Prentice Hall

Grade 6

Writing and Grammar, Grade 6, 8th Edition © 2008

C O R R E L A T E D

T O

West Virginia Generic Evaluation Criteria for English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) and Specific Evaluation Criteria for Composition and Grammar

Grade 6

INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE: COPYRIGHT DATE: SE ISBN: TE ISBN:

Pearson Prentice Hall Language Arts 6 Composition and Grammar Prentice Hall Writing and Grammar, 8E 2008 0132009609 0132009692

GENERIC EVALUATION CRITERIA GROUP II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12 R-E-S-P-O-N-S-E Yes No N/A

CRITERIA I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

NOTES Models from literature are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: ”My Sister the ‘Lifesaver’,” by Ruth McKenney, pp. 50–51 ”The Snow in Chelm,” by Bashevis Singer, pp. 74-75 ”A Narrow Escape,” by Laurence Yep, pp. 100–101 ”Preserving a Great American Symbol,” by Richard Durbin, pp. 126-127 “More Than a Pinch: Two Salt Lakes,” by Douglas Amrine et al pp. 152-153 ”Gentle Giants in Trouble,” by Ross Bankson, pp. 176-177 ”Twist and Shout,” by K. Wayne Wincey, pp. 200-201 “Sharks,” by Susan McGrath, pp. 222-223 ”Introducing Natty Bumppo,” by May Lamberton Becker, pp. 248-249

Also see: Spotlight on the Humanities: Comparing Themes Across the Arts, p. 94; Interpreting Themes in a Variety of Media, p. 170; Comparing Themes Across Cultures, p. 286; Reading Methods and Tools, pp. 678-699 See also the images on the following pages: pp. 12, 43, 48, 64, 66, 68, 74, 112, and 142.

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Models from literature are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: ”My Sister the ‘Lifesaver’,” by Ruth McKenney, pp. 50–53 ”The Snow in Chelm,” by Bashevis Singer, pp. 74-75 ”A Narrow Escape,” by Laurence Yep, pp. 100–101 ”Preserving a Great American Symbol,” by Richard Durbin, pp. 126-127 ”Twist and Shout,” by K. Wayne Wincey, pp. 200-201 ”Introducing Natty Bumppo,” by May Lamberton Becker, pp. 248-249 Also see: Spotlight on the Humanities: Interpreting Visual Meaning, p. 68; Comparing Themes Across the Arts, p. 94; Focus on Photography: Ansel Adams, p. 120; Interpreting Themes in a Variety of Media, p. 170; Comparing Themes Across Cultures, p. 286; Media and Technology Skills: Analyzing How the Media Shape Perceptions, p. 147 See also the images on the following pages: 68, 50, 72, 76, 79, 401, 405, 406, 465, 518, 521, 523, 608, 632, and 641.

See also the Writers in Action notes on the following pages: 3, 73, 99, 175, 199, and 223

GROUP II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12 (IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60%

I

A

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A.

Learning Skills

M

N

‰ Thinking and Problem-Solving Skills. ‰ Information and Communication Skills. ‰ Interpersonal and Self-Direction Skills and use these 21 Century Tools

Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 632653) Chapter 30: Reading Skills (pp. 678-699) Chapter 31: Study, Reference, and TestTaking Skills, (pp. 700721) Media and Technology Skills (pp. 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269, 287) Also see: Rubric for SelfAssessment/Reflecting on Your Writing (pp. 23, 63, 90, 114, 140, 165, 189, 214, 237, 264, 282) Connected Assignment: Exposition: Problem– and–Solution Essay (pp. 217-218)

Media and Technology Skills (pp. 9, 25, 45, 69, 95, 121, 147, 171, 195, 219, 243, 269, 287) Spotlight on the Humanities (pp. 8, 24, 44, 68, 94, 120, 146,

B.

21st Century Tools

170, 194, 218, 242, 268, 286) Chapter 30: Reading Skills: Reading from Varied Sources, 696; Reading Electronic Texts, 697 Chapter 31: Study, Reference, and TestTaking Skills: Basic Study Skills, 701-703; Reference Skills, 704713; Using the Internet, 714 Internet Research Handbook, 761–765; Computers, 4, 219, 645; Word Processing Programs, 9, 25, 56, 87, 111, 135, 184, 647, 661, 703, 757; Technology Skills, 4, 9, 25, 219, 243, 269, 287

‰ Problem-solving tools (such as spreadsheets,

decision support, design tools) ‰ Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools) ‰ Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)

INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12 (IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60%

I

A

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to A. A wide range of technology resources support every aspect of the program. These include the following: Interactive Textbook (available online at www.pearsons uccessnet.com or on CD-ROM) provides the

Multimedia 1.

Offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

M

N

same content as the textbook and in addition includes the following: • PH Online Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback • Interactive Writing and Grammar Exercises webcodes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials • Diagnostic Tests and Scoring Rubrics Other multimedia resources include the following:

• Teacher Express CDROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization • Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for print, LANbased, and Internet-based tests • Writers at Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

See next standard for detailed explanation of Internet components of this program. Interactive Textbook (available online at www.pearsons uccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • Interactive Writing and Grammar Exercises webcodes throughout the student edition (see, for example, Internet Tips (side column), pp. 63, 90, 114, and 140 and More Practice notes (side column), pp. 330, 333, 335, 337, and

2.

Provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

338) allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials • PH Online Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback • Diagnostic Tests and Scoring Rubrics In the Teacher’s Edition, links to the Interactive Textbook at www.pearsonsu ccessnet.com can be found throughout the text, but for examples, please see pp. 2b, 12b, and 28b. Links can also be found in the student edition on pages

52, 78, and 335. For examples of online support, see http://phschool.c om/atschool/writi ng_grammar/we bcodes/program _page.html and following the links for each level of the program. In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank assignments in the Writing chapters and can be found at www.phsuccess net.com as referenced in the Teacher’s Edition text on pp. 90, 114, and 189. A wide range of technology resources support every aspect of the program. These

3.

Integrate technology into the curriculum.

include the following: Interactive Textbook (available online at www.pearsons uccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: a. PH Online Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback b. Interactive Writing and Grammar Exercises webcodes throughout the student edition allow students to quickly access online grammar exercises,

reviews, writing tools, and tutorials c. Diagnostic Tests and Scoring Rubrics Other multimedia resources include the following: d. Teacher Express CDROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization e. Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for print, LANbased, and

Internetbased tests f. Writers at Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

B. The program emphasizes student awareness of a variety of learning strategies. In Chapter 30: Reading Skills the first section provides instruction in the use of graphic organizers (pp. 683-684). In addition, every writing lesson in the program introduces a variety of graphic

Scientifically-Based Research Strategies 1.

Provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

organizers to reinforce the stages of the writing process. For examples please see Chapter 2: A Walk Through the Writing Process pages 13, 15, 16, and 17, as well as examples from other writing chapters such as those found on pages 52, 134, and 205.

The Writer in You, 2–11; A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72–97; Description, 98123; Persuasion, 124-149; Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay,

2.

Promote writing skills and study techniques .

174-197; Exposition: Howto Essay, 198221; Research Paper, 222-245; Response to Literature, 246271; Writing for Assessment, 272-289; Also see, Chapter 31: Study, Reference, and Test-Taking Skills, pp. 700721 Varied teaching models and differentiated instruction can be found integrated throughout the text. The Time and Resource Manager that introduces every chapter of the program (see pp. 98a-b, 292ab, and 536a-b) includes an overview of and page list for the following:

3.

Present varied teaching models with emphasis on differentiated instruction in content, process and product.

• In-depth Lesson Plan • Accelerated Lesson Plan • Options for Adapting Lesson Plans • Integrated Skills Coverage • Meeting Individual Needs • Block Scheduling • Assessment Support Also see the Customize for . . . differentiated instruction teaching notes integrated at point of use throughout the teacher’s edition. Examples include the following: a. Customize for ESL Students (p. 102) b. Customize for Logical/ Mathematical Learners (p. 640) c.Customize for

Interpersonal Learners (p. 322) d. Customize for Less Advanced Students (p. 131) e. Customize for More Advanced Students (p. 204) f. Customize for Verbal/Linguist ic Learners (p. 428)

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

C. Questioning models are taught to students in a number of sections of the program. Chapter 30: Reading Skills includes sections

(IMR Committee) Responses I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60%

Critical Thinking 1.

Emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.

I

A

M

N

on Use the SQ4R Method (p. 682), Reading Nonfiction Critically: Reflect on What You Have Read (p. 685), Make Generalizations, p. 688 and Reading Literary Writing: Question (p. 692). In addition, the teacher’s edition includes a stepby-step developmental teaching guide for every chapter that includes notes/guides on each of the Bloom’s Taxonomy competencies as follows: • Knowledge: Activate Prior Knowledge (see p. 99) • Comprehensio n: Engaging Students Through Literature (see p. 126) • Application:

guide for steps of the writing process as students write (see p. 131) • Analysis: Responding to… notes (see p. 74) • Synthesis: Analyzing Visual Meanings (see p. 146) • Evaluation: Assess guide with notes (see p. 90) Student generated responses are integrated throughout the program. All section lessons begin with an Activate Prior Knowledge activity (see pp. 199 and 273). The Step-by-Step teaching guide not only bases lessons on student generated responses, but also suggests cooperative

2.

Promote student-generated responses.

learning activities such as those found on pp. 418 and 644. In addition, all steps of the writing process, include peer review and shared response activities such as those found on pp. 61 and 163. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for SelfAssessment activities at the end of every Writing chapter from Chapter 4 through Chapter 12, including those found on pp. 165 and 214.

D. Life skills are integrated throughout the program (see technology and writing references

Life Skills 1.

address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

above). Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 632–653) includes the following sections on life skills: • Using Informal Speaking Skills • Using Formal Speaking Skills • Listening Effectively • Listening Critically • Interpreting Maps, Graphs, and Photographs • Viewing Information Media Critically • Viewing Fine Art Critically • Formatting to Create an Effect • Developing a Multimedia Presentation • Creating a Video The Teacher’s Edition includes

notes focusing on Integrating Workplace Skills. See, for example, pp. 43, 60, and 201. Habits of mind skills and metacognitive approaches are integrated throughout the program, but there are two key chapters that exemplify this emphasis. The first is Chapter 30: Reading Skills (pp. 678699) includes the following sections: • Reading Methods and Tools • Reading Nonfiction Critically • Reading Literary Writing • Reading from Varied Sources In addition, Chapter 31: Study, Reference, and

2.

Address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

Test-Taking Skills (pp. 700721) includes the following sections: • Basic Study Skills • Reference Skills • Test-Taking Skills In addition, the varied teaching models mentioned above also serve to engage students in a variety of learning modalities and habits of thinking. For example, the Customize for . . . differentiated instruction teaching notes include the following:

• Customize for Logical/ Mathematical Learners (p. 640) • Customize for Interpersonal Learners (p.

322)

• Customize for Verbal/Linguisti c Learners (p. 428)

E. Opportunities for students to work in a wide variety of cooperative groups as well as independently are integrated into every lesson. The Step-by-Step teaching guide suggests cooperative learning activities such as those found on pp. 93 and 128 In addition, each Writing chapter from Chapter 4 through Chapter 12 includes peer review and shared response activities such as those found on pp. 138 and 163. Independent learning opportunities

Classroom Management 1.

Include opportunities for large group, small group and independent learning.

appear throughout the book: See, for example, Spotlight on the Humanities: Activity, pp. 68, 146, 170, 194, 218, and 242. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for SelfAssessment activities at the end of every one of the major writing activities such as those found on pp. 218 and 242. The Customize for . . . differentiated instruction teaching notes offer both individualized and group learning activities such as those found on the following pages: a. Customize for

ESL Students (p. 102) b. Customize for Interpersonal Learners (p. 322) In addition, the skills required for group work are covered in the following chapter: Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 632-653) includes the following sections: • Using Informal Speaking Skills • Using Formal Speaking Skills • Listening Effectively • Listening Critically Classroom management suggestions can be found in Stepby-Step Teaching Guide notes, such as those

2.

Provide classroom management suggestions.

found on pp. 50 (steps 1 and 2), 82 (step 4), p. 208 (step 3), and p. 213 (step 2). For professional support guidance and opportunities, see the Resources for Varying Instruction and Professional Development Support referenced under Block Scheduling in the Time and Resource Manager pages before each chapter of the teacher’s edition (examples on pp. 48a-b and 292ab). Other classroom management suggestions listed in the Time and Resource Manager include: • In-depth Lesson Plan • Accelerated Lesson Plan

• Options for Adapting Lesson Plans • Integrated Skills Coverage • Meeting Individual Needs • Assessment Support These lesson plans and the Step-by-Step Teaching Guide in the teacher’s edition are supported by ongoing assessment notes such as those found on pp. 446 and 450 which support the stages of the suggested lessons. The Time and Resource Manager preceding each chapter in the book (see, for example, pp. 436a-b and 518ab) references the Customize for . .

3.

Provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).

. differentiated instruction teaching notes and assessment opportunities as follows: • Meeting Individual Needs • Assessment Support The Customize for . . . differentiated instruction teaching notes themselves are integrated at point of use throughout the teacher’s edition. Examples include the following:

• Customize for ESL Students (p. 153) • Customize for Less Advanced Students (p. 173) • Customize for Gifted / Talented Students (p. 216) The Time and

Resource Manager also contains both an In-Depth and an Accelerated Lesson Plan (see, for example, p. 48a). Ongoing Assessment support references follow the development of each lesson and provide differentiation and intervention opportunities from Diagnose through Monitor and Reinforce and Prerequisite Skills to Assess Mastery (see, for example, pp. 203, 209, 211, and 214). Students also have a variety of self-assessment opportunities using the Reflecting on Your Writing and Rubric for SelfAssessment activities at the end of every one

of the major writing activities such as those found on pp. 214 and 264.

F. A variety of models and assignments give teachers and students a wealth of opportunities to explore writing, language, and reading skills using different styles and multiple intelligences. Every writing chapter from Chapter 4 through Chapter 12 begins with a Model from Literature (see pp. 50–51 and 152-153), and then also includes a Student Work in Progress (see pp. 154, 156, and 159). Connected Assignments

Instructional Materials 1.

Address varied learning styles and multiple intelligences of students by including models.

(pp. 66 and 168) give students the opportunity to connect writing activities to other genres of expression. Spotlight on the Humanities activities such as those found on pp. 170 and 268 connect the written word to other artistic forms. Media and Technology Skills give students the opportunity to see how a variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see pp. 243 and 269). The Customize for . . . differentiated instruction teaching notes include options for supporting

multiple intelligences as seen in the following examples:

• Customize for ESL Students (p. 153) • Customize for Less Advanced Students (p. 173) • Customize for Gifted / Talented Students (p. 216) • Customize for Logical/Mathe matical Learners (p. 524) The structure of the book is centered around students getting directly involved in all skills taught. For example, the first half of the book uses a series of writing assignments as lessons. Students are expected to develop skills as they create their

2.

Provide extensive and varied opportunities to practice skills.

own pieces of writing. See the following chapters as examples: Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: Howto Essay, 198221 The next section of the book on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after all key concepts (see, for example, pp. 342 and 343), section review exercises after every section (see, for example, pp. 523 and 529), as well as Standardized Test Preparation Workshops at the end of every chapter (see, for

example, pp. 504505 and 552553). A variety of extension activities provide additional practice and application of skills as follows: a. Connected Assignments (see, for example, pp. 66–67 and 168–169) give students the opportunity to connect writing activities to other genres of expression. b. Spotlight on the Humanities activities such as those found on pp. 44 and 120 connect the written word to other artistic forms. c.Media and Technology Skills give students the opportunity to see how a

variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see, for example, pp. 243 and 269).

Additional practice opportunities can be found in these other program components: • Grammar Exercise Workbook • Daily Language Practice • Vocabulary and Spelling Practice Book • Academic and Workplace Skills Activity Book Ongoing Assessment support references follow the development of each lesson and provide intervention and

3.

Provide intervention, practice and enrichment materials.

reteaching guidance through Diagnose, Monitor and Reinforce and Assess Mastery (see, for example, pp. 203, 209, 211, and 214). The Time and Resource Manager (see pp. 536a-b and 556ab) references the Customize for . . . differentiated instruction teaching notes and assessment opportunities as follows: • Meeting Individual Needs • Assessment Support The Customize for . . . differentiated instruction teaching notes themselves are integrated at point of use throughout the teacher’s edition. Examples include

the following:

• Customize for ESL Students (p. 153) • Customize for Less Advanced Students (p. 173) • Customize for Gifted / Talented Students (p. 216) Additional enrichment opportunities include the Spotlight on the Humanities feature, pp. 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, and 286, the Responding to Literature and the Responding to Fine Art writing prompts, pp. 53, 79, 103, 129, 155, 179, 203, 227, and 251.

Additional practice opportunities can be found in these

other program components: • Grammar Exercise Workbook • Daily Language Practice • Vocabulary and Spelling Practice Book • Academic and Workplace Skills Activity Book Every writing chapter from Chapter 4 through Chapter 12 begins with a Model from Literature (see, for example, pp. 176-177 and 200201), and then also includes a Student Work in Progress (see, for example, pp. 175, 178, 180, and 183) The writing chapters cover all the major genres of writing as follows: The Writer in

4.

Provide exemplars of narrative, descriptive, informative and persuasive writing types.

You, 2–11; A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72– 97; Description, 98-123; Persuasion, 124149; Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: Howto Essay, 198221; Research Paper, 222-245; Response to Literature, 246271; Writing for Assessment, 272289

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

Every writing chapter from Chapter 4

I=In-depth 80% 5.

A=Adequate 80%

M=Minimal 60%

Provide exemplars of editing/revision for writing. .

N=Nonexistent Less than 60%

I

A

M

N

through Chapter 12 includes Student Work in Progress

examples showing the application of editing and revising strategies. See, for example, pp. 160, 163, 208, and 210. In addition each Writing chapter in Chapter 4 through Chapter 12 includes peer review activities such as those found on pp. 187 and 212. This standard is addressed by the program as a whole, which functions as an interactive Handbook of the English Language. For example, in Part 2 of the program, entitled Grammar, Usage, and Mechanics,

6.

include a Handbook of English Language within the text for writing support (grades 5-12) and a supplemental handbook for grades K-4.

chapters include (but are not limited to) the following: a. Nouns and Pronouns (pp. 292-311) b. Verbs (pp. 312-327) c.Basic Sentence Parts (pp. 378413) d. Making Words Agree (pp. 518-535) In addition, pages at the end of the program, starting on p. 754, include the following reference resources for students: • Citing Sources and Preparing Manuscript • Commonly Overused Words • Commonly Misspelled Words • Abbreviations Guide • Proofreading Symbols

Both the writing chapters and the language/ grammar chapters are structured developmentally and thus can be easily presented in both block and multi-day instructional plans. Each chapter is structured to allow in-depth instruction in the major concepts. In the teacher’s edition, In-depth Lesson Plans on the Time and Resources Manager pages for each chapter lay out a three to four day lesson plan for the chapter. See for example, pp. 48a, 362a, and 786a. In addition, Teacher Express CD-ROM, which contains lesson planning

7.

Continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

software, searchable and printable resources, and integrated teaching calendar for lesson organization can be used to save, edit, personalize, and schedule lesson plans. As noted above, the teacher’s edition includes a step-by-step developmental teaching guide for every chapter that includes notes/guides on each of the Bloom’s Taxonomy competencies including prior knowledge: • Knowledge: Activate Prior Knowledge (see, for example, p. 73) Ongoing Assessment support references follow the development

8.

Connect previously taught skills and strategies with new content and text.

of each lesson through Diagnose, Prerequisite Skills, Monitor and Reinforce and Assess Mastery (see pp. 73, 80, and 98) so that teachers can track the flow of previously taught skills and strategies. In addition, each of the Grammar, Usage, and Mechanics chapters begins with a Diagnostic Test, the results of which guide the teacher through the sections of the chapter (see pp. 293, 313, and 437) through Ongoing Assessment charts in the teacher’s edition (see teacher’s wrap below the pages listed above). Both the writing chapters and the

9.

Cumulatively build a repertoire of multiple strategies that are

language/ grammar chapters are structured developmentally. Writing chapters focus on both general and specific strategies in several categories that repeat: • Prewriting (see pp. 128-131) • Drafting (see pp. 132-133) • Revising (see pp. 134-138) • Editing (see p. 139 • Publishing and Presenting (see p. 140) Within these repeated writing process strategies, are more specific sub-categories that also repeat in every lesson, providing students with both structure and variety in their approach to mastering their

introduced, applied and integrated throughout the course of study.

own writing. These strategies include, but are not limited to the following: • Choosing Your Topic (see p. 128) • Narrowing Your Topic (see p. 130) • Gathering Support (see p. 131) • Shaping Your Writing (see p. 132) • Revising Overall Structure (see p. 134) A range of learning strategies are also taught and summarized in several chapters that allow teachers to isolate specific approaches to learning and help students integrate them in other areas of the program and their lives. These chapters include:

• Chapter 2: A Walk Through the Writing (pp. 12-27) • Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 632-653) • Chapter 30: Reading Skills (pp. 678-699). • Chapter 31: Study, Reference, and Test-Taking Skills (pp. 700721)

G. A wide range of print and technology resources support assessment in every aspect of the program. These include the following: In the student edition: • Standardized Test Preparation

Assessment 1.

Provide assessment formats commensurate with WV assessment programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

•

•

•

•

Workshops (appear at the end of every chapter; see, for example, pp. 288-289, 326327, 616-617) Test Preparation Handbook: Preparing for the New SAT and the ACT (see pp. 722753) Rubric for SelfAssessment (appear at the end of every Writing chapter from Chapter 4 through Chapter 12; see, for example, pp. 140 and 165) Diagnostic Test (appears at the beginning of every Grammar, Usage, and Mechanics chapter; see, for example, pp. 415 and 557) Section, Chapter, & Cumulative

Review (appear throughout the Grammar, Usage, and Mechanics chapters; see, for example, pp. 531, 532-533, and 534-535) In the teacher edition: • Ongoing Assessment support references follow the development of each lesson through Diagnose, Monitor and Reinforce and Assess Mastery (see pp. 273, 275, and 282) • Test-Taking Tips (appear at the end of every chapter; see, for example, pp. 288 and 616) In technology and print resources: c.PH Online Essay Scorer in the

Interactive Textbook at www.pearsonsu ccessnet.com which provides instant holistic essay scoring along with revision opportunities and analytical feedback d. Diagnos tic Tests and Scoring Rubrics (also in the Interactive Textbook at www.pearsonsu ccessnet.com e. Teacher Express CDROM which contains the Examview Test Bank which allows teachers to create customizable tests, worksheets and study guides for print, LANbased, and Internet-based tests In the student edition:

2.

Provide preparation for standardized tests.

• Standardized Test Preparation Workshops (appear at the end of every chapter; see, for example, pp. 288-289, 326327, 616-617) • Test Preparation Handbook: Preparing for the New SAT and the ACT (see pp. 722753) In the teacher edition: • Test-Taking Tips (appear at the end of every chapter; see, for example, pp. 196 and 552) throughout the book. In technology and print resources: • PH Online Essay Scorer in the Interactive Textbook at

www.pearsonsu ccessnet.com which provides instant holistic essay scoring along with revision opportunities and analytical feedback • Diagnostic Tests and Scoring Rubrics (also in the Interactive Textbook at www.pearsonsu ccessnet.com • Teacher Express CDROM which contains the Examview Test Bank, which allows teachers to create customizable tests, worksheets and study guides for print, LANbased, and Internet-based tests The program includes a wide range of performance-

3.

Provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

based assessment as follows: • Rubric for SelfAssessment (Chapters 4-13; see, for example, pp. 140 and 165) • Building Your Portfolio (Chapters 4-13; see, for example, pp. 140 and 165) • Section, Chapter, & Cumulative Review (appear throughout every Grammar, Usage, and Mechanics chapter; see, for example, pp. 501, 502-503, and 504-505) • Connected Assignments (see, for example, pp. 66-67 and 168169) give students the opportunity to connect writing activities to

other genres of expression. • Spotlight on the Humanities activities such as those found on pp. 146 and 170 connect the written word to other artistic forms. • Media and Technology Skills give students the opportunity to see how a variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see, for example, pp. 69 and 121). In addition, some chapters of the program emphasize assessment through performance. These include but are not limited to the following:

Chapter 31: Study, Reference, and Test-Taking Skills (pp. 700721) • Basic Study Skills • Reference Skills • Test-Taking Skills Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 632-653) includes the following sections: • Using Informal Speaking Skills • Using Formal Speaking Skills • Listening Critically • Interpreting Maps, Graphs, and Photographs • Viewing Information Media Critically • Creating Graphic Organizers

Diagnostic tests and on-going assessment monitoring can be found in the following places: In the student edition: Chapters 14-27 begin with a diagnostic test (ex: p. 557) and have section (see, for example, pp. 563, 573, 577, 585, 595) and chapter reviews (see, for example, pp 596597.) These assessments are also available in the electronic version of the textbook at www.pearsonsuc cessnet.com. • Standardized Test Preparation Workshops (appear at the end of every chapter; see, see for example, pp. 288-289, 326-

4.

Provide benchmark and ongoing progress monitoring.

327, 616-617) • Test Preparation Handbook: Preparing for the New SAT and the ACT (see pp. 722753) • Rubric for SelfAssessment (appears at the end of every chapter; see, for example, pp. 140 and 214) In the teacher edition: • Ongoing Assessment support references follow the development of each lesson through Prerequisite Skills, Monitor and Reinforce and Assess Mastery (see, for example, pp. 261, 365, and 372) • Test-Taking Tips (appear at the end of every

chapter; see, for example, pp. 326 and 412) In technology and print resources: f. PH Online Essay Scorer in the Interactive Textbook at www.pearsonsu ccessnet.com which provides instant holistic essay scoring along with revision opportunities and analytical feedback g. Diagnos tic Tests and Scoring Rubrics (also in the Interactive Textbook at www.pearsonsu ccessnet.com) h. Teacher Express CDROM which contains the Examview Test Bank CD-ROM which allows teachers to create

customizable tests, worksheets and study guides for print, LANbased, and Internet-based tests Rubrics can be found in the student edition, in the teacher’s edition, and in customizable form in the teaching resources and technology, as well as on-line: • Rubric for SelfAssessment (appears at the end of every chapter; see, for example, pp. 214 and 264) • PH Online Essay Scorer, in the Interactive Textbook at www.pearsonsu ccessnet.com, which provides instant holistic essay scoring

5.

Provide rubric-based differentiated assessment.

along with revision opportunities and analytical feedback • Diagnostic Tests and Scoring Rubrics (also in the Interactive Textbook at www.pearsonsu ccessnet.com)

SIXTH GRADE ENGLISH LANGUAGE ARTS K-12 (COMPOSITION, GRAMMAR, HANDWRITING, JOURNALISM AND SPEECH) SPECIFIC CRITERIA FOR CONTENT AND SKILLS Reading and English Language Arts sixth grade students apply a variety of strategies to increase vocabulary and comprehension skills. Those strategies include literal, inferential and critical thinking components. Students continue to evaluate connections among the facts, ideas and concepts of literary and informational texts across the curriculum. Sixth grade students use the writing process to address specific writing purposes and various audiences. They demonstrate mastery in mechanics and usage in order to communicated ideas effectively. Sixth grade 21st century learners employ listening, speaking and media strategies to gather and process oral and written information in order to effectively express themselves in a variety of situations. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Standard 1: Reading The development of proficient reading skills is critical for mastering academic content, succeeding in school and fulfilling life’s potential. Students will use skills to read for literary experience, for information and to perform a task. In order to build the foundational skills of reading, students will master the essential components of reading: phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension and written application. Frequent interaction with a broad array of quality literature, informational text and diverse media will encourage an appreciation for the power of the written and spoken word. Standard 2: Writing Students will apply writing skills and strategies to communicate effectively for different purposes. They will use the writing process by appropriately applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of print and media sources, students will select, organize and evaluate for research purposes. Standard 3: Listening, Speaking, Media Literacy In the twenty-first century, students will be required to communicate ideas clearly and efficiently. They will need to be able to use information technology proficiently to explore, research and express themselves for a variety of purposes. Applying listening, speaking and media literacy skills and strategies, they will connect with different audiences using media appropriate to the situation.

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

(IMR Committee) Responses I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60%

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to Composition Note Taking, 229, 636, 703; Outlines, 230, 232, 256, 636, 781

1.

Use correct note-taking skills to organize information into an outline that categorizes information by topic, subtopic and detail using models that provide specific instructions and detailed parts of an outline.

A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72– 97; Description, 98-123, including Connected Assignment: Poem, pp. 118– 119; Persuasion, 124-149; Exposition: Comparison-andContrast Essay, 150-173; Exposition: Cause-and-Effect Essay, 174-197; Exposition: Howto Essay, 198-

2.

use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to generate topics, plan approaches and develop descriptive and narrative writing tasks: • compositions • personal narratives • brochures • speeches • poetry

I

A

M

N

221; Research Paper, 222-245; Response to Literature, 246271; Writing for Assessment, 272-289; Using Formal Speaking Skills, 635–636, including Prepare and Deliver a Speech, 636 Topic Bank, 53, 80, 103, 129, 155, 179, 203, 228, 251; Connected Assignment, 67, 93, 118, 144, 169, 193, 217, 243, 269; Spotlight on the Humanities, 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 242, 268, 286; see also Choosing Your Topic: 52, 78, 102, 128, 154, 178, 202, 226, 250, 274

3.

Utilize a variety of prompts to write for different purposes such as seasonal writings, sports, personal interests, trade books, predictions, current events, holidays or role models by using the writing process to develop a composition that contains specific, relevant details and transitions.

Transitions, 38, 40, 86, 280, 751; Revising Your Overall Structure, 58, 84, 108, 134,

4.

Use a variety of transitional words from a visual chart to signal organization of a composition.

160, 184, 208, 232, 258, 279 Interactive Textbook, at www.pearsonsuc cessnet,com, Revision Checkers: transition words. A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72– 97; Description, 98-123; Persuasion, 124149; Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: Howto Essay, 198221; Research Paper, 222-245; Response to Literature, 246271

5.

Use the five-step writing process to address specific writing purposes and to address various audiences (e.g., creative, journalistic, essay, narrative, informative, persuasive).

Analogies, 310311, 718; see also Prewriting: Gathering

6.

Identify, create and use analogies to enhance written communication from an ample supply of examples.

Details, 55, 81, 105, 131, 157, 181, 205, 229, 254, 255, 276; Drafting: Providing Elaboration, 57, 83, 107, 133, 159, 183, 207, 231, 257, 278 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; The Online Essay Scorer in the Interactive Textbook at www.pearsonsuc cessnet.com provides instant essay scoring and analytical feedback. Essay Builder in the Interactive Textbook provides editing guidance.

7.

Edit one’s own compositions as well as the writing of others to correct errors in organization, content, usage, mechanics and spelling.

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

(IMR Committee) Responses I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60%

A Walk Through the Writing Process, 12–27; Sentences, Paragraphs, and Compositions: Structure and Style, 28-47; Narration: Autobiography, 48–71; Narration: Short Story: 72– 97; Description, 98-123; Persuasion, 124149; Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: Howto Essay, 198221; Response to Literature, 246271

8.

Develop a 5-7 paragraph composition with an introductory paragraph, supporting details paragraph(s) and concluding paragraph.

Research Report, 222–245; Reading Skills, 678-699;

9.

Demonstrate the ability to use electronic and non-electronic reference materials to locate information, analyze the source, evaluate the data and create a product based upon an assigned task.

I

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M

N

Reference Skills, 704-714; Evaluating Information Media, 45; Getting “Help” On-line, 219; Using Available Technology for Research, 243; Using Available Technology, 287; Internet Research Handbook, 761765 Citing Sources and Preparing Manuscript, 756– 760; Research Report, 222–245

10.

Credit sources of information by citing references using various formats from a variety of examples (e.g., footnotes, bibliography).

Research Report, 222–245; Citing Sources and Preparing Manuscript, 756– 760

11.

Select and use a variety of resource materials to plan, develop and deliver a research project using computer-generated graphic aids.

Rubric for Self Evaluation, 63, 90, 114, 140, 165, 189, 214, 237, 264, 282; The Online Essay Scorer provides scoring rubrics for writing.

12.

Use a writing rubric which incorporates and evaluates organization, development, sentence structure, word choice and mechanics.