Grade 8 - McDougal Littell · Grade 8 correlated to the ... specifically aimed at increasing...

Grade 8

correlated to the

Texas Assessment of Knowledge and SkillsReading, Grade 8

and

Grade 10 English Language Arts

1/20022001

1

Correlation to Texas Assessment of Knowledge and SkillsReading, Grade 8

Publisher: McDougal Littell

Program Title: The Language of Literature 2001, Grade 8

Texas Assessment of Knowledge andSkills

ComponentUnit/Lesson/Section

Page Number(s) DetailInformation listed here should be directly related to the specificelement.

TAAS II Objective 1The student will demonstrate a basicunderstanding of culturally diversewritten texts.(8.6) Reading/word identification.The student uses a variety of wordrecognition strategies. The student isexpected to:

The Language of Literature incorporates a variety ofresearch-based resources and activities for development ofword recognition strategies.• Words to Know are listed at the beginnings of selections,

underlined on the student pages on which they appear, andpronounced and defined in tint boxes on those same pages.Other difficult words are defined—and pronounced, ifappropriate—on the pages on which they appear.

• Vocabulary in Action/Vocabulary and Spelling features atthe ends of selections offer practice exercises in a varietyof formats for the Words to Know.

• Full-page Building Vocabulary lessons offer instruction inspecific strategies, including use of context clues andstructural analysis with emphasis on Greek and Latinorigins.

(8.6) (B) use structural analysis toidentify words, including knowledge ofGreek and Latin roots andprefixes/suffixes (7-8).

PE/TE

TE

42, 128, 209, 281,346, 394, 563, 585,602, 667, 777, 783,916, 947, R88–R89

24, 27, 36, 53, 72, 76,123, 128, 154, 162,222–223, 281, 292,369, 381, 412, 464,492, 555, 561, 579,599, 625, 643, 658,675, 682, 762, 842,846




2

(8.9) Reading/vocabularydevelopment. The student acquiresan extensive vocabulary throughreading and systematic word study.The student is expected to:

In addition to reading, listening, and response activities thataid students in building word knowledge, The Language ofLiterature includes research-based resources and activitiesspecifically aimed at increasing student vocabulary.• Words to Know are listed at the beginnings of selections,

underlined on the student pages on which they appear, andpronounced and defined in tint boxes on those same pages.

• Vocabulary in Action/Vocabulary and Spelling features atselection ends offer practice exercises in a variety offormats for the Words to Know.

• Building Vocabulary lessons offer instruction in specificstrategies for vocabulary development, including use ofcontext clues; analysis of word parts; understandinganalogies, idioms, multiple-meaning words, andspecialized vocabulary; researching word origins; anddistinguishing denotative and connotative meanings.

(8.9) (B) draw on experiences to bringmeanings to words in context such asinterpreting [idioms,] multiple-meaningwords, and analogies (6-8);

PE/TE

TE

42, 67, 81, 83, 116,141, 143, 167, 209,249, 294, 301, 361,394, 534–535, 585,604, 645, 667, 777,803, 810, 837, 849,861, 873, 884, 917,935, 947

23, 27, 33, 40, 49, 70,107, 119, 123, 136,149, 165, 198, 203,216, 236, 264, 351,375, 409, 455, 555,575, 579, 589, 639,650, 655, 663, 724,757, 771, 795, 798,805, 812, 831, 832,833, 835, 841, 862,863, 864, 866, 869,923, 929, 931, 933,941, 943, 971, 977,979




3

(8.9) (D) determine meanings ofderivatives by applying knowledge ofthe meanings of root words such as like,pay, or happy and affixes such as dis-,pre-, or un- (4-8); and

PE/TE

TE

42, 128, 209, 281,346, 394, 563, 585,602, 667, 777, 783,916, 947, R88–R89

27, 53, 119, 123, 154,162, 222–223, 281,292, 412, 464, 555,561, 579, 599, 625,658, 675, 846, 869

(8.9) (F) distinguish denotative andconnotative meanings (6-8).

PE/TE

TE

604, 669, R9

121, 298, 354, 738




4

(8.10) Reading/comprehension. Thestudent comprehends selections usinga variety of strategies. The student isexpected to:

The Language of Literature teaches students the skills andstrategies necessary for thoughtful, critical reading of a widerange of works.• The book begins with modeling of these reading strategies:

predict, visualize, connect, question, clarify, evaluate, andmonitor.

• The Active Reader lessons offer in-depth teaching ofreading skills and strategies, such as story mapping,drawing conclusions, paraphrasing, and distinguishing factfrom opinion.

• Preparing to Read pages preceding selections includeConnect to Your Life features, which activate priorknowledge and experience, and Active Reading, whichprovides instruction in a reading skill or strategyparticularly relevant to the selection, such as settingpurposes for reading, visualizing, connecting, makinginferences, recognizing cause and effect, identifying themain idea, and monitoring one’s own reading.

• Within selections, Active Reading questions encouragestudents to pause and apply the reading strategies.

• Following selections, a Literary Analysis feature hasstudents demonstrate what they have learned about literaryconcepts and elements. And Thinking Through theLiterature presents several levels of response questions,including basic comprehension of main ideas and details,analysis of text structure, and making inferences ordrawing conclusions to interpret the text.

• Various kinds of response questions are also found in twoReading and Writing for Assessment lessons and in theReflect and Assess pages that wrap up each unit.

• Recurring Real World Link features aid students in honingstrategies for comprehending such real-world materials asmagazine, newspaper, and Internet articles.




5

(8.10) (F) determine a text's main (ormajor) ideas and how those ideas aresupported with details (4-8); and

PE/TE

TE

44–47, 105, 106, 115,213, 283–284, 408,415, 528, 574, 584,715, 716, 721,733–736, 769, 776

42, 108, 110, 114,116, 165, 168, 196,217, 358, 410, 412,414, 529, 530, 531,582, 641, 720, 770,772, 780, 881

(8.10) (G) paraphrase and summarizetext to recall, inform, or organize ideas(4-8).

PE/TE

TE

44–47, 81, 105, 214,283–284, 415, 715,716, 721, 733–736,767, 769, 776, 822,R43

34, 42, 50, 55, 75, 79,116, 121, 125, 139,163, 164, 168, 205,217, 238, 241, 287,294, 358, 423, 427,455, 463, 473, 476,487, 505, 507, 526,559, 641, 645, 648,659, 663, 665, 675,685, 686, 689, 690,718, 720, 741, 747,749, 751, 764, 770,772, 774, 775, 797,800, 849, 867, 881,915, 919, 925, 927,931, 959, 965, 969,979




6

TAAS II Objective 2The student will apply knowledge ofliterary elements to understandculturally diverse written texts.(8.12) Reading/text structure/literaryconcepts. The student analyzes thecharacteristics of various types oftexts (genres). The student is expectedto:

Study of the characteristics of diverse literary genres is anintegral part of The Language of Literature.• Multiple-page Learning the Language of Literature lessons

offer interactive instruction about literary genres andelements.

• Before each literature selection in Units 1–5, a featuretitled Literary Analysis provides information about a keyliterary concept or element. Literary Analysis appearsagain after the selection, providing more informationabout, plus an activity related to, the concept or element.

• Reflect and Assess follows each unit, with questions andactivities under the headings Reflecting on the Theme andReviewing Literary Concepts.

• Pages titled The Author’s Style, as well as AuthorActivities within short author biographies, help studentsunderstand and appreciate literary craft.

• Lessons and features devoted to reading skills andstrategies—The Active Reader, Active Reading, and RealWorld Links—also contribute to student understanding ofliterary characteristics, concepts, and elements.

• In addition, the textbook’s Writing Options, Activities andExplorations, Writing Workshops, and InterdisciplinaryProjects offer opportunities for reinforcement andapplication of literary knowledge.

(8.12) (F) analyze characters, includingtheir traits, motivations, conflicts, pointsof view, relationships, and changes theyundergo (4-8);

PE/TE 19, 22, 24, 28, 29, 32,41, 48, 56, 66, 80,117, 128, 148, 157,180, 220, 246, 261,281, 317, 329–331,334, 345, 348, 360,361, 362, 374, 383,441, 443, 488, 514,536–540, 543, 551,652, 671, 679, 691,714, 753, 802, 839,848, 849, 858, 896,897, 935, 947, 980,981, 982–986, R7–R8,R9, R15, R16




7

TE 24, 25, 26, 28, 30, 33,34, 35, 36, 40, 42, 52,61, 62, 63, 64, 65, 72,74, 107, 108, 110,111, 112, 114, 124,150, 151, 152, 154,155, 156, 203, 221,222, 224, 226, 228,230, 232, 234, 238,240, 242, 244, 247,265, 266, 270, 272,274, 276, 335, 336,338, 340, 342, 350,352, 354, 356, 358,375, 376, 378, 380,382, 411, 412, 413,414, 449, 450, 452,453, 454, 456, 457,458, 459, 460, 462,464, 465, 466, 468,469, 470, 471, 472,474, 476, 478, 479,480, 482, 484, 485,486, 487, 490, 492,494, 496, 498–499,502, 503, 504, 505,506, 508, 510, 512,524, 525, 558, 568,575, 577, 579, 581,583, 585, 596, 598,625, 632, 658, 660,689, 674, 676, 678,728, 740, 742, 744,748, 760, 764, 801,811, 842, 844, 846,910, 912, 914, 919,922, 924, 926, 927,928, 930, 932, 936,937, 940, 941, 944,954, 955, 957, 959,960, 961, 971, 972,974, 977, 976, 978




8

(8.12) (G) recognize and analyze storyplot, setting, and problem resolution (4-8); and

PE/TE

TE

18, 20, 32, 41, 59, 66,80, 82, 260, 280, 285,293, 329, 332, 362,439–442, 443, 447,514, 592, 601, 621,668, 670–693, 716,721, 755, 861, 872,R11, R16, R19

34, 36, 38, 42, 60, 64,65, 79, 122, 136, 149,154, 155, 206, 238,244, 279, 286, 288,290, 292, 294, 391,418, 448, 449, 450,452, 453, 455, 456,458, 462, 470, 473,486, 487, 489, 490,492, 494, 504, 505,506, 507, 510, 512,594, 596, 598, 602,628, 632, 659, 664,673, 674, 678, 720,722, 726, 738, 740,742, 744, 750, 862,864, 868, 921, 926,931, 938, 940, 941,943, 945, 962, 963,964, 965, 969, 979




9

(8.12) (J) recognize and interpretliterary devices such as flashback,foreshadowing, and symbolism (6-8).

PE/TE

TE

69, 80, 197, 200, 215,218, 285, 293, 296,299, 317, 367, 372,390, 392, 422, 423,425, 440, 475, 552,565, 568, 574, 584,587, 590, 622, 654,666, 701, 779, 781,794, 802, 804, 809,811, R6–R21

27, 49, 54, 64, 70, 71,72, 74, 77, 78, 136,137, 138, 162, 164,194, 198, 201, 216,217, 230, 234, 236,238, 244, 270, 286,288, 292, 298, 337,368, 370, 413, 419,424, 449, 452, 453,474, 510, 512, 555,566, 576, 578, 580,582, 588, 596, 598,656, 657, 658, 660,662, 664, 665, 681,684, 686, 690, 718,742, 746, 750, 780,796, 798, 800, 805,806, 808, 811, 813,846, 853, 856, 857,880, 881, 906, 908,909, 910, 912, 914,918, 920, 922, 930,944, 956, 958, 960,965, 970, 974, 976,979




1 0

TAAS II Objective 3The student will use a variety ofstrategies to analyze culturallydiverse written texts.(8.10) Reading/comprehension. Thestudent comprehends selections usinga variety of strategies. The student isexpected to:












1 1

(8.10) (E) use the text's structure orprogression of ideas such as cause andeffect or chronology to locate and recallinformation (4-8);

PE/TE

TE

32, 41, 105, 159, 166,211–214, 262, 263,280, 285, 293,571–573, 634–637,638, 644

34, 36, 40, 160, 161,162, 164, 207, 224,230, 264, 266, 270,272, 276, 278, 286,288, 290, 292, 294,427, 486, 520, 526,640, 642, 645, 688,744, 750, 763, 808,812, 920, 921, 962,975, 976, 979

(8.10) (I) find similarities anddifferences across texts such as intreatment, scope, or organization (4-8);and

PE/TE

TE

56, 80, 81, 127, 128,140, 142, 181, 195,208, 218, 293, 296,299, 345, 372,536–540, 570, 584,644, 652, 666,670–693, 722, 753,755, 781, 802, 838,848, 883, 917, 935,947, 967, 981

375, 500, 805, 906,918, 936, 937, 954,955, 964, 968, 969,978




1 2

(8.10) (L) represent text information indifferent ways such as in outline,timeline, or graphic organizer (4-8).

PE/TE

TE

22, 29, 32, 41, 44–47,48, 56, 59, 66, 80, 97,106, 115, 118, 127,131, 140, 157, 159,181, 192, 195, 197,215, 218, 246, 263,280, 285, 296, 299,345, 348, 360, 366,367, 372, 374, 389,390, 415, 417, 421,422, 425, 438, 443,447, 488, 514, 539,553, 554, 562, 565,568, 584, 590, 601,631, 638, 644, 652,671, 679, 691, 693,700, 712, 716, 721,723, 753, 766, 769,776, 781, 794, 802,809, 830, 839, 848,872, 879, 882, 917,935, 967

70, 72, 76, 78, 95,150, 160, 163, 176,253, 278, 286, 288,290, 292, 311, 410,433, 448, 452, 458,461, 470, 486, 492,498–499, 510, 512,530, 537, 555, 556,575, 577, 579, 581,583, 615, 645, 655,656, 682, 695, 719,738, 751, 770, 796,819, 904, 939, 949,962




1 3

(8.12) Reading/text structure/literaryconcepts. The student analyzes thecharacteristics of various types oftexts (genres). The student is expectedto:








(8.12) (A) identify the purposes ofdifferent types of texts such as to inform,influence, express, or entertain (4-8);

PE/TE

TE

103, 105, 118, 127,208, 417, 421, 588,622, 644, 779, 781,851, 858, R7

120, 122, 124, 125,141, 245, 382, 418,420, 780, 852, 856,859, 957

(8.12) (C) compare communication indifferent forms such as contrasting adramatic performance with a printversion of the same story or comparingstory variants (2-8); and

PE/TE

TE

81, 171, 247, 503,512–513, 532, 602,632, 645, 653,670–693, 815, 917,967

325d, 600, 642, 688,883, 932, 940, 978




1 4

(8.12) (H) describe how the author'sperspective or point of view affects thetext (4-8).

PE/TE

TE

43, 105, 140, 426,427, 621, 622, 769,776, 879, 882, 883,R6–R7

76, 125, 245, 409,424, 529, 770, 774,780, 837, 853, 854,859, 880




1 5

TAAS II Objective 4The student will apply criticalthinking skills to analyze culturallydiverse written texts.(8.10) Reading/comprehension. Thestudent comprehends selections usinga variety of strategies. The student isexpected to:












1 6

(8.10) (H) draw inferences such asconclusions or generalizations andsupport them with text evidence [andexperience] (4-8); and

PE/TE

TE

66, 130–133, 191, 192,195, 202, 208, 220,223, 229, 238, 246,284, 348, 360, 374,383, 422, 425, 553,554, 556, 562, 592,601, 794, 802,875–878, 882

24, 63, 78, 135, 194,204, 206, 222, 226,230, 242, 245, 346,350, 352, 356, 393,420, 424, 491, 517,526, 556, 560, 561,576, 580, 596, 598,676, 678, 682, 686,746, 748, 759, 772,796, 798, 800, 801,808, 844, 870, 873,922, 964

(8.10) (J) distinguish fact and opinionin various texts (4-8).

PE/TE

TE

105, 634–637, 723,730, 829, 830, 836,875–878, 890–894,R94

160, 327n, 412, 530,578, 724, 726, 731,832, 834, 859




1 7

(8.11) Reading/literary response. Thestudent expresses and supportsresponses to various types of texts.The student is expected to:

The Language of Literature offers a wide variety ofopportunities for students to respond to selections.• Selections in Units 1–5 are followed by Thinking Through

the Literature sections, most of which include questionsunder the subheadings Connect to the Literature, ThinkCritically, and Extend Interpretations. Questions includesome designed to help students make comparisons andcontrasts across literature selections (Comparing Texts).

• Next, in Units 1–5, come Choices and Challenges pages,which include diverse response options under the headingsWriting Options, Activities and Explorations, and Inquiryand Research. (In Unit 6, groups of selections are followedby Interdisciplinary Projects instead.)

• A multiple-page Comparing Literature feature calls uponstudents to respond to two short stories by writing acomparison-and-contrast essay about the stories’ plots.

• Writing Workshops and Communication Workshops involvestudents in responding through writing, making a speech,and creating a multimedia presentation.

• Author Studies and Author Activities within authorbiography features encourage students to makeconnections across an author’s body of work.

• Units wrap up with response questions and activities underthe title Reflect and Assess.




1 8

(8.11) (C) support responses byreferring to relevant aspects of text [andhis/her own experiences] (4-8); and

PE/TE

TE

29, 41, 43, 56, 66, 80,94–98, 115, 127, 129,133, 140, 157, 166,180, 193, 195, 200,208, 218, 246, 280,293, 297, 299, 316,345, 360, 368, 372,379, 383, 389, 392,393, 415, 418, 421,423, 425, 475, 488,514, 527, 536–540,542, 562, 568, 570,584, 588, 590, 601,631, 644, 652, 666,679, 691, 693,694–698, 700, 721,730, 753, 766, 768,776, 781, 802, 809,818–824, 836, 838,848, 858, 872, 877,878, 882, 896, R41

30, 55, 63, 78, 194,230, 242, 245, 278,300, 350, 352, 356,373, 375, 393, 420,424, 485, 486, 491,503, 510, 511, 517,519, 521, 526, 527,529, 556, 560, 561,576, 580, 598, 676,686, 731, 746, 748,772, 796, 798, 800,801, 808, 837, 841,843, 844, 870, 873,926, 933, 944, 964,977, 978




1 9

(8.11) (D) connect, compare, andcontrast ideas, themes, and issues acrosstext (4-8).

PE/TE

TE

16, 20, 31, 43, 48, 56,58, 68, 80, 81, 82,100, 117, 127, 128,129, 140, 142, 180,181, 186, 195, 208,218, 258, 293, 295,296, 299, 316, 328,345, 347, 372, 393,438, 536–540, 542,548, 551, 564, 570,584, 603, 620, 631,644, 652, 666,670–693, 700, 712,722, 753, 755, 768,778, 781, 802, 826,827–828, 830, 836,838, 848, 850, 860,883, 896, 897, 917,935, 947, 967, 981,988

44, 130, 211, 228,236, 276, 283, 298,363, 375, 386, 500,571, 634, 733, 873,875, 906, 918, 933,936, 937, 954, 955,964, 968, 972




2 0

(8.12) Reading/text structure/literaryconcepts. The student analyzes thecharacteristics of various types oftexts (genres). The student is expectedto:











2 1

(8.12) (I) analyze ways authorsorganize and present ideas such asthrough cause/effect, compare/contrast,inductively, deductively, orchronologically (6-8); and

PE/TE

TE

32, 41, 105, 159, 166,211–214, 262, 263,280, 285, 293,432–436, 536–540,571–573, 634–637,638, 644, 693, 822,823, 948–952, R7, R8,R9, R13, R18–R19,R107–R109

34, 36, 40, 95, 160,161, 162, 164, 176,207, 224, 230, 253,264, 266, 270, 272,276, 278, 286, 288,290, 292, 294, 311,427, 433, 486, 520,526, 537, 615, 640,642, 645, 688, 695,744, 750, 763, 808,812, 819, 920, 921,949, 962, 975, 976,979

(8.12) (K) recognize how style, tone,and mood contribute to the effect of thetext (6-8).

PE/TE

TE

80, 170, 202, 208,299, 332, 408, 415,428, 552, 590,621–622, 624, 631,652, 668, 721, 769,776, 814, 836, 851,858, 879, 882, 883,R14, R20, R21

30, 49, 76, 137, 204,240, 292, 391, 409,410, 412, 414, 626,628, 630, 632, 657,660, 681, 740, 742,750, 770, 774, 795,852, 853, 854, 856,880, 958

2 2

Correlation to Texas Assessment of Knowledge and SkillsGrade 10 English Language Arts

Grade 8 is correlated to Grade 10 English Language Arts because having taken the Middle School Writing testin Grade 7, students should begin preparing for the Grade 10 English Language Arts test in Grade 8.

Publisher: McDougal Littell

Program Title: The Language of Literature 2001, Grade 8




TAAS II Objective 4The student will, within a givencontext, produce and effectivecomposition for a specific purpose.(1) Writing/purposes. The studentwrites in a variety of forms, includingbusiness, personal, literary, andpersuasive texts, for variousaudiences and purposes. The studentis expected to:

The Language of Literature provides students with variedforms of writing assignments directed to an array of audiencesand purposes.• Writing Options appears at the end of each literature

selection and gives students a variety of writingopportunities in various forms.

• Throughout each unit, Writing Workshops give students theopportunity to hone their writing skills. Although eachworkshop focuses on a specific form or genre of writing, allWriting Workshops instill good writing habits used in allwritten forms and for all audiences/ purposes.

• Following each unit is a Reflect and Assess section wherestudents can reflect on the past unit through various writingoptions.

• Pages titled The Author’s Style have an applications inwriting section that gives students various writing topicsand styles suggestions.

(1) (B) write in a voice and a styleappropriate to audience and purpose;and

PE/TE

TE

94, 174, 252, 310,432, 536, 614, 694,818, 948, 951, 986

Texas Academic Knowledge and SkillsElement



2 3

(1) (C) organize ideas in writing toensure coherence, logical progression,and support for ideas.

PE/TE 94-98, 174-178, 252-256, 310-314, 432-436,536-540, 614-618, 694-698, 818-824, 948-952,R26-R45

(2) Writing/writing processes. Thestudent uses recursive writingprocesses when appropriate. Thestudent is expected to:

The Language of Literature teaches students the importanceof good writing habits by using recursive-writing processes.• Throughout each unit the Writing Workshops give students

a model of the writing process as well as an example ofthe writing form being used. The workshops lead studentsthrough each step of the writing process while focusing ona specific grammatical concept particular to the unit.Students are encouraged to use this process for all writingassignments.

• The Writing Handbook in the back of the text explains thewriting process and shows how to apply it to various formsof writing.

(2) (B) develop drafts [both alone andcollaboratively] by organizing andreorganizing content and by refiningstyle to suit occasion, audience, andpurpose; and

PE/TE 94-98, 174-178, 252-256, 310-314, 432-436,536-540, 614-618, 694-698, 818-824, 948-952,R26-R45

(2) (C) proofread writing forappropriateness of organization, content,style, and conventions.

PE/TE 98, 178, 256, 314,436, 540, 618, 698,824, 952, R23-R24




2 4

(5) Writing/evaluation. The studentevaluates his/her own writing and thewritings of others. The student isexpected to:

The Language of Literature teaches students the importanceof peer reading and self-writing evaluation.• Each Writing Workshop contains a section entitled Ask

Your Peer Reader in which students find helpful questionsused for draft evaluation.

• Analyzing a Student Model, found in the beginning of eachWriting Workshop, gives students the opportunity toevaluate a writing sample of the current writingassignment.

• At the end of Reflect and Assess, in Portfolio Building,students evaluate past personal work to select writings fortheir portfolios.

(5) (A) evaluate writing for bothmechanics and content.

PE/TE 98, 178, 256, 314,436, 540, 618, 698,824, 952, R23-R24

TAAS II Objective 5The student will produce a piece ofwriting that demonstrates a commandof the conventions of spelling,capitalization, punctuation, grammar,usage, and sentence structure.(2) Writing/writing processes. Thestudent uses recursive writingprocesses when appropriate. Thestudent is expected to:





PE/TE 98, 178, 256, 314,436, 540, 618, 698,824, 952, R23-R24




2 5

(3) Writing/grammar/usage/conventions/spelling. The studentrelies increasingly on the conventionsand mechanics of written English,including the rules of usage andgrammar, to write clearly andeffectively. The student is expected to:

The Language of Literature integrates all aspects of writingand grammar to produce clear, effective writing.• Grammar in Context, found after each selection in the

Choices & Challenges lessons, offer instruction in allgrammatical topics and include exercises afterexplanations.

• Each Mini Lesson: Grammar re-enforces specific rules ofgrammar through additional exercises.

• Daily Language Skillbuilder is found in the teacher’sedition at the beginning of each selection and offersadditional grammar exercises.

• Assessment Practice: Revising & Editing aids students inidentifying and correcting grammatical errors withinwriting.

• Within the Writing Workshop section, Editing andProofreading focuses on a grammar “Target Skill”.

• Mini Lesson: Spelling explains specific spelling rules andthen provide exercises working with that rule.

• Spelling From Writing, found in yellow boxes in WritingWorkshops, remind students to proofread for spelling errorsin writing.

• The Grammar Handbook located in the back of the textallows quick reference to various grammatical rules andexamples.

• The Spelling Handbook features sections to improvestudents’ spelling and use correct word choices.

(3) (A) produce legible work that showsaccurate spelling and correct use of theconventions of punctuation [such asitalics and ellipses];

PE/TE

TE

99, 152, 179, 257,315, 619, 699, R58-R59, R80-R81, R88-R89

26, 54, 58, 67, 344,385, 416, 538, 577,596, 626, 835, 856




2 6

(3) (B) demonstrate control overgrammatical elements such as subject-verb agreement, pronoun-antecedentagreement, verb forms, and parallelism;and

PE/TE

TE

68, 82, 179, 210, 248,256, 257, 315, 347,541, 619, 699, 825,895, 987, R62-R77

74, 82, 138, 163, 209,238, 248, 257, 895,958

(3) (C) compose increasingly moreinvolved sentences that contain gerunds,participles, and infinitives in theirvarious functions.

PE/TE

TE

385, 564, 633, 646,668, 698, R75, R76

377, 385, 563, 586,633, 641, 646, 660,668, 677, 691, 697,699







PE/TE 98, 178, 256, 314,436, 540, 618, 698,824, 952, R23-R24




2 7

TAAS II Objective 6The student will demonstrate theability to revise and proofread toimprove the clarity and effectivenessof a piece of writing.(2) Writing/writing processes. Thestudent uses recursive writingprocesses when appropriate. Thestudent is expected to:





PE/TE 98, 178, 256, 314,436, 540, 618, 698,824, 952, R23-R24




2 8

(3) Writing/grammar/usage/conventions/spelling. The studentrelies increasingly on the conventionsand mechanics of written English,including the rules of usage andgrammar, to write clearly andeffectively. The student is expected to:

The Language of Literature integrates all aspects of writingand grammar to produce clear, effective writing.• Grammar in Context, found after each selection in the

Choices & Challenges lessons, offer instruction in allgrammatical topics and include exercises afterexplanations.

• Each Mini Lesson: Grammar re-enforces specific rules ofgrammar through additional exercises.

• Daily Language Skillbuilder is found in the teacher’sedition at the beginning of each selection and offersadditional grammar exercises.

• Assessment Practice: Revising & Editing aids students inidentifying and correcting grammatical errors withinwriting.

• Within the Writing Workshop section, Editing andProofreading focuses on a grammar “Target Skill”.

• Mini Lesson: Spelling explains specific spelling rules andthen provide exercises working with that rule.

• Spelling From Writing, found in yellow boxes in WritingWorkshops, remind students to proofread for spelling errorsin writing.

• The Grammar Handbook located in the back of the textallows quick reference to various grammatical rules andexamples.

• The Spelling Handbook features sections to improvestudents’ spelling and use correct word choices.

(3) (A) produce legible work that showsaccurate spelling and correct use of theconventions of punctuation andcapitalization [such as italics andellipses];

PE/TE

TE

99, 152, 179, 257,315, 619, 699, R58-R59, R80-R81, R88-R89

26, 54, 58, 67, 344,385, 416, 538, 577,596, 626, 835, 856




2 9

(3) (B) demonstrate control overgrammatical elements such as subject-verb agreement, pronoun-antecedentagreement, verb forms, and parallelism;

PE/TE

TE

68, 82, 179, 210, 248,256, 257, 315, 347,541, 619, 699, 825,895, 987, R62-R77

74, 82, 138, 163, 209,238, 248, 257, 895,958

(3) (C) compose increasingly moreinvolved sentences that contain gerunds,participles, and infinitives in theirvarious functions; and

PE/TE

TE

385, 564, 633, 646,668, R75, R76

377, 385, 633, 641,660, 668, 677, 691,697

(3) (D) produce error-free writing in thefinal draft.

. Every WritingWorkshop sectionoutlines the writingprocess and givesstudents the tools toproduce error-freewriting. At the end ofeach WritingWorkshops, studentsare expected to have afinal, error-free writtenassignment.




3 0







PE/TE 98, 178, 256, 314,436, 540, 618, 698,824, 952, R23-R24

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