Prentice Hall

Grade 7

Writing and Grammar, Grade 7, 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 7

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

Pearson Prentice Hall Language Arts 7 Composition and Grammar Prentice Hall Writing and Grammar, 8E 2008 0132009617 0132009706

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: ”The Bike,” by Gary Soto, pp. 50–51 ”Sarah Tops,” by Isaac Asimov, pp. 74-75 ”Luke Baldwin’s View,” by Morley Callaghan, pp. 100–101 ”The Eternal Frontier,” by Louis L’Amour, pp. 126-127 “Bat Attacks?,” by Laura Allen pp. 152-153 ”How Do Rainmakers Make It Rain?” from How in the World?, pp. 176-177 ”Moving Mountains,” by Janice VanCleave, pp. 200-201 “Pandas,” by Gillian Standring, pp. 224-225 ”Making Fantasy Real,” by Zena Sutherland, pp. 248-249 Also see: Spotlight on the Humanities: Analyzing Themes Across Cultures, p. 94

Writers in Action notes in the Writing chapters, which provide students with insight into the writing process, feature writers of diverse backgrounds, as do the Grammar in Literature notes in the Grammar, Usage, and Mechanics chapters. See Writers in Action and More About the Author (Teacher’s Edition), pp. 3, 6; Grammar in Literature and More About the Author (Teacher’s Edition), pp. 352 363, and 465.

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).

For images illustrating diversity, see pp. 2, 6, 62, 72, 79, 141, 164, 213, 248, and 668. 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: ”The Bike,” by Gary Soto, pp. 50–51 ”Sarah Tops,” by Isaac Asimov, pp. 74-75 ”Luke Baldwin’s View,” by Morley Callaghan, pp. 100–101 ”The Eternal Frontier,” by Louis L’Amour, pp. 126-127 ”How Do Rainmakers Make It Rain?” from How in the World?, pp. 176-177 ”Moving Mountains,” by Janice VanCleave, pp. 200-201 “Pandas,” by Gillian Standring, pp. 224-225 ”Making Fantasy Real,” by Zena Sutherland, pp. 248-249 Writers in Action notes in the Writing chapters, which provide students with insight into the writing process, feature writers of diverse backgrounds, as do the Grammar in Literature notes in the Grammar, Usage, and Mechanics chapters. See Writing in Action and More About the Author (Teacher’s Edition), pp. 3, 6; Grammar in Literature and More About the Author (Teacher’s Edition), pp. 401, 505, 591. “Rattlesnake Hunt,” by Marjorie Kinnan Rawlings, p. 401 “from How I Learned English,” by Gregory Djanikian, p.465 “from Two Kinds- The Joy Luck Club,” by Amy Tan, p. 505 “from Popoocatepetl and Ixtlaccihuatl,” by Juliet Piggott Wood, p. 591. Also see: Spotlight on the Humanities: Analyzing Themes Across Cultures, p. 94

For images illustrating diversity, equal opportunity, heritage, and human achievement, see pp. 28, 132, 266, 472, 474, 477, 578, 595, 597, 601, 622, and 634.

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. 668689) Chapter 30: Reading Skills (pp. 714-735) Chapter 31: Study, Reference, and TestTaking Skills, (pp. 736757) Media and Technology Skills (pp. 9, 29, 45, 69, 95, 121, 147, 171, 195, 219, 245, 271, 289) Also see: Rubric for SelfAssessment/Reflecting on Your Writing (pp. 23, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284) Connected Assignment: Exposition: Problem– and–Solution Essay (pp. 217-218)

B.

21st Century Tools

Media and Technology Skills (pp. 9, 29, 45, 69, 95, 121, 147, 171, 195, 219, 245, 271, 289) Spotlight on the Humanities (pp. 8, 28, 44, 68, 94, 120, 146, 170, 194, 218, 244, 288) Chapter 11: Research Report, pp. 222-247 Chapter 30: Reading Skills: Reading from Varied Sources, 732; Reading Electronic Texts, 733 Chapter 31: Study, Reference, and TestTaking Skills: Basic Study Skills, 737-739; Reference Skills, 740749; Using the Internet, 750 Interactive Textbook, Online Essay Scorer feedback Internet Research Handbook, 797-801; 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

‰ 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 same content as the textbook : • PH Online Essay Scorer

Multimedia 1.

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

M

N

which provides instant holistic essay scoring along with revision opportunities and analytical feedback (only available online) • Interactive Writing and Grammar Exercises web codes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials (web coded materials available online, interactive exercises are self-contained on the CD) • 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 or on CD-ROM) provides the same content as the textbook and in addition includes the following: • Interactive Writing and Grammar Exercises web codes throughout the student edition 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 (only available online) • Diagnostic

2.

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

Tests and Scoring Rubrics In the Teacher’s Edition, links to the Interactive Textbook 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, 111, and 393. 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 assignments and can be found at www.phsuccess net.com as

referenced in the Teacher’s Edition text on pp. 140, 190, and 215. A wide range of technology resources support every aspect of the program. These include the following: Interactive Textbook (available online or on CD-ROM) provides the same content as the textbook : a. PH Online Essay Scorer (www.pearso nsuccessnet. com)which provides instant holistic essay scoring along with revision opportunities and analytical feedback (only available online) b. Interactive Writing and Grammar

3.

integrate technology into the curriculum.

Exercises web codes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials(web coded materials available online, interactive exercises are self-contained on the CD) 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. Internet Tip There are Internet and Technology Tips throughout the book. For example: pp. 64,134,138,140 Internet Research Handbook, pp. 797-801

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. 719-720). In addition, every writing lesson in the program introduces a variety of graphic organizers to reinforce the stages of the writing process. For examples please see Chapter 2: A Walk Through the Writing Process pages 13, 15, 17, and 21 as well as examples from other writing chapters such as those found on pages 56, 130, and 206.

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.

The Writer in You, 2–11; A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72–97; Description, 98– 123; Persuasion, 124–149; Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: Howto Essay, 198221; Research Paper, 222-247; Response to Literature, 248273; Writing for Assessment, 274-291; Please note: The Online Essay Scorer provides instant essay scoring and analytical feedback. Also see, Chapter 31: Study, Reference, and Test-Taking

2.

promote writing skills and study techniques .

Skills, pp. 736-– 757 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 532a-b) includes an overview of and page list for the following: • In-depth Lesson Plan • Accelerated Lesson Plan • Options for Adapting Lesson Plans • Integrated Skills Coverage • Meeting Individual Needs • Block Scheduling • Assessment Support

3.

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

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. 101) b. Customize for Logical/ Mathematical Learners (p. 289) c.Customize for Bodily/Kinesth etic Learners (p. 406) d. Customize for Less Advanced Students (p. 71) e. Customize for More Advanced Students (p. 171) f. Customize for Verbal/Linguist ic Learners (p. 461)

(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 on Use the SQ4R Method (p. 538), Reading Nonfiction Critically (pp. 721-726), Reading Literary Writing (pp. 727731) and Reading From Varied Sources (pp. 732-733). 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

(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

follows: • Knowledge: Activate Prior Knowledge (see p. 73) • 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. 75) • Synthesis: Evaluating Performances (see p. 146) • Evaluation: Asses and Close (see p. 113, 265) Student generated responses are integrated throughout the program. All section lessons begin with an Activate Prior Knowledge activity (see pp. 175 and 199). The Step-by-Step

2.

promote student-generated responses.

teaching guide not only bases lessons on student generated responses, but also suggests cooperative learning activities such as those found on pp. 305 and 729. In addition, all steps of the writing process include peer review and shared response activities such as those found on pp. 113 and 164. 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. 166 and 265.

D. Life skills are integrated

Life Skills 1.

address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an

throughout the program (see technology and writing references above), but there are two key chapters that exemplify this emphasis. The first is Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 632-653) includes the following sections:

application, applying the interview process and goal setting).

• Using Informal Speaking Skills • Using Formal Speaking Skills • Interpreting Maps, Graphs, and Photographs • Viewing Information Media Critically • Viewing Fine Art Critically • Creating Graphic Organizers The Teacher’s Edition includes notes focusing on Workplace Skills. See pages 179 and 219. Habits of mind

2.

address habits of mind activities (e.g., literacy skills, interpersonal

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 Test-Taking Skills (pp. 736757) includes the following sections: • Basic Study Skills • Reference Skills • Test-Taking Skills

communications, problem solving and self-directional 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 •

•

•

•

•

ESL Students (p. 101) Customize for Logical/ Mathematical Learners (p. 289) Customize for Bodily/Kinesth etic Learners (p. 406) Customize for Less Advanced Students (p. 71) Customize for More Advanced Students (p. 171) Customize for Verbal/Linguisti

c Learners (p. 461)

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. 305 and 729. In addition, all steps of the writing process, include peer review and shared response activities such as those found on pp. 62 and 213. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for SelfAssessment activities at the end of every one

Classroom Management 1.

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

of the major writing activities such as those found on pp. 215 and 284. The Customize for . . . differentiated instruction offer both individualized and group learning activities such as those found on the following pages: g. Customize for ESL Students (p. 101) h. Customize for Gifted and Talented Students (p. 324) In addition, the skills required for group work are covered in the following chapter: Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 668-689) includes the following sections: • Using Informal

Speaking Skills • Using Formal Speaking Skills • Listening Critically Independent learning opportunities appear throughout the book: See, for example, Spotlight on the Humanities: Activity, pp. 44, 218, and 244, 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 294ab). Other classroom management suggestions listed

2.

provide classroom management suggestions.

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 • Block Scheduling • 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. 57 and 254 which support the stages of the suggested lessons. The Step-by-Step Guide notes also include classroom management suggestions; see,

for example, Step-by-Step Guide, pp. 9, (step 2), 10 (steps 2, 3), 25 (step 2), and 130 (step 3). The Time and Resource Manager (see pp. 424a-b and 532ab) 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 Less Advanced Students (p.

3.

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

71)

• Customize for More Advanced Students (p. 171) • Customize for Verbal/Linguisti c Learners (p. 461) Ongoing Assessment support references follow the development of each lesson and provide differentiation and intervention guidance from Diagnose through Monitor Progress and Prerequisite Skills through Assess Mastery (see, for example, pp. 275, 277, 280, and 284). 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 writing chapter from Chapter 4 through Chapter

12, including those found on pp. 115 and 166.

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 begins with a Model from Literature (see pp. 72-73 and 152-153), and then also includes a Student Work in Progress (see pp. 154, 156, and 159). Connected Assignments (pp. 67 and 118) give students the opportunity to connect writing activities to other genres of expression.

Instructional Materials 1.

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

Spotlight on the Humanities activities such as those found on pp. 94 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 pp. 147 and 271). The Customize for . . . differentiated instruction teaching notes include options for supporting multiple intelligences as seen in the following examples:

• Customize for ESL Students (p. 101) • Customize for Logical/ Mathematical

•

•

•

•

Learners (p. 289) Customize for Bodily/Kinesth etic Learners (p. 406) Customize for Less Advanced Students (p. 71) Customize for More Advanced Students (p. 171) Customize for Verbal/Linguisti c Learners (p. 461)

The structure of the book is centered on 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 own pieces of writing. See the following chapters as examples: Exposition: Comparison– and–Contrast

2.

provide extensive and varied opportunities to practice skills.

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 key concepts (see pp. 403 and 412), section review exercises (see pp. 436 and 449), as well as Standardized Test Preparation Workshops (see pp. 422-423 and 486-487). A variety of extension activities provide additional practice and application of skills as follows: a. Connected Assignments (pp. 193 and 217) 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. 194 and 218 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 pp. 147 and 171).

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 reteaching guidance through Diagnose, Monitor and Reinforce and Assess Mastery (see pp. 275, 277, 280, and 284).

The Time and Resource Manager (see pp. 558a-b and 634ab) references the Customize for . . . differentiated instruction teaching notes and assessment opportunities as follows: • Meeting Individual

3.

provide intervention, practice and enrichment materials.

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 Bodily/Kinesth etic Learners (p. 406) • Customize for Less Advanced Students (p. 71) • Customize for More Advanced Students (p. 171) Additional enrichment opportunities include the Spotlight on the Humanities feature, pp. 8, 24, 44, 68, 94, 120, 146, 170, 194, 218, 244, 270, and 288 and the Responding to

Literature and Responding to Fine Arts writing prompts, pp. 53, 79, 103, 129, 155, 179, 203, 229, and 253. 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 pp. 72-73 and 152-153), and then also includes a Student Work in Progress (see pp. 154, 156, and 159). The writing

4.

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

chapters cover all the major genres of writing as follows: The Writer in You, 2–11; A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72– 97; Description, 98–123; Persuasion, 124– 149; Exposition: Comparison-andContrast Essay, 150-173; Exposition: Cause-and-Effect Essay, 174-197; Exposition: Howto Essay, 198221; Research Paper, 222-247; Response to Literature, 248273; Writing for Assessment, 274291

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

Every writing lesson from

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

Chapter 4 through Chapter 12 includes one or more Student Work in Progress models that illustrate the use of revision and editing techniques (see, for example, pp. 161, 162, 184, 186, 208, and 210). In addition, each writing chapter from Chapter 4 through Chapter 12 includes peer review and shared response activities such as those found on pp. 113 and 263.

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. 89 and 240.

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, chapters include (but are not limited to) the following: d. Nouns and Pronouns (pp. 294-313) e. Verbs (pp. 314-333) f. Basic Sentence Parts (pp. 390423) g. Making Words Agree (pp. 532-557) In addition, pages at the end of the program, starting on p. 790, include the following reference resources for students: • Citing Sources and Preparing

6.

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

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. The first place for instructors to begin planning is in the Time and Resource Manager that introduces every chapter of the program (see pp. 72a-b, 198a-b, and 424a-b) and includes an overview of and page list for the following:

7.

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

• In-depth Lesson Plan • Accelerated Lesson Plan • Options for Adapting Lesson Plans • Integrated Skills Coverage • Meeting Individual Needs • Block Scheduling • Assessment Support In addition, Teacher Express CD-ROM, which contains lesson planning 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

8.

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

includes notes/guides on each of the Bloom’s Taxonomy competencies including prior knowledge: • Knowledge: Activate Prior Knowledge (see p. 73) Ongoing Assessment support references follow the development of each lesson through Diagnose, Prerequisite Skills, Monitor and Reinforce and Assess Mastery (see pp. 73, 76, 79, 80, 86, and 89) 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. 335, 391, and 455) through Ongoing Assessment charts in the teacher’s edition (see teacher’s wrap below the pages listed above). Both the writing chapters and the language/ grammar chapters are structured developmentally. Writing chapters focus on both general and specific strategies in several categories that repeat: • Prewriting (see pp. 178-181) • Drafting (see pp. 182-183) • Revising (see pp. 184-188) • Editing (see p. 189 • Publishing and Presenting (see p. 190) Within these

9.

cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

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 own writing. These strategies include, but are not limited to the following: • Choosing Your Topic (see p. 178) • Narrowing Your Topic (see p. 180) • Gathering Details (see p. 181) • Shaping Your Writing (see p. 182) • Revising Overall Structure (see p. 184) 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. 668-689) • Chapter 30: Reading Skills (pp. 714-735). • Chapter 31: Study, Reference, and Test-Taking Skills (pp. 736757)

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

Assessment 1.

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

edition: • Standardized Test Preparation Workshops (appear at the end of every chapter; see, for example, pp. 290-291, 332333, 632-633) • Test Preparation Handbook: Preparing for the New SAT and ACT (see pp. 758-789) • Rubric for SelfAssessment (see pp. 64 and 166) • Diagnostic Test (see pp. 295 and 455) • Section, Chapter, & Cumulative Review (appear throughout the Grammar, Usage, and Mechanics chapters; see, for example, pp. 449, 450-451, and 452-453) In the teacher edition: • Ongoing

Assessment support references follow the development of each lesson through Diagnose, Monitor and Reinforce and Assess Mastery (see pp. 199, 203, 204, 209, 211, and 215) • Test-Taking Tips (see pp. 272 and 332) In technology and print resources: i. PH Online Essay Scorer in the Interactive Textbook which provides instant holistic essay scoring along with revision opportunities and analytical feedback j. Diagnostic Tests and Scoring Rubrics (also in Interactive Textbook k. Teacher Express CDROM which contains the

Examview Test Bank CDROM which allows teachers to create customizable tests, worksheets and study guides for print, LANbased, and Internet-based tests In the student edition: • Standardized Test Preparation Workshops (appear at the end of every chapter; see, for example, pp. 290-291, 332333, 632-633) • Test Preparation Handbook: Preparing for the New SAT and ACT (see pp. 758-789) In the teacher edition: • Test-Taking Tips (appear at the end of every chapter; see, for example, pp.

2.

provide preparation for standardized tests.

148 and 272) In technology and print resources: l. PH Online Essay Scorer (www.pearsons uccessnet.com) which provides instant holistic essay scoring along with revision opportunities and analytical feedback m. Diagnos tic Tests and Scoring Rubrics (also in Interactive Textbook n. Teacher Express CDROM which contains the Examview Test Bank CDROM which allows teachers to create customizable tests, worksheets and study guides for print, LANbased, and Internet-based tests The program includes a wide

3.

provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and

range of performancebased assessment as follows: • Rubric for SelfAssessment (see pp. 140 and 215) • Building Your Portfolio (see pp. 166 and 265) • Section, Chapter, & Cumulative Review (see pp. 449, 450451, and 452453) • Connected Assignments (pp. 144 and 169) 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

multimedia simulations.

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. 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. 736757) • Basic Study Skills • Reference Skills • Test-Taking Skills Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 668-689)

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: • Standardized Test Preparation Workshops (appear at the end of every chapter; see, for example, pp. 290-291, 332333, 632-633) • Test

4.

provide benchmark and ongoing progress monitoring.

Preparation Handbook: Preparing for the New SAT and ACT (see pp. 758-789) • Rubric for SelfAssessment (appear at the end of every Writing chapter, chapters 4 through 12; see, for example, pp. 140 and 215) • Diagnostic Test (appear at the beginning of each Grammar, Usage and Mechanics chapter; see, for example, pp. 295 and 455) • Section, Chapter, & Cumulative Review (appear throughout the Grammar, Usage, and Mechanics chapters; see, for example, pp. 449, 450-451, and 452-453) In the teacher edition: • Ongoing Assessment

support references follow the development of each lesson through Diagnose, Monitor and Reinforce and Assess Mastery (see pp. 199, 203, 204, 209, 211, and 215) • Test-Taking Tips (see pp. 272 and 332) In technology and print resources: o. PH Online Essay Scorer (www.pearsons uccesssnet.com )which provides instant holistic essay scoring along with revision opportunities and analytical feedback p. Diagnos tic Tests and Scoring Rubrics (also in Interactive Textbook q. 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 (appear at the end of each Writing chapter, Chapter 4 through Chapter 12; see, for example, pp. 140 and 215) • PH Online Essay Scorer (www.pearsons uccessnet.com) which provides instant holistic

5.

provide rubric-based differentiated assessment.

essay scoring along with revision opportunities and analytical feedback • Diagnostic Tests and Scoring Rubrics (also in Interactive Textbook

SEVENTH GRADE ENGLISH LANGUAGE ARTS K-12 (COMPOSITION, GRAMMAR, HANDWRITING, JOURNALISM AND SPEECH) SPECIFIC CRITERIA FOR CONTENT AND SKILLS Reading and Language Arts seventh grade students continue to build, expand and refine prior learning. Students develop reading comprehension and vocabulary through the use of a wide variety of literary genres and informational texts. Students utilize the writing process to develop error free and content rich communication across the curriculum. Seventh grade learners use rigorous listening, speaking and media literacy skills to interact in the classroom, the community and the world. 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 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/Grammar 1.

use note-taking strategies including paraphrasing and summarizing to develop a written composition.

Outlines, 232, 234, 257, 279, 280, 739, 817. See also: Creating Graphic Organizers for Comprehension, 681–683

2.

use student-prepared notes, create an outline and use it to develop a written and/or oral presentation using computer-generated graphics (e.g., tables, charts, graphs).

Analogies, 312-313, 754755; Prewriting: Gathering Details, 55, 81, 105, 131, 157, 181, 205, 231, 256, 278; Drafting: Providing Elaboration, 57, 83, 107, 133, 159, 183,

3.

Notes, 231, 671672, 739; Summarizing, 257, 259, 268, 739, 760, 787; Paraphrasing, 721, 792, 817

use analogies, illustrations, examples or anecdotes to enhance oral and written communication (e.g., letters, poems, brief reports, descriptions, extended text, illustrations).

I

A

M

N

207, 233, 259, 280 A Walk Through the Writing Process, 12– 27; Narration: Autobiography , 48–71; Narration: Short Story: 72–97; Description, 98–123, including Connected Assignment: Poem, 118– 119; Persuasion, 124–149, including Connected Assignment: Persuasive Advertisement ; Exposition: Comparison– and–Contrast Essay, 150173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: How-to Essay, 198-221; Research Paper, 222247; Response to Literature,

4.

use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to generate topics, plan approaches and develop informative, descriptive, narrative and persuasive writing tasks: • compositions • brochures • display ads • commercials • speeches • poetry • letters (friendly and business)

248-273; Writing for Assessment, 274-291 Chapters 4-13 provide multiple prompts in the chapter Topic Bank; the rest of each chapter leads students to develop their response using the fivestep writing process. Topic Bank, 53, 79, 103, 129, 155, 179, 203, 229, 25, and 276. Prewriting: Gathering Details, 55, 81, 105, 131, 157, 181, 205, 231, 256, 278; Drafting: Providing Elaboration, 57, 83, 107, 133, 159, 183, 207, 233, 259, 280; Revising: Word Choice, 21, 61, 87, 112, 138, 164, 188, 212, 209, 237, 263, 282, 297

5.

a prompt use with the five-step writing process to develop a focused composition that contains specific, relevant details and vivid and precise words.

Peer Review,

6.

use multiple forms of self-directed assessment throughout the

62, 87, 113, 138, 164, 188, 213, 238, 263; Shaping Your Writing, 56, 82,106, 132, 158, 182, 206, 232, 258, 279; Rubric for Self Assessment, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284; Reflecting On Your Writing, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284

writing process.

Transitions, 136, 142, 153, 225, 282, 787; Revising Your Over all Structure, 1920, 58, 84, 108, 134, 160, 184, 208, 234, 260, 281. See also Interactive Textbook at www.pearsons uccessnet.co m: Word Bins: Transitional Words

7.

use sophisticated transitional words and cues to signal organization of a composition.

Reading Methods and

8.

identify and use a variety of sources of different types of information from

• • • • •

Tools, 715– 720; Reading Nonfiction Critically, 721– 726; Reading From Varied Sources, 732– 733; Reference Skills, 740750; Internet Research Handbook, 797-801; Research Report, 222– 247

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

Internet research databases for periodical and newspaper articles newspapers schedules advertisements

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

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60%

Summarizing, 257, 259, 268, 739, 760, 787; Research Report, 222–247; Citing Sources and Preparing Manuscript, 792796; Periodical Index, 744-745

9.

understand how to: • summarize • use direct quotations in writing • recognize copyright laws/issues, ethical acquisition and use of digital information • cite sources for research/report • determine the reliability of material

Research Report, 222–247; Citing Sources and Preparing Manuscript, 792796; Periodical Index, 744-745

10.

document sources of information using a provided bibliographic format.

I

A

M

N

Research Report, 222–247; Citing Sources and Preparing Manuscript, 792796; Periodical Index, 744-745; Creating Graphic Organizers for Comprehension, 681-683; Formatting to Create Effect, 684; Developing a Multimedia Presentation, 685

11.

select and use a variety of provided resource materials to plan, develop and deliver a research project (3 pages) with documented sources, using computer-generated graphic aids: • scope-and-sequence for completion • exemplars of works cited page • assignments to provide practice for creating works cited page • exemplars of computer-generated graphic aids • assignments to provide practice for creating computer-generated graphic aids • assessment (e.g., rubric, peer evaluation, self-evaluation, self-reflection opportunities, checklists for each step of writing process)

A Walk Through the Writing Process, 12–27; Narration: Autobiography, 48–71; Narration: Short Story: 72– 97; Description, 98–123; Persuasion, 124– 149; Exposition: Comparison– and–Contrast Essay, 150-173; Exposition: Cause–and– Effect Essay, 174-197; Exposition: Howto Essay, 198221; Research Paper, 222-247; Response to Literature, 248273; Writing for Assessment, 274-291

12.

use writing exemplars for all forms of writing (narrative, informative, descriptive, persuasive).

(Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

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

A=Adequate 80%

M=Minimal 60%

Nouns and Pronouns, 294– 313; Verbs, 314– 331; Adjectives and Adverbs, 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, 490–517; Using Pronouns, 518–531; Making Words Agree, 532–557; Using Modifiers, 558– 577; Punctuation, 578-633; Capitalization, 634-653; Resources, 790811

13.

apply information from a writer’s handbook: • citation guide • grammar • capitalization • punctuation • sentence structure

Building Your Portfolio, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284

14.

apply information for creation of a portfolio.

N=Nonexistent Less than 60%

I

A

M

N

Nouns and Pronouns, 294– 295; 301-313; Using Pronouns, 518–531; Agreement Between Pronouns and Antecedents, 548-557

15.

use pronouns, pronoun cases and antecedents in correct form.

Double Negatives, 478, 483, 485

16.

recognize and avoid use of double negatives.

Verbs, 314–331; Using Verbs, 490–517; Making Words Agree, 532-533; Agreement Between Subjects and Verbs, 534-547, 554-555; Compound Subjects, 163, 538; Indefinite Pronouns, 306307, 543-545, 551-553, 625, 815

17.

use correct verb tense and subject verb agreement: • irregular verbs • compound subjects • indefinite pronouns • intervening phrases

Adjectives and Adverbs, 334– 359; Using Modifiers, 558– 577

18.

use and apply correct forms of adjectives and adverbs.