 304–311; Review and Practice, 312–313

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(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) summarize the elements of plot SE/TE: Comprehension: Comprehend & development (e.g., rising action, turning Analyze, 14, 30, 44, 58, 88, 104, 118, 134, point, climax, falling action, 164, 178, 194, 208, 238, 252, 266, 280, denouement) in various works of fiction; 312, 326, 344, 358, 388, 406, 422, 436; Critical Thinking, 64, 140, 214, 286, 364, 442; Literary Response and Evaluation: Analyzing Text, 280; Reading Strategy: summarize, 335 (B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and

SE/TE: Dialect, 155; Dialogue, 95

(C) describe different forms of point-ofview, including first- and third-person.

SE/TE: Literary Terms & Literary Check: point of view, 125, 129; Narrator, 125, 130; Literary Response and Evaluation: Writing from Another Point of View, 345

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.

SE/TE: Reading Strategies: make inferences, 157; also see: Comprehension: Comprehend & Analyze, 14, 30, 44, 58, 88, 104, 118, 134, 164, 178, 194, 208, 238, 252, 266, 280, 312, 326, 344, 358, 388, 406, 422, 436; Critical thinking, 64, 140, 214, 286, 364, 442; Literary response and evaluation: analyzing text, 280

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.

SE/TE: Literary Terms: Idioms, 21; Figure of Speech, 185; Personification, 259; Simile and Metaphor, 395; Understand Figures of Speech, 333

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(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.

SE/TE: Identify Author’s Purpose, 261; Reading Strategies: make inferences, 157; Link the Readings, 64, 140, 214, 286, 364, 442; Prepare to Read, 78, 94, 110, 170, 184, 228, 244, 258, 272, 300, 318, 332

(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and SE/TE: Summarize, 335; Reading supporting details in text, Strategy: Identify Main Idea and Details, demonstrating an understanding that a 203; In Your Own Words (informational summary does not include opinions; text), 15, 44, 88, 118, 178, 208, 252, 280, 326, 358, 388, 436; Literary Response and Evaluation: Summarizing, 88, 118, 178, 208, 252, 280, 358, 388, 436 (B) explain whether facts included in an argument are used for or against an issue;

SE/TE: Reading Strategies: Identify Problems and Solutions, 173; Distinguish Fact from Opinion, 187, Identify Main Idea and Details, 203; also see: “Fact or Fiction?” 8–13

(C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint; and

SE/TE: Recognize Cause and Effect, 247; Compare and Contrast, 81; Identify Problems and Solutions, 173; Analyze Text Structure, 303, 397

(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

SE/TE: Compare and Contrast, 81; Link the Readings, 64, 140, 214, 286, 364, 442

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(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast the structure SE/TE: Compare and Contrast, 81; Link the Readings, 64, 140, 214, 286, 364, 442 and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and SE/TE: Reading Strategies: Identify Problems and Solutions, 173; Distinguish Fact from Opinion, 187

(B) identify simply faulty reasoning used in persuasive texts.

(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to SE/TE: Follow Steps in a Process, 321 complete a task, solve a problem, or perform procedures; and SE/TE: Timelines, 84, 86; Chart, 41, 115, 400, 401; Directions, 103; Map, 205; Graphs, 302, 303

(B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: SE/TE: Reader's Theater, 30, 58, 104, (A) explain messages conveyed in various forms of media; 134, 164, 194, 266, 312, 344, 422; Listening and Speaking Workshop: TV talk show, 216–217, TV sports report, 288–289 (B) recognize how various techniques influence viewers' emotions;

SE/TE: Reader's Theater, 30, 58, 104, 134, 164, 194, 266, 312, 344, 422; Listening and Speaking Workshop: TV talk show, 216–217; Speech, 444–445

(C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and

SE/TE: Persuasive Speech, 218–222; Speech, 444–445

(D) analyze various digital media venues for levels of formality and informality.

SE/TE: Media Literacy, 65, 141, 215, 287, 365, 443

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(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: SE/TE: Prewrite, 68, 144, 218, 290, 368, (A) plan a first draft by selecting a genre appropriate for conveying the 446 intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (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;

SE/TE: Draft, 69, 145, 219, 291, 369, 447

(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

SE/TE: Revise, 69, 145, 219, 291, 369, 448

(D) edit drafts for grammar, mechanics, and spelling; and

SE/TE: Edit and Proofread, 71, 147, 221, 293, 371, 450, 451

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

SE/TE: Publish, 72, 148, 222, 294, 372, 452

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(15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that include: (i) a clearly defined focus, plot, and SE/TE: Short Story, 144–148; Fictional point of view; Narrative, 108; Story, 122 (ii) a specific, believable setting created through the use of sensory details; and

SE/TE: Characters, Setting, 144; How Characters Look, Act, and Feel, 147

(iii) dialogue that develops the story; and

SE/TE: Quotations in Narrative, 139; Dialogue, 145

(B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia);

SE/TE: Writing Poetry, 239

(ii) figurative language (e.g., similes, metaphors); and

SE/TE: Writing Poetry, 239; also see: Simile and Metaphor, 395

(iii) graphic elements (e.g., capital letters, line length).

SE/TE: Writing Poetry, 239

(16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

SE/TE: Narrative Writing: Friendly Letter (narrating event), 92; Personal Narrative, 138

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(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create multi-paragraph essays to convey information about a topic that: SE/TE: Expository Writing: Response to (i) present effective introductions and concluding paragraphs; Literature, 242–243; Cause–and–Effect, 256–257; Compare and Contrast, 270–271; Expository Essay, 290–294; Problem and Solution Essay, 368–372 (ii) guide and inform the reader's understanding of key ideas and evidence;

SE/TE: Expository Writing: Response to Literature, 242–243; Cause–and–Effect, 256–257; Compare and Contrast, 270–271; Expository Essay, 290–294; Problem and Solution Essay, 368–372

(iii) include specific facts, details, and examples in an appropriately organized structure; and

SE/TE: Expository Writing: Response to Literature, 242–243; Cause–and–Effect, 256–257; Compare and Contrast, 270–271; Expository Essay, 290–294; Problem and Solution Essay, 368–372

(iv) use a variety of sentence structures and transitions to link paragraphs;

SE/TE: Expository Writing: Words for Cause-and-Effect Relationships, 257; Compare and Contrast Using Both and But, 271; Sequence Words, 369; Transitions, 390–391

(B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing);

SE/TE: Friendly Letter, 92; Writing E–mail, 407

(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; and

SE/TE: Persuasive Writing: Book Review, 168–169; Expository Writing: Response to Literature, 242–243; Plot Summary, 348– 349; Critical Evaluation, 212–213; Literary Response: Writing About the Future, 389, 423; Writing E–mail, 407; Writing Fables, 267; Writing from Another Point of View, 345; Writing Journal Entries, 165, 313; Writing New Endings, 31; Writing an Oral Narrative, 135; Writing Poetry, 239; Writing Travel Brochures, 105

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A Correlation of Keystone, Level A ©2013 to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, Grade 6 Texas Essential Knowledge and Skills for English Language Arts and Reading, Grade 6 (D) produce a multimedia presentation involving text and graphics using available technology. (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 persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Keystone, Level A ©2013 SE/TE: Listening and Speaking Workshop: TV Talk Show, 216–217; TV Sports Report, 288–289 SE/TE: Persuasive Writing: Book Review, 168–169; Question–and–Answer Format (Persuasive Paragraph), 182–183; Diary Entry (Persuasive Paragraph 198–199; Critical Evaluation, 212–213; Persuasive Speech, 218–222

(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active SE/TE: Verbs: Simple Past Tense, 120– and passive voice); 121; Active Voice, 360; Irregular Verbs, 121; Passive Voice, 360–361 (ii) non-count nouns (e.g., rice, paper);

SE/TE: Count and Non-Count Nous, 106– 107

(iii) predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);

SE/TE: Comparative and Superlative Adjectives, 46, 47, 211

(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);

SE/TE: Conjunctive Adverbs, 91

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;

SE/TE: Prepositions and Prepositional Phrases, 60–61, 180, 181, 211

(vi) indefinite pronouns (e.g., all, both, nothing, anything);

SE/TE: Indefinite Pronouns, 33

(vii) subordinating conjunctions (e.g., while, because, although, if); and

SE/TE: Subordinating Conjunctions, 254– 255

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A Correlation of Keystone, Level A ©2013 to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, Grade 6 Texas Essential Knowledge and Skills for English Language Arts and Reading, Grade 6 (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to);

Keystone, Level A ©2013 SE/TE: Transitions, 390–391

(B) differentiate between the active and passive voice and know how to use them both; and

SE/TE: Active and Passive Voice, 360–361

(C) use complete simple and compound sentences with correct subject-verb agreement.

SE/TE: Simple and Compound Sentences, 166–167

(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations; SE/TE: Capitalization, 408–409 (ii) initials and acronyms; and

SE/TE: Capitalization, 408–409

(iii) organizations;

SE/TE: Capitalization, 408–409

(B) recognize and use punctuation marks including: (i) commas in compound SE/TE: Compound Sentence, 167 sentences; (ii) proper punctuation and spacing for quotations; and

SE/TE: Quotation Marks, 424

(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and

SE/TE: Parentheses, Brackets, and Ellipses, 425

(C) use proper mechanics including italics and underlining for titles of books.

SE/TE: Quotation Marks, 424

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(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) differentiate between commonly SE/TE: Academic Words, 126; confused terms (e.g., its, it's; affect, Homophones, 247 effect); (B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and

SE/TE: Edit and Proofread (Spelling), 71, 147, 221, 293, 371, 450, 451; also see: Word Study: Spellings and Phonics, 39, 53, 81, 97, 113, 127, 173, 203, 231, 261, 303, 321, 335, 353, 381, Sounds with different Spellings, 7

(C) know how to use the spell-check function in word processing while understanding its limitations.

SE/TE: For related material see: Edit and Proofread (Spelling), 71, 147, 221, 293, 371, 450, 451

(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: SE/TE: Choosing Research Topics, 392, (A) brainstorm, consult with others, decide upon a topic, and formulate 446 open-ended questions to address the major research topic; and (B) generate a research plan for gathering relevant information about the major research question.

SE/TE: Choosing Research Topics, 392, 446

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(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 expected to: SE/TE: Choosing Research Topics, 392, (A) follow the research plan to collect 446; Citing Research Sources, 426, 440, data from a range of print and electronic resources (e.g., reference 447, 450 texts, periodicals, web pages, online sources) and data from experts; (B) differentiate between primary and secondary sources;

SE/TE: Citing Sources, 447–448

(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;

SE/TE: Writing Workshop: Research Report, 446–452

(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and

SE/TE: Include Quotations and Citations, 426–427

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

SE/TE: Include Quotations and Citations, 426–427; Include Paraphrases and Citations, 426–427

(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, SE/TE: Research Report: Revise, 448 if necessary, guided by the answers to a secondary set of questions; and (B) evaluate the relevance and reliability of sources for the research.

SE/TE: Citing Sources, 447–448

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(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: SE/TE: Writing Workshop: Research (A) compiles important information from multiple sources; Report, 446–452 (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;

SE/TE: Write an Introductory Paragraph, 392–393; Writing Workshop: Research Report, 446–452

(C) presents the findings in a consistent format; and

SE/TE: Writing Workshop: Research Report, 446–452

(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

SE/TE: Include Quotations and Citations, 426–427; Include Paraphrases and Citations, 426–427

(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker's SE/TE: Listening and Speaking Workshop: messages (both verbal and nonverbal) Description Guessing Game, 66–67; Skit, and ask questions to clarify the 142–143; TV Talk Show, 216–217; TV speaker's purpose and perspective; Sports Report, 288–289, How–to Demonstration, 366–367; Speech, 444– 445; also see: Discussion, 15, 31, 45, 59, 89, 105, 119, 135, 165, 179, 195, 209, 239, 253, 267, 281, 313, 327, 345, 359, 389, 407, 423, 437 (B) follow and give oral instructions that include multiple action steps; and

SE/TE: Listening & Speaking Workshop: How-To Demonstration, 366–367

(C) paraphrase the major ideas and supporting evidence in formal and informal presentations.

SE/TE: Discussion, 15, 31, 45, 59, 89, 105, 119, 135, 165, 179, 195, 209, 239, 253, 267, 281, 313, 327, 345, 359, 389, 407, 423, 437; also see: Listening Skills: Compare Ideas to Your Own, 59, 179; Retell Classmates’ Ideas, 89, 119; Summarize What Speaker Says, 345

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(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

SE/TE: Listening and Speaking Workshop: Description Guessing Game, 66–67; Skit, 142–143; TV Talk Show, 216–217; TV Sports Report, 288–289, How–to Demonstration, 366–367; Speech, 444– 445; also see: Discussion, 15, 31, 45, 59, 89, 105, 119, 135, 165, 179, 195, 209, 239, 253, 267, 281, 313, 327, 345, 359, 389, 407, 423, 437

(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

SE/TE: Discussion, 15, 31, 45, 59, 89, 105, 119, 135, 165, 179, 195, 209, 239, 253, 267, 281, 313, 327, 345, 359, 389, 407, 423, 437; Listening and Speaking Workshop: Description Guessing Game, 66– 67; Skit, 142–143; TV Talk Show, 216– 217; TV Sports Report, 288–289, How–to Demonstration, 366–367; Speech, 444–445

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