Pearson Reality Central Program, Grade Correlated to: Arizona Academic Standards for Language Arts: Reading and Writing (Grade 6)

Transcription

1 Strand 1: Reading Process Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader. Concept 1: Print Concepts Demonstrate understanding of print concepts. (Grades K-3) Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. (Grades K-2) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Determine the effect of affixes on root 53, 103, 105 words. PO 2. Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast). PO 3. Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast). PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry. PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available. 21, 43, 47, 51, 59, 67, 77, 93, 101, 107, 111, 123, 127, 141, 163, 167, 179, 183, 187 ANTH: 4, 8, 12, 16, 20, 24, 28, 32, 40, 44, 48, 52, 56, 60, 64, 68, 76, 80, 84, 88, 92, 96, 100, 104, 112, 116, 120, 124, 128, 132, 136, 140, 148, 152, 156, 160, 168, 172, 176, 180, 184, 188, 192, , 14, 19-20, 24-25, 28, 32-33, 39-40, 44, 52, 56, 59-60, 62, 64, 66, 76, 79-80, 84, 91-92, 94, 96, , 108, , 21, 29, 42-43, 63, 84-85, 111, 114, 119, 126, 131, , 163, 167, 170, ANTH: ANTH: , 43, 45, 103, , 115, 126, 176 1

2 Concept 5: Fluency Read fluently. PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Concept 6: Comprehension Strategies Employ strategies to comprehend text. PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying questions in order to comprehend text. ANTH: 4-7, 8-11, 12-15, 16-19, 20-23, 24-27, 28-31, 32-35, 40-43, 44-47, 48-51, 52-55, 56-59, 60-63, 64-67, 68-71, 76-79, 80-83, 84-87, 88-91, 92-95, 96-99, , , , , , , , , , , , , , , , , , , , , , , 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35, 36-37, 42-43, 44-45, 46-47, 48-49, 50-51, 52-53, 54-55, 56-57, 62-63, 64-65, 66-67, 68-69, 70-71, 72-73, 74-75, 76-77, 82-83, 84-85, 86-87, 88-89, 94-95, 96-97, 98-99, , , , , , ANTH: 56, 100, , 16, 22, 24, 26, 30, 32, 36, 42, 44, 50, 54, 62, 64, 66, 68, 70, 72, 74, 82, 88, 94, 98, 102, 106, 108, 159 ANTH: 56, 100, , 16, 22, 26, 30, 32, 36, 42, 44, 50, 54, 62, 64, 66, 68, 70, 72, 88, 94, 98, 102, 106 ANTH: 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 147, 149, 151, 153, 155, 157, 159, 161, 163, 167, 169, 171, 173, 175, 177, 179, 181, 183, 185, 187, 189, 191, 193, 195, 197, 199 1, 2, 4, 6, 8, 10, 12, 14, 16, 21, 22, 24, 26, 28, 30, 32, 34, 36, 41, 42, 44, 46, 48, 50, 52, 54, 56, 61, 62, 64, 66, 68, 70, 72, 74, 76, 81, 82, 84, 86, 88, 93, 94, 96, 98, 100, 102, 104, 106, 108, 158 2

3 PO 4. Use graphic organizers in order to clarify the meaning of the text. PO 5. Connect information and events in text to experience and to related text and sources. PO 6. Apply knowledge of the organizational structures (e.g., chronological order, timesequence order, cause and effect relationships) of text to aid comprehension. PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. Strand 2: Comprehending Literary Text ANTH: 8, 12, 16, 20, 24, 28, 44, 52, 56, 64, 68, 76, 80, 84, 92, 100, 116, 124, 136, , 148, 152, 160, , 172, 176, 184, 188, 196 6, 7, 10-11, 14, 17, 22-23, 27, 28, 30, 33, 34-35, 37, 44-45, 46-47, 48, 50-51, 52, 54, 56-57, 62, 64, 66, 69, 70, 74, 78, 82, 85, 88-89, 95, 97, 99, 100, , 107, 108, ANTH: 4, 8, 12, 16, 20, 24, 28, 32, 40, 44, 48, 52, 56, 60, 64, 68, 76, 80, 84, 88, 92, 96, 100, 104, 112, 116, 120, 124, 128, 132, 136, 140, 148, 152, 156, 160, 168, 172, 176, 180, 184, 188, 192, 196 2, 4, 6, 8, 10, 12, 14, 16, 22, 24, 26, 28, 30, 32, 34, 36, 42, 44, 46, 48, 50, 52, 54, 56, 62, 64, 66, 68, 70, 72, 74, 76, 82, 84, 86, 88, 94, 96, 98, 100, 102, 104, 106, 108 ANTH: 56, 100, , 54, 72, 75, ANTH: 15, 87, 91, , 47, 49, 54, 62, 70, 72, 75, 85, 86, Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature. Concept 1: Elements of Literature Identify, analyze, and apply knowledge of the structures and elements of literature. PO 1. Describe the plot and its components (e.g., main events, conflict, rising action, climax, falling action, resolution). PO 2. Identify the theme in works of prose, poetry, and drama. ANTH: ANTH: 3

4 PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the author s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. ANTH: ANTH: ANTH: ANTH: 53 ANTH: Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures. ANTH: ANTH: 4

5 Strand 3: Comprehending Informational Text Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day experiences. Concept 1: Expository Text Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. PO 1. Restate the main idea (explicit or implicit) and supporting details in expository text. PO 2. Summarize the main idea and critical details of expository text, maintaining chronological or logical order. PO 3. Distinguish fact from opinion in expository text, providing supporting evidence from text. PO 4. Identify the author's stated or implied purpose(s) for writing expository text. PO 5. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing) PO 6. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD- ROM, website) for a specific purpose. (Connected to Research Strand in Writing) PO 7. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text. (Connected to Research Strand in Writing) ANTH: 7, 15, 19, 27, 43, 55, 59, 67, 83, 87, 99, 155, 171, 201 2, 12, 22, 33, 34, 37, 43, 44, 52-53, 57, 63, 64-65, 69, 73, 77, 85, 88-89, 97, 98, 100, 104, 106, 109 ANTH: 7, 15, 19, 27, 43, 55, 59, 67, 83, 87, 99, 155, 171, 201 8, 12, 16-17, 22, 26, 29, 44, 64, 68, 71, 83, 86, 94, 102, 108, ANTH: 4-7, 12, 15, 24, 25, 28, 30 ANTH: 7, 9, 13, 17, 21, 25, 29, 33, 41, 45, 49, 53, 57, 61, 65, 69, 77, 81, 85, 89, 93, 97, 101, 105, 113, 117, 121, 125, 129, 133, 137, 141, 149, 153, 157, 161, 169, 173, 177, 181, 185, 189, 193, , 32 ANTH: 1, 56, 100, 168, , 24, 33, 34, 42-43, 44, 50, 52-53, 54, 55, 62-63, 68, 70, 72-73, 74, 82, 84-85, 94, 96, 98, 100, 106, 108 ANTH: 164, , 43, 45, 103, , 115, 126, 176 ANTH: 6, 14, 30, 42, 70, 90, 106, 122, 154, 174, 178, 194 7, 28, 42, 49, 52, 67, 68, 75, 107 5

6 PO 8. Identify the organizational structures (e.g., chronological order, comparison and contrast, cause and effect relationships, logical order) of expository text. PO 9. Draw valid conclusions about expository text, supported by text evidence. Concept 2: Functional Text ANTH: 56, 100, , 30, 46, 50, 54, 72, 85, 87 ANTH: 15, 87, 91, Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. PO 1. Use information from text and text features to determine the sequence of activities needed to carry out a procedure. PO 2. Identify the text features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text. PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions). ANTH: 36-37, 72-73, , , , , ANTH: 36-37, 72-73, , , , , ANTH: 36-37, 72-73, , , , ,

7 Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author s purpose and use of persuasive strategies. PO 1. Determine the author's specific purpose ANTH: for writing the persuasive text. PO 2. Identify the facts and details that support the author s argument regarding a particular idea, subject, concept, or object. PO 3. Describe the intended effect of persuasive strategies and propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) that an author uses. Writing Standard Articulated by Grade Level Strand 1: Writing Process ANTH: ANTH: Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress. Concept 1: Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. PO 1. Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material, or other sources). PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece. 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184 7

8 PO 3. Determine the intended audience of a writing piece. PO 4. Establish a central idea appropriate to the type of writing. PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing. PO 6. Maintain a record (e.g., list, journal, folder, notebook) of writing ideas. PO 7. Use time-management strategies, when appropriate, to produce a writing product within a set time period. 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 8

9 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , Concept 2: Drafting Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose. PO 1. Use a prewriting plan to develop a draft 63, 65, 71, 75, 83, 95, 103 with main idea(s) and supporting details. 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , PO 2. Organize writing into a logical sequence 65, 75, 83, 95, 103 that is clear to the audience. 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , Concept 3: Revising Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?) PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. (See Strand 2) 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185 9

10 PO 2. Add details to the draft to more effectively accomplish the purpose. PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose. PO 4. Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing style. PO 5. Add transitional words, phrases, and/or sentences to clarify meaning or enhance the writing style. PO 6. Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft. PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft. PO 8. Use resources and reference materials to select more precise vocabulary. 3, 5, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 99, 101, 103, 105, 109 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185 3, 5, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 99, 101, 103, 105, 109 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, , 53, , 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15 17, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185 5, 17, 33, 39, 63, 73, 97, 145,

11 Concept 4: Editing Editing includes proofreading and correcting the draft for conventions. PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft. (See Strand 2) PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions. PO 3. Apply proofreading marks to indicate errors in conventions. PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft. 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185, 227 ANTH: , 43, 45, 103, , 115, 126, , 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185, 227 Concept 5: Publishing Publishing involves formatting and presenting a final product for the intended audience. PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose. 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , ,

12 PO 2. Use margins and spacing to enhance the final product. 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , PO 3. Use graphics (e.g., drawings, charts, ANTH: graphs), when applicable, to enhance the final product PO 4. Write legibly. 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , Strand 2: Writing Elements This strand focuses on the elements of effective writing. Good writing instruction incorporates multipl performance objectives into an integrated experience of learning for the student. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many. Concept 1: Ideas and Content Writing is clear and focused, holding the reader s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. PO 1. Use clear, focused ideas and details to support the topic. 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 61, 65, 71, 75, 79, 83, 87, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181,

13 PO 2. Provide content and selected details that are well-suited to audience and purpose. PO 3. Develop a sufficient explanation or exploration of the topic. PO 4. Include ideas and details that show original perspective. 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , , 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 40-41, 44-45, 48-49, 52-53, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , , 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , Concept 2: Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay). (See Strand 3) 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 13

14 PO 2. Develop a strong beginning or introduction that draws in the reader. PO 3. Place details appropriately to support the main idea. PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas). PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology). PO 6. Create an ending that provides a sense of resolution or closure. 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , , 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, , 53, 139 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, , , , , , , , , , , , , , , , , , , , , 61, 117, 133, 139,

15 Concept 3: Voice Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose. PO 1. Show awareness of the audience through word choice and style. PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing. PO 3. Use language appropriate for the topic and purpose. PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose. Concept 4: Word Choice 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 56-57, 90-91, , 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 2-3, 18-19, 86-87, Word choice reflects the writer s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. PO 1. Use accurate, specific, powerful words that effectively convey the intended message. 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 15

16 PO 2. Use words and phrases that consistently support style and type of writing. (See R06-S2C1) PO 3. Use vocabulary that is original, varied, and natural. PO 4. Use literal and figurative language when appropriate to purpose. (See R06-S1C4-04) 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 16

17 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186 Concept 5: Sentence Fluency Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. PO 1. Write simple and compound sentences. PO 2. Write sentences that flow together and sound natural when read aloud. PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing. PO 4. Use effective and natural dialogue when appropriate. Concept 6: Conventions , 69, 73, 100, , 36-37, 55, 127, , 175 Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks. PO 1. Use capital letters correctly for: a. proper nouns holidays product names languages historical events organizations academic courses (e.g., algebra/algebra I) place regional names (e.g., West Coast) b. words used as names (e.g., Grandpa, Aunt Lyn) c. literary titles (i.e., story, poem, play, song)

18 d. titles 219 e. abbreviations 219 f. proper adjectives 219 PO 2. Use commas to correctly punctuate: a. items in a series b. greetings and closings of letters 11, 13, 29 3, 49, 87 c. introductory words 221 d. direct address 221 e. interrupters 221 f. compound sentences 221 PO 3. Use quotation marks to punctuate: a. dialogue 220, 222 b. titles of short works (e.g., chapter, story, article, song, poem) 220, 222 c. exact words from sources 220, 222 PO 4. Use italics (in typed copy) and underlining (in handwriting) to indicate titles of longer works (e.g., books, plays, magazines, movies, TV series). PO 5. Use colons to punctuate business letter salutations. PO 6. Use apostrophes to punctuate: , 29 a. contractions 220, 222 b. singular possessives 220, 222 PO 7. Spell high-frequency words correctly. 223 PO 8. Use common spelling patterns/ generalizations to spell words correctly. the following page: PO 9. Use homonyms correctly in context. 226 PO 10. Use resources to spell correctly PO 11. Use paragraph breaks to indicate an organizational structure. 3, 7, 11, 15, 19, 23, 31, 45, 49, 53, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 129, 133, 143, 147, 151, 161, 181,

19 PO. 12. Use the following parts of speech correctly in simple sentences: a. nouns 53, 87, 132 9, 13, 43, 51, 59, 67, 77, 85, 89, 93, 101, 111, 119, 149, 153, 163, 171, 175, b. action/linking verbs 87, c. personal pronouns d. adjectives 53, 87, 133 9, 51, 89, 93, 101, 107, 119, 149, 153, 167, 171, 175, e. adverbs , f. conjunctions g. prepositions 213 h. interjections PO 13. Use subject/verb agreement in simple and compound sentences. Strand 3: Writing Applications 201 Writing skills particular to the applications listed here may be taught across the curriculum, although s applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve the understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections. Concept 1: Expressive Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events. PO 1. Write a narrative that includes: a. an engaging plot based on imagined or real ideas, observations, or memories of an event or experience 167 b. effectively developed characters 167 c. a clearly described setting 167 d. dialogue, as appropriate , 59, 81, 123, 153, , 59, 81, 123, 153, , 59, 81, 123, 153, , 36-37, 55, 59, 81, 123,

20 e. figurative language, or descriptive words and phrases to enhance style and tone 23 PO 2. Write in a variety of expressive forms (e.g., poetry, skit) that, according to type of writing, employ: a. figurative language 56-57, b. rhythm 56-57, c. dialogue ANTH: , 69, 73, 100, , 36-37, 55, 82-83, , 127, , 175 d. characterization e. plot f. appropriate format 56-57, 90-91, Concept 2: Expository Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Record information (e.g., observations, ANTH: 36-37, 72-73, , notes, lists, charts, map labels and legends) related to the topic. 2, 6, 10, 14, 18, 26, 30, 40, 44, 48, 52, 60, 64, 70, 74, 78, 86, 94, 98, 108, 112, 116, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 176, 180, 184 PO 2. Write a summary based on the information gathered that include(s): a. a topic sentence 17 b. supporting details 17 c. relevant information (See R06-S3C1-02) PO 3. Write a process essay that includes: 30-31, , a. a thesis statement 83 b. supporting details 83 c. introductory, body, and concluding paragraphs 30-31, , , ,

21 Concept 3: Functional Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas. PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). (See R06-S3C2; M06-S2C1) 13, 29 PO 2. Write a friendly letter that includes a: 26-27, a. heading 13, 29 b. salutation 13, 29 c. body 13, 29 d. closing 13, 29 e. signature 13, 29 PO 3. Write a formal letter that follows a conventional business letter format. 11, 51 PO 4. Address an envelope for correspondence that includes: 18-19, a. an appropriate return address 11, 13, , b. an appropriate recipient address 11, 13, 29 Concept 4: Persuasive 18-19, Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action. PO 1. Write persuasive text (e.g., essay, paragraph, written communications) that: a. establishes and develops a controlling idea ANTH: , 5, 7, 23, 37, 51, 57, 97,

22 2-3, 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, , , b. supports arguments with detailed ANTH: evidence 3, 5, 7, 23, 37, 51, 57, 97, , 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, , , c. includes persuasive techniques ANTH: , 5, 7, 23, 37, 51, 57, 97, , 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, , , d. excludes irrelevant information ANTH: (See R06-S3C3) 3, 5, 7, 23, 37, 51, 57, 97, , 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, , , Concept 5: Literary Response Literary response is the writer s reaction to a literary selection. The response includes the writer s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a response to literature that: a. presents several clear ideas ANTH: b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media c. relates own ideas to supporting details in a clear and logical manner (See R06-S2C1) ANTH: ANTH: 22

23 Concept 6: Research Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product. PO 1. Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes: a. paraphrasing to convey ideas and details from the source b. main idea(s) and relevant details (See R06-S3C1-05, -06, -07) PO 2. Write an informational report that includes: 27, , , , a. a focused topic 27, , b. appropriate facts and relevant details 27, , c. a logical sequence 27, , d. a concluding statement 27, ,

24 e. a list of sources used (See R06-S3C1-05, -06, -07) 27, ,