correlated to the
MarylandVoluntary Curriculum for ReadingGrade 8
Grade 8
McDougal LittellThe Language of Literature
Grade 8
correlated to the
MarylandVoluntary Curriculum for Reading
Eighth Grade
Standard 1.0 General Reading Processes
General Reading Processes:
TopicC. FluencyStudents will read orally with accuracy and expression at a rate that sounds like speech.
Indicator1. Read orally at an appropriate rate
Objectivesa. Read familiar and independent level text at a rate that is conversational and
consistent
PE/TE: 170, 647, 652, 722Add’l TE: 648, 650
b. Read instructional level text that is challenging yet manageable
PE/TE: 48-58, 69-81, 106-117, 118-129, 148-158, 160-171, 192-201, 216-217, 220-249, 285-285, 348-361, 375-385, 408-416, 417-425, 515-533
Indicator2. Read grade-level text with both high accuracy and appropriate pacing,intonation, and expression
Objectives
a. Apply knowledge of word structures and patterns to read with automaticity
PE/TE: 170, 647, 652, 722Add’l TE: 648, 650
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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b. Demonstrate appropriate use of phrasing
• Attend to sentence patterns and structures that signal meaning in text
PE/TE: 43, 47, 158, 564, 732, 755, 803, 850, 895, R78, R91-R93,R100, R102
• Use pacing and intonation (emphasis on certain words) to convey meaningand expression
PE/TE: 170, 647, 652, 722Add’l TE: 648, 650
• Use punctuation cues to guide meaning and expression
PE/TE: 170, 116, 201, 722, 782, 883, 895, 987, R72-R73, R96-R97
• Adjust intonation and pitch (rise and fall of spoken voice) appropriately
PE/TE: 170, 647, 652, 722Add’l TE: 648, 650
c. Increase sight words with fluency
PE/TE: 30, 42, 67, 81, 83, 116, 128, 141, 143, 158, 180, 209, 247, 249,281, 294, 301, 316, 346, 361, 384, 394, 416, 532, 534-535,542, 563, 569, 585, 602, 604, 632, 645, 667, 669, 700, 731,754, 767, 777, 783, 803, 810, 837, 849, 859, 873, 884, 896,R20-R27
Add’l TE: 23, 33, 49, 61, 70, 107, 119, 136, 149, 160, 203, 222-223, 264,287, 336, 349, 375, 409, 448, 555, 567, 575, 594, 625, 639,655, 682, 724, 738, 757, 771, 795, 805, 832, 841, 852, 863
TopicD. VocabularyStudents will use a variety of strategies and opportunities to understand word meaningand to increase vocabulary.
Indicator1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
a. Acquire new vocabulary through listening to, independently reading, anddiscussing a variety of literary and informational texts
PE/TE: 30, 57, 67, 81, 116, 141, 158, 167, 247, 294, 361, 384, 416, 532,569, 585, 602, 633, 645, 731, 767, 777, 803, 810, 837, 849
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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b. Discuss words and word meanings daily as they are encountered in text,instruction, and conversation
PE/TE: 30, 57, 67, 81, 116, 141, 158, 167, 247, 294, 361, 384, 416, 532,569, 585, 602, 633, 645, 731, 767, 777, 803, 810, 837, 849
Indicator2. Apply and refine a conceptual understanding of new words
Objectivesa. Classify and categorize increasingly complex words
PE/TE: 783, R23
b. Explain relationships between and among words
Assessment Limits:• Antonyms and synonyms
PE/TE: 602 604, R24Add’l TE: 23, 49, 149, 287, 336, 349, 409, 448, 567, 594, 738, 757
• Concept hierarchies
PE/TE: Opportunities to address this standard can be found on thefollowing pages: 535, 563, 777, 783, 967, R21-R23
• Multiple meaning words
PE/TE: 884
• Specialized use of vocabulary in specific content areas
PE/TE: 143, 860, 872Add’l TE: 862, 864, 866
Indicator3. Understand, acquire, and use new vocabulary
Objectives
a. Use context to determine the meanings of words
Assessment Limits:• Above grade-level words used in context
PE/TE: 67, 81, 83, 116, 141, 167, 209, 249, 301, 361, 585, 645,777, 803, 810, 837, 873, 884, 917, 935, 981
Add’l TE: 61, 70, 119, 203, 264, 375, 575, 639, 724, 771, 795, 805,832, 863
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
4
• Words with multiple meanings
PE/TE: 884
• Connotations versus denotations
PE/TE: 669, R25, R127
• Grade-appropriate idioms, colloquialisms, and figurative expressions
PE/TE: 83, R20
b. Use word structure to determine the meaning of words
Assessment Limits:• Prefixes and suffixes
PE/TE: 128, 209, 281, 346, 394, 585, 602, 667, 777Add’l TE: 222, 555, 625
• Grade-appropriate roots and base words
PE/TE: 563, 777
• Word origins
PE/TE: 563, 777, 783
• Mythology
PE/TE: Opportunities to address this standard can be found on thefollowing pages: 918-924, 929-930, 938-941, 944-950,959-965
c. Select and use resources to confirm definitions and gather further informationabout words
Assessment Limits:• Electronic and/or print dictionaries
PE/TE: 83, 563, 783Add’l TE: 33, 107, 136, 160, 673, 852
• Thesauruses
PE/TE: 669, R30, R95
• Other grade-appropriate resources
PE/TE: 57, 128, 143, 158, 247, 563, 777, 859, 861, 884, R24, R26,R28
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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d. Use new vocabulary in speaking and writing to gain and extend contentknowledge and clarify expression
PE/TE: 30, 57, 67, 81, 116, 141, 158, 167, 247, 294, 361, 384, 416, 532,569, 585, 602, 633, 645, 731, 767, 777, 803, 810, 837, 849
TopicE. General Reading ComprehensionStudents will use a variety of strategies to understand what they read (construct meaning).
Indicator1. Apply and refine comprehension skills through exposure to a variety of texts,including traditional print and electronic texts
Objectives
a. Listen to critically, read, and discuss texts representing diversity in content,culture, authorship, and perspective, including areas such as race, gender,disability, religion, and socio-economic background
PE/TE: 22, 32, 44, 48, 55, 59, 65, 69, 79, 84, 106, 118, 126, 130, 134, 139,148, 159, 168, 192, 197, 202, 207, 211, 215, 220, 250, 263, 279,283, 285, 296, 302, 334, 344, 348, 359, 363, 367, 374, 386, 390,395, 403, 444, 447, 515, 522, 528, 554, 565, 571, 574, 587, 592,600, 605, 624, 634, 638, 643, 647, 654, 665, 672, 680, 716, 723,729, 733, 737, 751, 756, 765, 769, 779, 784, 830, 839, 851, 861,870, 875, 879, 885, 888, 908, 912, 918, 925, 934, 938, 944, 951,956, 959
b. *Read a minimum of 25 self-selected and/or assigned books or book equivalentsrepresenting various genres
PE/TE: 182, 318, 544, 702, 898
c. Discuss reactions to and ideas/information gained from reading experiences withadults and peers in both formal and informal situations
PE/TE: 29, 31, 32, 41, 43, 48, 56, 59, 66, 69, 80, 94-98, 106, 115, 117,118, 127, 134, 140, 148, 157, 159, 166, 192, 195, 197, 200, 201,202, 208, 215, 218, 220, 246, 263, 280, 285, 293, 296, 299, 334,345, 348, 360, 367, 372, 374, 383, 390, 392, 408, 415, 417, 421,422, 425, 475, 488, 514, 522, 531, 554, 562, 565, 568, 574, 584,587, 590, 592, 601, 624, 631, 638, 644, 647, 652, 654, 666, 672,679, 691, 716, 721, 723, 730, 737, 753, 756, 766, 769, 776, 779,781, 794, 802, 804, 809, 830, 836, 839, 848, 851, 858, 861, 872,879, 882
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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Indicator2. Use strategies to prepare for reading (before reading)
Objectives
a. Select and apply appropriate strategies to prepare for reading the text
PE/TE: 22, 32, 41, 48, 59, 66, 118, 134, 748, 159, 263, 374, 438, 554,723, 769
Indicator3. Use strategies to make meaning from text (during reading)
Objective
a. Select and apply appropriate strategies to make meaning from text during reading
PE/TE: 24, 114, 227, 235, 287, 341
Indicator4. Use strategies to demonstrate understanding of the text (after reading)
Objectivesa. Identify and explain the main idea or argument
Assessment Limit: In the text or a portion of the text
PE/TE: 100, 105, 106, 115, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 376, 410, 412, 414, 641
b. Identify and explain information directly stated in the text
Assessment Limit: Main ideas, supporting details and other informationstated in the text or a portion of the text
PE/TE: 100, 105, 106, 115, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 376, 410, 412, 414, 641
c. Draw inferences and/or conclusions and make generalizations
Assessment Limit: Implied or stated information from the text or a portion ofthe text
PE/TE: 66, 131, 133, 192, 202, 229, 238, 246, 348, 360, 553, 554,556, 562, 592, 601, 875, 878, 882
Add’l TE: 194, 226, 228, 232, 234, 242, 424, 594, 595, 596, 598, 950,952
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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d. Confirm, refute, or make predictions and form new ideas
Assessment Limit: Stated and/or implied information from the text
PE/TE: 21, 22, 26, 29, 69, 80, 110, 225, 268, 288, 338, 556, 626,629, 654, 737, 776
Add’l TE: 24, 26, 38, 656, 658, 660, 662
e. Summarize or paraphrase
Assessment Limit: The text or a portion of the text
PE/TE: 100, 105, 106, 115, 159, 285, 293, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 286, 288, 290, 292, 376,
410, 412, 414, 641
f. Connect the text to prior knowledge or personal experience
Assessment Limit: Prior knowledge or experience that clarifies, extends, orchallenges the ideas and information in the text
PE/TE: 22, 32, 41, 48 59, 66, 118, 134, 148, 159, 263, 374, 438,554, 723, 769
Standard 2.0 Comprehension of Informational Text
Comprehension of Informational Text:Students will read, comprehend, interpret, analyze, and evaluate informational texts.
TopicA. Comprehension of Informational Text
Indicator1. Apply and refine comprehension skills by selecting, reading, and analyzing avariety of print and electronic informational texts
Objectives
a. Read, use, and identify the characteristics of primary and secondary sources ofacademic information
Assessment Limits:• Textbooks
PE/TE: 131-133, 134-138, 159-167, 211, 363-366, 387, 515-521,522-527, 571-573, 635, 713-715, 735, 756-764, 769-778,861-869, 875, 885-887, R126-R127, R142-R147
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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• Reference and research materials
PE/TE: 42, 43, 57, 58, 67, 68, 81, 82, 116, 117, 128, 133, 141, 142,171, 196, 201, 209, 281, 294, 300, 347, 361, 366, 373, 384,393, 429, 533, 563, 564, 569, 585, 591, 603, 645, 667, 692,722, 731, 732, 754, 755, 767, 777, 782, 815, 837, 849, 859,873, 878, 883
Add’l TE: 47, 133, 214, 284, 366, 389, 508, 573, 637, 736, 878
• Periodicals
PE/TE: 44, 211, 634, 733
• Editorials
PE/TE: 44-47, 130-133, 211-214, 283-284, 363-366, 528-533, 634-637, 733-736
• Speeches
PE/TE: 374-386, 851-860
• Interviews
PE/TE: 101, 104, 384, 426-427, 515-521
• Commentary
PE/TE: 97, 202-206, 219, 645, 767, 794-803
• Non-print materials
PE/TE: 42, 57, 81, 171, 503, 512-513532, 569, 602, 654-664, 667-668, 722
• Online materials
PE/TE: 57, 116, 130-131, 147, 171, 201, 219, 256, 294, 346, 363-366, 407, 429, 563, 585, 632, 722, 754, 767, 777, 793, 815,905, R58, R114-R115, R150-R151
• Other content-specific texts
PE/TE: 55-58, 106-117, 118-125, 126-129, 159-167, 168-169, 386-389, 444-446, 571-573, 784-789, 794-803, 830-838, 885-887
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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• Trade books
PE/TE: 302-309, 359-362, 374-385, 408-416, 565-570, 723-728,861-869, 885-887
b. Read, use, and identify the characteristics of workplace and other real-worlddocuments
Assessment Limits:• Job descriptions
PE/TE: 386
• Forms
PE/TE: R15, R17-R19, R60-R63
• Questionnaires
PE/TE: Opportunities to address this standard can be found on thefollowing pages: 47, 57, 104, 313, 387, 515, R113
• Instructional and technical manuals
PE/TE: R16, R56
• Other workplace and real-world documents
PE/TE: R15, R17, R60, R61, R62, R63, R148-R149
c. Select and read to gain information from personal interest materials, such asbooks, pamphlets, how-to manuals, magazines, and web sites and other onlinematerials
PE/TE: 571
Indicator2. Analyze text features to facilitate and extend understanding of informational texts
Objectives
a. Analyze print features that contribute to meaning
Assessment Limit: All features of text formatting that contribute to meaning
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875, R124-R127
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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b. Analyze graphic aids that contribute to meaning
Assessment Limit: All features of graphic aids that contribute to meaning
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875, R128-R131
c. Analyze informational aids that contribute to meaning
Assessment Limit: All text features that enhance, elaborate, refine, or extendthe information in the text
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
d. Analyze organizational aids that contribute to meaning
Assessment Limit: All organizational aids
PE/TE: 374, 638, 644, R4
e. Analyze online features that contribute to meaning
Assessment Limit: All features characteristic of online text
PE/TE: 130, 363
d. Analyze the relationship between the text features and the content of the text as awhole
Assessment Limit: Connections between text features and meaning
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 815
Indicator3. Apply knowledge of organizational patterns of informational text to facilitateunderstanding and analysis
Objectives
a. Analyze the organizational patterns of texts
Assessment Limits:• Common organizational patterns
PE/TE: 374, 638, 644, R4, R132-R141
• Transition or signal words and phrases that indicate the organizationalpattern of the text or a portion of the text
PE/TE: 374, 638, 644, R4
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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• Connections between transition or signal words and the information in thetext or a portion of the text
PE/TE: 374, 638, 644, R4
b. Analyze the contribution of the organizational pattern
Assessment Limits:• Connections between the organizational pattern and meaning
PE/TE: 374, 638, 644, R4
• Connections between the organizational pattern and the author's/text'spurpose
PE/TE: 118, 127, 374, 421, 588, 638, 644, R4
• Appropriateness of the organizational pattern to supporting the ideas orinformation in the text
PE/TE: 374, 638, 644, R4
c. Analyze shifts in organizational patterns
Assessment Limits:• Portions of text that illustrate a shift in organizational pattern
PE/TE: 43, 564, 951-953, R38, R44, R46-R47, R91
• Connection between shifts in organization and purpose
PE/TE: 118, 127, 421, 588
d. Use organizational structure to locate specific information
Assessment Limit: Connections between the organizational pattern andsupporting details of the text
PE/TE: 66, 106, 115, 367, 383, 528, 574, 584, 721, R7
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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Indicator4. Analyze important ideas and messages in informational text
Objectives
a. Analyze the author's/text's purpose and intended audience
Assessment Limits:• Purpose of the author or the text or a portion of the text
PE/TE: 118, 127, 208, 417, 421, 588, 779, 781Add’l TE: 852, 856
• Connections between the text and the intended audience
PE/TE: 118, 127, 208, 417, 421, 588, 779, 781Add’l TE: 852, 856
b. Analyze the author's argument, viewpoint, or perspective
Assessment Limit: Texts or portions of texts in which the author's argument,viewpoint or perspective is evident
PE/TE: 115, 200, 293, 360, 421, 475, 768
c. State and support main ideas and messages
Assessment Limit: The whole text or a portion of the text
PE/TE: 100, 105, 106, 115, 383, 408, 415, 528, R7
d. Summarize or paraphrase
Assessment Limit: The text or a portion of the text
PE/TE: 100, 105, 106, 115, 383, 408, 415, 528, R7
e. Identify and explain information not related to the main idea
Assessment Limits:• Information in the text that is peripheral to the main idea
PE/TE: 100, 105, 106, 115, 383, 408, 415, 528, R7
• Type of information or purpose of information in the text that does notrelate directly to the main idea
PE/TE: Opportunities to address this standard can be found on thefollowing pages: 118, 127, 208, 417, 779, 781
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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f. Analyze relationships between and among ideas
Assessment Limits:• Relationships between and among idea in one text or across multiple texts
PE/TE: 80, 127, 140, 142, 195, 208, 218, 280, 293, 299, 345, 527,568, 601, 631, 644, 652, 666, 670, 722, 753, 755, 766, 781,802, 848, 883, 967
• Relationships between and among ideas and prior knowledge within a textor across multiple texts
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
g. Synthesize ideas from text
Assessment Limit: From one text or across multiple texts
PE/TE: 44-47, 130-133, 211-214, 283-284, 363-366, 386-389, 571-573, 634-637, 733-736, 875-878
h. Explain the implications of the text or how someone might use the text
Assessment Limits:• Application of the text for personal use or content-specific use
Add'l TE: See “Interdisciplinary Projects” on pages: R183a-t
• Issues and ideas within a text or across texts that may have implicationsfor readers or contemporary society
PE/TE: 44, 130, 211, 386, 571, 733, 875
i. Connect the text to prior knowledge or experience
Assessment Limit: Prior knowledge that clarifies, extends, or challenges theideas in the text or a portion of the text
PE/TE: 22, 32, 41, 48 59, 66, 118, 134, 148, 159, 263, 374, 438,554, 723, 769
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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Indicator5. Analyze purposeful use of language
Objectives
a. Analyze specific word choice that contributes to meaning and/or creates style
Assessment Limits:• Discernible styles, such as persuasive, informal, formal, etc.
PE/TE: 170, 299, 428, 590, 652
• Significant words and phrases with a specific effect on meaning or style
PE/TE: 170, 299, 428, 590, 652
• Figurative language
PE/TE: 190, 215, 218, 317, 428, 584, 779, 781
• Idioms and colloquialisms
PE/TE: 83, R20, R131
• Connotations of grade-appropriate words
PE/TE: 669, R25
• Technical or content vocabulary
PE/TE: 143, 861, R26
• Denotations of above-grade-level words in context
PE/TE: 42, 57, 67, 81, 83, 116, 128, 141, 158, 167, 209, 247, 249,294, 301, 361, 585, 645, 731, 777, 803, 810, 837, 859, 873,884, 917, 935, R20
Add’l TE: 61, 70, 119, 203, 264, 375, 575, 639, 724, 771, 795, 805,832, 863
b. Analyze specific language choices to determine tone
Assessment Limits:• Specific words or phrases that create tone
PE/TE: 332, 882Add’l TE: 165, 770, 775
• Tone in the text or a portion of the text
PE/TE: 621, 622, 769, 776, 879
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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c. Analyze the appropriateness of tone
Assessment Limit: Connections between tone and the main idea of the text ora portion of the text
PE/TE: 332, 622, 769, 776, 879, 882Add’l TE: 165, 770, 775
d. Analyze repetition and variation of specific words and phrases that contribute tomeaning
Assessment Limits:• Repetition of word and phrases for emphasis
PE/TE: 189, 197, 200
• Connections between repetition and meaning
PE/TE: 89, 197-201, R112
• Variations of words and phrases for emphasis
PE/TE: 80, 669, 851, 858
Indicator6. Read critically to evaluate informational text
Objectives
a. Analyze the extent to which the text or texts fulfill the reading purpose
Assessment Limit: Connections between the content of the text and thepurpose for reading
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
b. Analyze the extent to which the structure and features of the text clarify thepurpose and the information
Assessment Limits:• Connections between effectiveness of format and text features in
clarifying the main idea and/or purpose of the text
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
• Connections between effectiveness of organizational pattern and clarity ofthe main idea and/or purpose of the text
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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c. Analyze the text and its information for reliability
Assessment Limits:• Connections between the credentials of the author and the information in
the text
PE/TE: R116Add’l TE: 114, 124, 146, 155
• Factual basis of the information in the text
PE/TE: 723, 730, 829, 836
• Currency of the information in the text
PE/TE: R116
• Verification of information across multiple sources
PE/TE: 131, 148-168, 714, 723, 730, 766, R116
• Contribution of the text as a source of information on a given or particulartopic
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
d. Analyze the author's argument or position for clarity and/or bias
Assessment Limits:• Connections between the main idea and the reader's understanding
PE/TE: 100, 105, 106, 115, 383, 408, 415, 528Add’l TE: 46, 108, 110, 114, 120, 205, 212, 376, 410, 412, 414, 641
• Evidence of bias in the author's argument, or treatment of opposing views
PE/TE: 565, R13
• Contribution of the text as a fair representation of the topic
PE/TE: 106-117, 280, 374-384, 532, 542, 565, 859, 861-872, R13
e. Analyze additional information that would clarify or strengthen the author'sargument or viewpoint
Assessment Limits:• Information that would enhance or clarify the reader's understanding of
the main idea of the text or a portion of the text
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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• Connections between the main idea and information not included in thetext
PE/TE: 44, 130, 211, 363, 386, 571, 634, 733, 875
f. Analyze the effectiveness of persuasive techniques to sway the reader to aparticular point of view
Assessment Limit: Elements such as rhetorical questions, repetition, andhyperbole, etc.
PE/TE: R116
g. Analyze the effect of elements of style on meaning
Assessment Limits:• Formal versus informal language and its effect on meaning
PE/TE: 134-141, 247, 815, R17, R40, R62
• Varied sentence structure and its effect on meaning
PE/TE: 43, 564, 895
• Sentences v non-sentences and their effect on meaning
PE/TE: 31, 99, 119, 541, 825
• Contribution of style to meaning
PE/TE: 170, 299, 428, 590, 652
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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Standard 3.0 Comprehension of Literary Text
Comprehension of Literary Text:Students will read, comprehend, interpret, analyze, and evaluate literary texts.
TopicA. Comprehension of Literary Text
Indicator1. Refine comprehension skills by reading and analyzing a variety of self-selectedand assigned literary texts
Objectives
a. Listen to critically, read, and discuss a variety of literary texts representingdiverse cultures, perspectives, ethnicities, and time periods
PE/TE: 22, 32, 44, 48, 55, 59, 65, 69, 79, 84, 106, 118, 126, 130, 134, 139,148, 159, 168, 192, 197, 202, 207, 211, 215, 220, 250, 263, 279,283, 285, 296, 302, 334, 344, 348, 359, 363, 367, 374, 386, 390,395, 403, 444, 447, 515, 522, 528, 554, 565, 571, 574, 587, 592,600, 605, 624, 634, 638, 643, 647, 654, 665, 672, 680, 716, 723,729, 733, 737, 751, 756, 765, 769, 779, 784, 830, 839, 851, 861,870, 875, 879, 885, 888, 908, 912, 918, 925, 934, 938, 944, 951,956, 959
b. Listen to critically, read and discuss a variety of literary forms and genres
PE/TE: 22, 32, 44, 48, 55, 59, 65, 69, 79, 84, 106, 118, 126, 130, 134, 139,148, 159, 168, 192, 197, 202, 207, 211, 215, 220, 250, 263, 279,283, 285, 296, 302, 334, 344, 348, 359, 363, 367, 374, 386, 390,395, 403, 444, 447, 515, 522, 528, 554, 565, 571, 574, 587, 592,600, 605, 624, 634, 638, 643, 647, 654, 665, 672, 680, 716, 723,729, 733, 737, 751, 756, 765, 769, 779, 784, 830, 839, 851, 861,870, 875, 879, 885, 888, 908, 912, 918, 925, 934, 938, 944, 951,956, 959
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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Indicator2. Analyze and evaluate text features to facilitate and extend understanding ofliterary texts
Objectives
a. Analyze text features that contribute to meaning
Assessment Limit: All organizational graphic, and informational aids thatcontribute to meaning
PE/TE: 16, 22, 33, 41, 56, 66, 69, 80, 100, 115, 118, 127, 131, 140,159, 171, 186, 192, 195, 197, 202, 209, 215, 218, 220, 247,258, 263, 280, 281, 285, 296, 299, 345, 348, 360, 363, 366,367, 372, 373, 374, 389, 390, 408, 415, 417, 421, 422, 425,438, 488, 514, 554, 562, 563, 565, 568, 584, 590, 601, 620,631, 638, 644, 652, 671, 679, 691, 712, 716, 721, 723, 731,753, 766, 769, 776, 781, 794, 802, 809, 830, 839, 848, 872,879, 882, 917, R120
Indicator3. Analyze and evaluate elements of narrative texts to facilitate understanding andinterpretation
Objectives
a. Use structural features to distinguish among types of narrative text
Assessment Limits:• Fiction and nonfiction, such as short stories; realistic, science and
historical fiction; folklore, fantasy; essays; memoirs, biographies;autobiographies; personal narratives; journals
PE/TE: 17, 101
• Plays
PE/TE: 259
• Lyric and narrative poetry
PE/TE: 187
b. Analyze the conflict and its role in advancing the plot
Assessment Limits:• Narrative text with exposition, rising action, climax, and resolution
PE/TE: 18, 32, 41, 80, 260, 439, 447, 671, 672, 679, 680, 691Add’l TE: 34, 36, 38, 54, 154, 450, 456, 682, 686, 690
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• Conflicts between or within characters or between characters and externalforces
PE/TE: 348, 360, 441, 488, 514, 551, 679, 753Add’l TE: 676, 920, 925
• Connections between the resolution of the conflict and the development ofthe plot
PE/TE: 18, 32, 80
• Subplots
PE/TE: Opportunities to address this standard can be found on thefollowing pages: 70-81, 260, 440, 447-511, 671-691, 859,966
Add’l TE: 461, 464, 505
c. Analyze details that provide information about the setting, the mood created bythe setting, and the role the setting plays in the text
Assessment Limits:• Immediate time and place of the action as well as its larger context
PE/TE: 20, 59, 66, 280, 329, 332, 872Add’l TE: 60, 62, 64, 71
• Connections among the characters, the setting, and the mood
PE/TE: 332, 622, 624, 652, 721Add’l TE: 152, 489, 626, 659, 665, 674, 683, 862, 864, 868
• Connections between setting and theme
PE/TE: 16, 100, 180, 186, 316, 328, 542, 548, 700, 712, 896Add’l TE: 630, 665
d. Analyze characterization
Assessment Limits:• Characters' traits
PE/TE: 22, 29, 41, 66, 80, 115, 157, 169, 208, 236, 280, 293, 297,317, 345, 652, 766
Add’l TE: 222, 224, 228, 230, 232, 238, 240, 242, 244, 339, 934, 940
• Characters' motivations
PE/TE: 22, 29, 66, 331Add’l TE: 25, 26, 28, 37, 52, 78, 341, 472, 474, 598, 677, 684
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• Characters' personal growth and development
PE/TE: 246, 345
e. Analyze relationships between and among characters, settings, and events
Assessment Limits:• Connections between and among characters
PE/TE: 208, 345, 527, 568, 601, 644, 802, 967Add’l TE: 24, 356, 359, 691
• Connections between and among situations
PE/TE: 22, 29, 41, 66, 80, 115, 157, 169, 208, 236, 280, 293, 297,317, 345, 652, 766
Add’l TE: 222, 224, 228, 230, 232, 238, 240, 242, 244, 339, 934, 940
• Cause-effect relationships between characters' actions and the results ofthose actions
PE/TE: 22, 29, 66
• Cause-effect relationships between and among situations and events
PE/TE: 22, 29, 41, 66, 80, 115, 157, 169, 208, 236, 280, 293, 297,317, 345, 652, 766
Add’l TE: 222, 224, 228, 230, 232, 238, 240, 242, 244, 339, 934, 940
f. Analyze the actions of characters that serve to advance the plot
Assessment Limit: Connections between the actions of the characters and theoutcome of the plot
PE/TE: 18, 32, 41, 80, 260, 439, 447, 671, 672, 679, 680, 691Add’l TE: 34, 36, 38, 54, 154, 450, 456, 682, 686, 690
g. Analyze conflicts that motivate characters and those that advance the plot
Assessment Limits:• Conflicts that affect characters' actions
PE/TE: 348, 360, 441, 488, 514, 551, 679, 753Add’l TE: 676, 920, 925
• Conflicts that advance the action of the plot
PE/TE: 18, 32, 41, 80, 260, 348, 360, 439, 441, 447, 488, 514, 551,671, 672, 679, 680, 691, 753
Add’l TE: 34, 36, 38, 54, 154, 450, 456, 676, 682, 686, 690, 920, 925
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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h. Analyze the author's approach to issues of time in a narrative
Assessment Limits:• Flashback
PE/TE: 285, 293, 440, 475Add’l TE: 286, 288, 292, 452
• Foreshadowing
PE/TE: 440, 551, 654, 666Add’l TE: 658, 944, 946, 948
i. Analyze the point of view and its effect on meaning
Assessment Limit: Connections between point of view and meaning
PE/TE: 218, 872, 897
j. Analyze the interactions among narrative elements and their contribution tomeaning
Assessment Limit: Connections among all narrative elements that createmeaning
PE/TE: 106, 115, 200, 285, 293, 374, 383, 425, 440, 475, 543, 551,654, 666, 714, 858
Add’l TE: 286, 288, 292, 376, 378, 380, 382, 452, 658, 944, 946, 948
Indicator4. Analyze and evaluate elements of poetry to facilitate understanding andinterpretation
Objectives
a. Use structural features to distinguish among types of poetry
Assessment Limit: Types of categories and types of poems, such as ballad,narrative, lyric, elegy, etc.
PE/TE: 188, 417, 421, 543, 647, 714
b. Analyze language and structural features to determine meaning
Assessment Limits:• Specific meaning of words, lines and/or stanzas
PE/TE: 65, 79, 139, 192, 197, 207, 215, 250, 279, 296, 344, 367,390, 403, 417, 422, 587, 600, 647, 665, 729, 754, 779
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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• Contribution of structural features, such as line length and stanzadivisions, to meaning
PE/TE: 188, 390, 425, 590
c. Analyze sound elements of poetry that contribute to meaning
Assessment Limits:• Rhyme, rhyme scheme
PE/TE: 189, 197, 200, 260, 390, 392, 439, 652
• Rhythm
PE/TE: 189, 197, 200, 390, 392, 652
• Alliteration, assonance, consonance
PE/TE: 189
• Connections between sound elements and meaning
PE/TE: 189, 197, 200
• Analyze sound elements of poetry that contribute to meaning
PE/TE: 189, 197, 200, 260, 390, 392, 439, 652
Indicator5. Analyze and evaluate elements of drama to facilitate understanding andinterpretation
Objectives
a. Use structural features to distinguish among types of dramas
Assessment Limits:• Cast, stage directions
PE/TE: 260, 263, 280Add’l TE: 264, 266, 268, 270, 272
• Acts, scenes, prologues
PE/TE: 260
• Production notes
PE/TE: 260, 262, 263, 280Add ‘l TE : 264, 266, 268, 270, 272, 450, 464, 466, 470, 494
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b. Analyze structural features of drama that contribute to meaning
Assessment Limits:• Specific actions and events that occur in one or more scenes
PE/TE: 263, 447, 654, 870
• Interrelationships of scenes and acts in advancing the plot
PE/TE: 263, 447, 654, 870
c. Analyze how dialogue and stage directions work together to create characters andplot
Assessment Limits:• Connections between the stage directions and the movement of the
characters
PE/TE: 260, 263, 280Add’l TE: 264, 266, 268, 270, 272
• Connection between the stage directions and how and what the charactersays
PE/TE: 260, 263, 280Add’l TE: 264, 266, 268, 270, 272
• Interrelationships among stage directions, dialogue, and plot
PE/TE: 263, 447, 654, 870
Indicator6. Analyze important ideas and messages in literary texts
Objectives
a. Analyze main ideas and universal themes
Assessment Limits:• Literal versus interpretive meanings of a text or a portion of text
PE/TE: 190, 372, 622
• Experiences, emotions, issues, and ideas in a text that give rise touniversal themes
PE/TE: 32-43, 48-56, 106-117, 181, 200, 316, 447-515, 542, 700,826-828, 830-, 837, 896-897
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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b. Analyze similar themes across multiple texts
Assessment Limit: Experiences, emotions, issues, and ideas across texts thatgive rise to universal themes
PE/TE: 127, 140, 208, 218, 293, 299, 345, 527, 568, 601, 631, 644,652, 666, 672-691, 753, 781, 848
Add’l TE: 5
c. Summarize or paraphrase
Assessment Limit: The text or a portion of the text
PE/TE: 211, 283
d. Reflect on and explain personal connections to the text
Assessment Limit: Connections between personal experiences and the themeor main ideas
PE/TE: 29, 41, 56, 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 379, 383, 392, 415, 421,425, 475, 488, 514, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836
e. Explain the implications of the text for the reader and/or society
Assessment Limit: Ideas and issues of a text that may have implications forthe reader
PE/TE: 29, 41, 56, 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 379, 383, 392, 415, 421,425, 475, 488, 514, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836
Indicator7. Analyze and evaluate the author's purposeful use of language
Objectives
a. Analyze and evaluate how specific language choices contribute to meaning andcreate style
Assessment Limits:• Significant words and phrases with a specific effect on meaning
PE/TE: 80, 851, 858
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• Denotations of above-grade-level words used in context
PE/TE: 42, 57, 67, 81, 83, 116, 128, 141, 158, 167, 209, 247, 249,294, 301, 361, 585, 645, 731, 777, 803, 810, 837, 859, 873,884, 917, 935, R20
Add’l TE: 61, 70, 119, 203, 264, 375, 575, 639, 724, 771, 795, 805,832, 863
• Connotations of grade-appropriate words and phrases in context
PE/TE: 669, R25
• Patterns of words and phrases that create a specific style, such ashumorous, serious, mysterious, etc.
PE/TE: 332, 621, 622, 769, 776, 879, 882
• Contributions of dialect to character and plot
PE/TE: R156
• Idioms and colloquialisms
PE/TE: 83, R20Add’l TE : 901j
b. Analyze and evaluate language choices that create tone
Assessment Limits:• Specific words and phrases that create tone
PE/TE: 332, 621, 622, 769, 776, 879, 882Add’l TE: 165, 770, 775
• Tone in the text or a portion of the text
PE/TE: 332, 621, 622, 769, 776, 879, 882
c. Analyze the appropriateness of a particular tone
Assessment Limit: Connections between tone and other narrative elements
PE/TE: 332, 621, 622, 769, 776, 879, 882
d. Analyze and evaluate figurative language that contributes to meaning and/orcreates style
Assessment Limits:• Figurative language in increasingly complex text
PE/TE: 190, 215, 218, 317, 428, 584, 779, 781
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• Connections between figurative language and meaning
PE/TE: 190, 215, 218, 317, 428, 584, 779, 781
• Connections between figurative language and style
PE/TE: 80, 190, 202, 208, 215, 218, 299, 317, 428, 584, 779, 781
e. Analyze imagery that contributes to meaning and/or creates style
Assessment Limits:• Symbolism, irony, and allusions
PE/TE: 69, 80, 190, 367, 372, 622, 781, 811, 814
• Connections among sensory language, among meaning, and style
PE/TE: 80, 202, 208, 215, 216, 218, 299, 851, 858
• Specific words and phrases that create sensory images
PE/TE: 80, 851, 858
• Connections among sensory language, images, and meaning
PE/TE: 80, 215, 216, 218, 851, 858
f. Analyze elements of style and their contribution to meaning
Assessment Limits:• Common elements of style, such as repetition, hyperbole and
understatement, and rhetorical questions
PE/TE: 189, 197, 200
• Connections between elements of style and meaning
PE/TE: 80, 189, 197, 200, 202, 208, 299
McDougal Littell The Language of Literature, Level 8 correlated toMaryland Voluntary Curriculum for Reading, Grade 8
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Indicator8. Read critically to evaluate literary texts
Objectives
a. Analyze and evaluate the plausibility of the plot and the credibility of thecharacters
Assessment Limits:• Connections among the events in the plot, the actions of the characters,
and the plausibility of the conflict and/or outcome
PE/TE: 18, 32, 41, 80, 260, 439, 447, 671, 672, 679, 680, 691Add’l TE: 34, 36, 38, 54, 154, 450, 456, 682, 686, 690
• Plausibility of characterization
PE/TE: 22, 29, 66, 331Add’l TE: 25, 26, 28, 37, 52, 78, 341, 472, 474, 598, 677, 684
b. Analyze and evaluate the extent to which the text contains ambiguities, subtleties,or contradictions
Assessment Limits:• Questions and predictions about events, situations, and conflicts that might
occur if the text were continued
PE/TE: 29, 41, 56 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 383, 392, 415, 421, 425,475, 488, 514, 531, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836
• Questions about characters and/or situations not fully developed in the text
PE/TE: 29, 41, 56 66, 80, 115, 127, 140, 157, 166, 195, 200, 208,218, 246, 293, 299, 345, 360, 372, 383, 392, 415, 421, 425,475, 488, 514, 531, 562, 568, 584, 590, 601, 631, 644, 652,666, 679, 691, 721, 730, 753, 776, 781, 809, 836
c. Analyze and evaluate the relationship between a literary text and its historical,social, and/or political contexts
Assessment Limits:• Effect of historical setting, social, and/or political context on meaning
PE/TE: 713-714, 737, 753, 875-880
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• Connections between literary text and its political context
PE/TE: Opportunities to address this standard can be found byusing the following pages: 55-58, 220-249, 302-369, 426-427, 515-533, 716-722, 756-764, 765-784, 830-838, 875-878, 885-888
• Connections between the text and its historical setting
PE/TE: 713-714, 737, 753, 875-880
• Connections between the text and its social context
PE/TE: 680, 849, 859, 885-887, 904-905, 967
d. Analyze the relationship between the structure and the purpose of the text
Assessment Limit: In the text or portion of the text
PE/TE: 105, 159, 166, 285, 293, 374, 440, 638, 644, R4Add’l TE: 125, 160, 162, 164, 213, 286, 288, 290, 292, 531, 580, 589,
691, 734, 780
Standard 4.0 Writing
Writing:Students will compose in a variety of modes by developing content, employing specificforms, and selecting language appropriate for a particular audience and purpose.
TopicA. Writing
Indicator1. Compose texts using the prewriting and drafting strategies of effective writersand speakers
Objectives
a. Use a variety of self-selected prewriting strategies to generate, select, narrow, anddevelop ideas
• Evaluate topic for personal relevance, scope, and feasibility
PE/TE: 96-97, 177, 255, 312-313, 435, 539, 616-617, 697, 821,R32-R33
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• Begin a coherent plan for developing ideas
PE/TE: 96-97, 177, 255, 312-313, 435, 539, 616-617, 697, 821,R32-R33
• Explore and evaluate relevant sources of information
PE/TE: 42, 67, 130, 131, 133, 141, 196, 219, 281, 294, 346, 361,373, 393, 429, 532, 563, 569, 591, 602, 632, 645, 667, 692,714, 722, 723, 730, 731, 736, 767, 777, 782, 815, 821-822,837, 859
Add’l TE: 33, 47, 107, 131, 132, 133, 136, 160, 214, 284, 508, 637,673, 736, 821-822, 852, 878
b. Select, organize, and develop ideas appropriate to topic, audience, and purpose
• Organize information logically
PE/TE: 67, 94, 97-98, 128, 141, 174, 178, 219, 310, 313, 324, 373,384, 432, 434, 435, 536-537, 539, 585, 602, 614, 645, 692,693, 694, 697, 708, 754, 777, 815, 818-819, 822-823, 890,892-893, R36-R39, R41-R42, R44, R46-R48, R50, R53
Add’l TE: 95, 176, 253, 311, 433, 537, 615, 695, 819
• Use techniques, such as graphic organizers and signal words to completeand clarify organizational structures
PE/TE: 97, 175, 178, 313, 432-436, 536, 538-539, 693, 696, 818,R33, R37-R38, R42, R45, R46
Add’l TE: 95, 176, 253, 311, 433, 537, 615, 695, 819
• Verify the effectiveness of paragraph development by modifying topic,support, and concluding sentences as necessary
PE/TE: R37
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Indicator2. Compose oral, written and visual presentations that express personal ideas,inform, and persuade
Objectives
a. Compose to express personal ideas by experimenting with a variety of forms andtechniques suited to topic, audience, and purpose in order to develop a personalstyle, a distinctive voice, and a deliberate tone
PE/TE: 30, 42, 57, 67, 81, 94-98, 116, 128, 141, 170, 171, 174-178, 180,181, 196, 201, 209, 219, 247, 252-256, 281, 294, 300, 310-314,316, 317, 346, 361, 373, 384, 388, 393, 428, 432-436, 532, 536-540, 542, 543, 563, 569, 585, 591, 602, 614-618, 632, 645, 653,667, 692, 693, 694-698, 700, 701, 722, 731, 754, 767, 777, 782,814, 815, 818-824, 837, 849, 859, 873, 883, 896, 897, R32-R69
b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas byusing evocative language and appropriate organizational structure to create adominant impression
PE/TE: 97, 170, 177, 196, 201, 252-256, 300, 313-314, 346, 347, 362, 373,393, 428, 533, 570, 585, 591, 602, 603, 617-618, 632, 653, 667,814, 838, 849, 860, R40, R41
c. Compose to inform using relevant support and appropriate organizationalstructures while maintaining an objective perspective
PE/TE: 30, 67, 128, 141, 171, 196, 209, 219, 361, 373, 384, 393, 432-436,532, 536-540, 563, 569, 614-618, 645, 653, 667, 692, 693, 694-698, 722, 731, 754, 767, 777, 782, 815, 818-824, 837, 849, 859,873, 883, 967, R45-R48, R51-R55, R56-R57, R58-R63
Add’l TE: 388
d. Compose to persuade by supporting, modifying, or refuting a position, usingeffective rhetorical strategies
• Write an assertion and use evidence that appeals to audience emotion,reasoning, or trust
PE/TE: 209, 281, 384, 532, 602, 632, 767, 859, 873, R49-R50
• Use diction and syntax that is sincere, honest, and trustworthy
PE/TE: 209, 281, 384, 532, 602, 632, 767, 859, 873, R49-R50
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• Use authoritative citations when effective and document appropriately
PE/TE: 30, 42, 67, 116, 128, 171, 196, 219, 361, 366, 384, 393,416, 429, 591, 602, 782, 820, 824, R54-R55
Add’l TE: 823
• Organize ideas to construct a logical progression
PE/TE: R50
• Use connotation, repetition, and figurative language to control audienceemotion and reaction
PE/TE: R49
e. Use writing-to-learn strategies, such as reflective journals, metacognitivewritings, and projections based on reflections to analyze and synthesize thinkingand learning
PE/TE: 22, 32, 48, 59, 69, 106, 118, 134, 148, 159, 192, 197, 202, 215,220, 263, 285, 296, 334, 348, 367, 374, 390, 408, 417, 422, 447,554, 565, 574, 587, 592, 624, 638, 647, 654, 672, 680, 716, 723,737, 756, 769, 779, 794, 804, 830, 839, 851, 861, 897, 906-907,916-917, 932-933, 942-943, 954-955
f. Manage time and process when writing for a given purpose
PE/TE: 94-98, 174-178, 252-256, 310-314, 325, 432-436, 536-540, 614-618, 694-698, 709, 818-824, R32-R35
Indicator3. Compose texts using the revising and editing strategies of effective writers andspeakers
Objectives
a. Revise texts for clarity, completeness, and effectiveness
• Eliminate redundant and irrelevant words and ideas
PE/TE: R33
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• Clarify meaning through the placement of antecedents, modifiers, connectors,and transitional devices
PE/TE: 58, 175, 178, 347, 362, 385, 432-436, 533, 536, 538-539,570, 603, 693, 696, 818, 838, 860, R33, R37-R38, R42,R45, R46, R70, R86-R88, R90-R91, R98, R99
Add’l TE: 347, 385, 603, 838
• Clarify meaning and purpose by using active voice and consistent person,number, tense, and mood
PE/TE: 68, 210, 256, 248, 257, 282, 315, 709, 895, R34, R76-R79,R82-R83, R84-R85, R98, R103
Add’l TE: 248
• Vary sentence types and lengths to clarify and extend meaning, to demonstratestyle, and to sustain audience interest
PE/TE: 43, 142, 178, 732, 755, 803, R33, R92-R93
• Clarify the relationships among ideas through coordination and subordinationthat are purposeful, logical, succinct, and parallel
PE/TE: 732, 755, 778, 803, R76, R92-R93
b. Use suitable traditional or electronic resources to refine presentations and edittexts for effective and appropriate use of language and conventions, such ascapitalization, punctuation, spelling, and pronunciation
• Style book
PE/TE: R32-R69, R70-R103
• Self edit
PE/TE: 30, 98, 178, 256, 314, 436, 540, 618, 698, 824, R33-R34
• Peer edit
PE/TE: 97, 98, 177, 178, 255, 256, 313, 314, 435, 436, 539, 540,617, 618, 697, 698, 823, 824, R35
• Dictionary
PE/TE: 83, 563, 604, 669, 884, R24
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• Thesaurus
PE/TE: 604, 669, R24, R40
• Language handbook
PE/TE: R70-R103
• Grammar checker
PE/TE: R117
• Spell checker
PE/TE: R117
c. Prepare the final product for presentation to an audience
PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R34
Indicator4. Identify how language choices in writing and speaking affect thoughts andfeelings
Objectives
a. Choose a level of language, formal to informal, appropriate for a specificaudience, situation, or purpose
PE/TE: 170, 174, 201, 252-256, 295, 300, 310-313, 347, 373, 426, 533,585, 602, 614, 616-618, R40, R41, R43, R45
b. Differentiate connotative from denotative meanings of words to make preciseword choices
PE/TE: 669, R25Add’l TE: 738
c. Consider how readers or listeners might respond differently to the same words
PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45
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Indicator5. Assess the effectiveness of choice of details, organizational pattern, word choice,syntax, use of figurative language, and rhetorical devices in the student's owncomposing
Objectives
a. Assess the effectiveness of diction that reveals his or her purpose• Language suitable for a given purpose
PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45
• Words/phrases/sentences that extend meaning in a given context
PE/TE: 177, 255, 256, 313, 314, 617, 618, R33, R40, R41, R43
• Language appropriate for a particular audience
PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45
b. Explain how the specific language and expression used by the writer or speakeraffects reader/listener response
PE/TE: 256, 300, 310, 313, 314, 617, R41, R43, R45
c. Evaluate the use of transitions and their effectiveness in a text
PE/TE: 175, 178, 432-436, 536, 538-539, 693, 696, 818, R33, R37-R38,R42, R45, R46
Indicator6. Evaluate textual changes in a work and explain how these changes alter tone,clarify meaning, address a particular purpose, or fulfill a purpose
Objectives
a. Alter the tone of one's own writing by revising its diction for a specific purposeand/or audience
PE/TE: 177, 255, 256, 313, 314, 617, 618, R33, R40, R41, R43
b. Justify revisions in syntax and diction from a previous draft of his or her sametext by explaining how the change affects meaning
PE/TE: 177, 255, 256, 313, 314, 617, 618, R33, R40, R41, R43
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Indicator7. Locate, retrieve, and use information from various sources to accomplish apurpose
Objectives
a. Identify, evaluate, and use appropriate sources of information on a self-selectedand/or given topic
PE/TE: 42, 67, 130, 131, 133, 141, 196, 219, 281, 294, 346, 361, 373, 393,429, 532, 563, 569, 591, 602, 632, 645, 667, 692, 714, 722, 723,730, 731, 736, 767, 777, 782, 815, 821-822, 837, 859
Add’l TE: 33, 47, 107, 131, 132, 133, 136, 160, 214, 284, 508, 637, 673, 736,821-822, 852, 878
b. Use various information retrieval sources (traditional and/or electronic) to obtaininformation on a self-selected and/or given topic
PE/TE: 42, 67, 130, 131, 133, 141, 196, 219, 281, 294, 346, 361, 373, 393,429, 532, 563, 569, 591, 602, 632, 645, 667, 692, 714, 722, 723,730, 731, 736, 767, 777, 782, 815, 821-822, 837, 859
Add’l TE: 33, 47, 107, 131, 132, 133, 136, 160, 214, 284, 508, 637, 673, 736,821-822, 852, 878
c. Use a systematic process for recording, documenting, and organizing thisinformation
• Information to include or exclude when using a note taking method
PE/TE: 116, 822, R53
• Advantages, disadvantages or limitations of sources of information, such asbias, accuracy, availability, variety, currency
PE/TE: 821-822, R13, R52Add’l TE: 382
• Advantages, disadvantages, or limitations of a given strategy or procedure forrecording or organizing information
PE/TE: 822, R53
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• Use a recognized format for documentation, such as MLA
PE/TE: 30, 42, 67, 116, 128, 171, 196, 219, 361, 366, 384, 393,416, 429, 591, 602, 782, 820, 824, R54-R55
Add’l TE: 823
• Appropriate strategies for taking notes
PE/TE: 116, 822, R53
• Appropriate strategies for organizing source information or notes
PE/TE: 822, R53
d. Synthesize information from two or more sources to fulfill a self-selected or givenpurpose
PE/TE: 42, 171, 196, 219, 393, 429, 532, 645, 667, 692, 731, 767, 777,782, 815, 818-824, 859, 883, R51-R56
e. Use a recognized format to credit sources when paraphrasing, summarizing, andquoting to avoid plagiarism
PE/TE: 30, 42, 67, 116, 128, 171, 196, 219, 361, 366, 384, 393, 416, 429,591, 602, 782, 820, 824, R54-R55
Add’l TE: 823
Standard 5.0 Controlling LanguageControlling Language:Students will control language by applying the conventions of Standard English inspeaking and writing.*
TopicA. Grammar
Indicator1. Recognize elements of grammar in personal and academic reading
PE/TE: 30, 31, 43, 58, 68, 82, 98, 117, 129, 142, 158, 167, 178, 210, 248, 256,282, 295, 314, 325, 347, 362, 385, 416, 436, 533, 540, 564, 570, 586, 603,618, 633, 646, 668, 698, 709, 732, 755, 768, 778, 803, 810, 824, 838, 850,860, 874, R33-R34, R70-R103
Add’l TE: 30, 31, 43, 58, 68, 82, 117, 129, 142, 158, 167, 210, 248, 282, 295, 325,347, 362, 385, 416, 533, 564, 570, 586, 603, 633, 646, 668, 709, 732, 755,768, 778, 803, 810, 838, 850, 860, 874
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Indicator2. Apply knowledge of grammar concepts and skills to control oral and writtenlanguage **
Objectives
a. Consider the meaning, position, form, and function of words when identifying andusing all grammatical concepts
PE/TE: 58, 82, 167, 178, 282, 295, 314, 347, 362, 533, 570, 732, 810, R34,R70, R79-R88, R98-R103
Add’l TE: 58, 82, 167, 282, 295, 314, 347, 362, 533, 732, 768, 810, 860
b. Combine and expand sentences by incorporating subjects, predicates, andmodifiers and by logically coordinating, subordinating, and sequencing ideas
PE/TE: 732, 755, 778, 803, R76, R92-R93
c. Differentiate grammatically complete sentences from non-sentences
PE/TE: 31, 98, 117, 824, R34, R75-R76, R102
d. Compose simple, compound, complex, and compound-complex sentences usingindependent, dependent, restrictive, and nonrestrictive clauses; transitions;conjunctions; and appropriate punctuation to connect ideas
PE/TE: 178, 325, 437, 668, 709, 732, 755, 768, 803, 838, 860, 874, 895,R76
Add’l TE: 142, 178, 732, 755, 803, 838, 860
TopicB. Usage
Indicator1. Recognize examples of conventional usage in personal and academic reading
PE/TE: 68, 82, 99, 210, 256, 257, 314, 315, 347, 362, 385, 533, 540, 618, 619,699, R30-R31, R34, R40, R70, R79-R88
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Indicator2. Comprehend and apply standard English usage in oral and written language **
Objectives
a. Apply appropriate English usage, involving subject/verb agreement
PE/TE: 248, 257, 315, 709, 895, R34, R76-R79, R98Add’l TE: 248
b. Apply consistent and appropriate use of the person, number, and case ofpronouns; pronoun/antecedent agreement; special pronoun problems, such as who– whom, and incomplete constructions; active and passive voice; and verbal andverbal phrases
PE/TE: 257, 282, 385, 564, 633, 646, 668, 699, R34, R82-R83, R89, R90,R98, R100, R101, R103
c. Recognize and correct common usage errors, such as misplaced and danglingmodifiers; incorrect use of verbs, double negatives; and commonly confusedwords, such as accept – except
PE/TE: 68, 82, 99, 210, 256, 257, 314, 315, 347, 362, 385, 533, 540, 618,619, 699, R30-R31, R34, R40, R70, R79-R88
d. Use available resources to correct or confirm editorial choices
PE/TE: 83, 563, 604, 669, 783, 884, R23, R24, R33-R34, R40Add’l TE: 33, 107, 136, 160, 673, 682, 852
e. Explain editorial choices
PE/TE: 30, 98, 178, 256, 314, 436, 540, 618, 698, 824, R33-R34
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TopicC. Mechanics
Indicator1. Explain and justify the purpose of mechanics to make and clarify meaning inacademic and personal reading and writing
PE/TE: 30, 98, 99, 128, 142, 178, 179, 180, 209, 256, 257, 281, 295, 314, 315,316, 325, 346, 385, 416, 436, 437, 540, 541, 542, 585, 602, 618, 619,698, 699, 700, 709, 732, 810, 824, 825, 859, 894, 895, 896, R28-R31,R39, R72-R74, R94-R97
Add’l TE: 31, 99
Indicator2. Apply standard English punctuation and capitalization in written language **
Objectives
a. Punctuate at the word level
• Hyphen
PE/TE: R73
• Slash
PE/TE: R73This page discusses dashes and hyphens.
b. Use the mechanics of writing correctly
PE/TE: 30, 98, 99, 128, 142, 178, 179, 180, 209, 256, 257, 281, 295, 314,315, 316, 325, 346, 385, 416, 436, 437, 540, 541, 542, 585, 602,618, 619, 698, 699, 700, 709, 732, 810, 824, 825, 859, 894, 895,896, R28-R31, R39, R72-R74, R94-R97
Add’l TE: 31, 99
c. Use available resources for all mechanics of writing rules that may be in flux
PE/TE: R28-R31, R72-R73, R74, R94-R95, R96-R97
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Indicator3. Explain editorial choices involving mechanics
PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R33-R34
TopicD. Spelling
Indicator1. Recognize conventional spelling in and through personal and academic reading
PE/TE: 98, 99, 128, 178, 179, 180, 209, 256, 257, 281, 314, 315, 316, 346,436, 540, 542, 585, 618, 619, 698, 699, 700, 824, 894, 896, R28-R31,R34
Indicator2. Apply conventional spelling in written language
Objectives
a. Use conventional spelling in personal writing
PE/TE: 98, 99, 128, 178, 179, 180, 209, 256, 257, 281, 314, 315, 316, 346,436, 540, 542, 585, 618, 619, 698, 699, 700, 824, 894, 896, R28-R31,R34
b. Develop self-monitoring strategies for frequently misspelled words
PE/TE: R30-R31
c. Use suitable traditional and electronic resources as a spelling aid
PE/TE: 83, 563, 604, 669, 884, R24, R117
Indicator3. Maintain a personal list of words to use in editing original writing
PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R34
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TopicE. Handwriting
Indicator1. Produce writing that is legible to the audience
Objectives
a. Write fluidly and legibly in manuscript and cursive
PE/TE: 98, 178, 256, 314, 436, 540, 618, 698, 824, R34
b. Use word processing technology when appropriate
PE/TE: 98, 178, 256, 314, 325, 436, 540, 618, 709, 824, R34, R117-R119,R121-R122
Add’l TE: 366
Standard 6.0 Listening
Listening:Students will demonstrate effective listening to learn, process, and analyze information.
TopicA. Listening
Indicator1. Apply and demonstrate listening skills appropriately in a variety of settings andfor a variety of purposes
Objectives
a. Respond to a speaker's cues appropriately
PE/TE: R110-111
b. Identify regional and social language differences
PE/TE: Opportunities to address this standard can be found on pages: 32-43, 128, 198-201, 261, 263-278, 680-691, 754, 811-813
c. Determine and apply criteria to evaluate oral presentations
PE/TE: R111
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Indicator2. Demonstrate comprehension and literary analysis strategies and skills for avariety of listening purposes and settings
Objectives
a. Evaluate the effectiveness of the elements of the speech or performance orpresentation
PE/TE: 890, 968
b. Interpret the speech or performance or presentation
PE/TE: 890, 968
c. Analyze a speaker's purpose and viewpoint
PE/TE: 890, 968
d. Identify and evaluate a speaker's stylistic devices, such as clear organization, clearviewpoint, use of support, language appropriate to audience, topic appropriate toaudience
PE/TE: 890, 968
e. Evaluate a speaker's credibility, such as bias, hidden agendas, use ofresearch/information from reliable sources
PE/TE: 890, 968, R112, R113
f. Explain and support a personal response to an oral presentation
PE/TE: 890, 968
Standard 7.0 Speaking
Speaking:Student will communicate effectively in a variety of situations with different audiences,purposes, and formats.
TopicA. Speaking
Indicator1. Demonstrate appropriate organizational strategies and delivery techniques toplan for a variety of oral presentation purposes
Objectives
a. Refine a presentation using varied media
PE/TE: 968-972
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b. Uses a combination of organizational structures, such as narrative, cause andeffect, chronological/sequential order, description, main idea with supportingdetails, problem/solution, question/answer, comparison and contrast, makingappropriate transitions within a presentation
PE/TE: 890, 968
c. Speak to persuade by including a well-defined thesis, differentiating fact fromopinion, and support arguments with detailed evidence, examples, reasoning andpersuasive language
PE/TE: 384, 429, 532, 859, 890
MD 68 3/2006
2006 CC2