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A Correlation and Narrative Brief of

Prentice Hall Literature Grade 6 © 2012

to the

Tennessee

English Language Art Standards

Grade 6

TEXTBOOK NARRATIVE FOR THE STATE OF TENNESSEE

PRENTICE HALL LITERATURE COMMON CORE EDITION ©2012 Prentice Hall Literature Common Core Edition, Grade 6 9780133195521 Prentice Hall Literature Common Core Edition, Grade 7 9780133195538 Prentice Hall Literature Common Core Edition, Grade 8 9780133195545 Prentice Hall Literature Common Core Edition, Grade 9 9780133195552 Prentice Hall Literature Common Core Edition, Grade 10 9780133195569 Prentice Hall Literature Common Core Edition, Grade 11 9780133195576 Prentice Hall Literature Common Core Edition, Grade 12 9780133195583 Prentice Hall Literature Common Core Edition ©2012 is aligned 100% to the Common Core State Standards (CCSS). The program incorporates instruction of both literature and language arts skills. Language Arts instruction is fully integrated throughout the program with instruction and practice with grammar, conventions and writing through Integrated Language Skills Workshops. Listening and Speaking activities are standards-based, providing students with formal and informal opportunities to master key communication skills while strengthening writing, listening, speaking and research skills. Communications Workshops provide opportunities to meet key listening and speaking standards, as well as develop media literacy skills. A Writing Workshop with step-by-step instruction guides students to develop ideas into full-length composition, addressing the key stages in the writing process. The readings in Prentice Hall Literature comprise the best classic and contemporary literature, representing diverse authors in the context of a rich literary tradition. Informational texts are current, and were selected for their relevance to today’s sources and topics. Together, the literary and informational texts provide extensive opportunities for students to deepen their understanding of the CCSS. The questioning strategies and opportunities that surround the readings further encourage students to cultivate critical thinking. The Critical Thinking questions that appear after selections use appropriate instructional scaffolding to cultivate students’ ability to interpret, analyze, evaluate, synthesize, and apply their understanding. Post-reading questions on the After You Read pages help students develop their critical thinking abilities by applying their understanding of literary and reading skills to the literature they have read. Prentice Hall Literature provides integrated support for all levels of learners. A hallmark feature of the program is the ability to differentiate instruction and deliver content customized for each student. Students are assigned a learner level and selections and support provided to each student is based on this level. This differentiation allows students to develop skills as needed, eventually allowing them to read more complex texts to prepare them for high school and beyond. The program also features PHLitOnline - an integrated Digital Center for teachers and students. PHLitOnline can be used as a companion to the print program or as complete support for a total 21st century digital learning experience. You can easily move between print and digital resources to give students exactly what they need. For teachers, all print teacher resources are online as well as classroom management tools such as the online lesson planner and standards reporting. For students, PHLitOnline.com includes:

Student Edition eText Interactive selections with an interactive journal Vocabulary games and interactive flashcards Full selection audio in English with summaries in Spanish and Haitian Creole Background videos

Grammar Tutorials BQ Tunes

PHLitOnline also offers SuccessTracker where students can take tests online. Tests are scored automatically and remediation is assigned based on skills missed. Reports are available and show how students are meeting both the TN Standards and the CCSS. SUPPORT FOR TENNESSEE STANDARDS To assist in the transition to the CCSS, a Tennessee Overview & Implementation Guide has been designed specifically for Tennessee teachers. This Guide includes author essays, an annotated walk-through of the CCSS, and cross-walk correlations of the Tennessee SPIs to the CCSS to Prentice Hall Literature. These correlations will help teachers using the program by identifying where the SPIs are taught and which CCSS aligns with each SPI. Practice tests are provided to help prepare students for the TCAP and EOC tests. These tests contain the same number of test items found on the actual Achievement Test. These tests will help familiarize students with the test format because the design and layout of the Practice Test is similar to the TCAP and EOC. Supporting the TCAP and EOC while preparing to take the national assessments in 2014-15 will be a key factor to student success with the CCSS. RESEARCH Pearson has used a variety of research methods as a base on which to build Prentice Hall Literature © 2012. In addition, a scientific efficacy study conducted by Cobblestone Evaluation found that students in classrooms where Prentice Hall Literature was implemented with high fidelity significantly outperformed their peers using other language arts programs on the GMRT Vocabulary test and the MAT8 Writing test. Participants came from eight ethnically and economically diverse schools, including sites in Arizona, California, Ohio, and Oregon. The sample included 29 teachers and 2,729 students in seventh, eighth, and tenth grades and varying levels of language arts ability. The full report is available upon request. ASSESSMENT Prentice Hall Literature provides built-in, frequent and systematic progress monitoring and benchmarking to ensure results. Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills coverage and evaluation. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content.

The Beginning-of-Year Benchmark Test assesses students’ skills and deficiencies at the onset of the year.

The Reading Readiness Diagnostic Test assesses students’ reading ability at the

beginning of the year. Subsequently, the Vocabulary in Context diagnostics assesses students’ reading readiness for selections in each upcoming unit.

Selection Tests assess student understanding of the literary works and the skills and

vocabulary associated with them.

At the end of each unit, Cumulative Review allows students to read passages and respond to multiple choice questions and short answer writing prompts to apply Reading Literature, Reading Informational Text, Writing, and Language standards from the unit.

Six Performance Tasks assess the Reading Literature and Reading Informational Text

standards taught in the unit. These Performance Tasks are modeled after those provided in Appendix B to the CCSS and the assignments call on students to apply Writing, Speaking and Listening, and Language standards taught in the unit, as relevant.

A series of twelve Benchmark Tests, together with comprehensive Mid-Year and End-of-Year Summative Tests, help you identify students who have mastered the skills taught and those who need re-teaching.

Table of Contents

Standard 1 - Language ................................................................1 Standard 2 - Communication ........................................................8 Standard 3 - Writing.................................................................. 18 Standard 4 - Research ............................................................... 26 Standard 5 – Logic .................................................................... 31 Standard 6 - Informational Text .................................................. 36 Standard 7 - Media ................................................................... 40 Standard 8 - Literature .............................................................. 44

Prentice Hall Literature © 2012 Grade 6 Correlated to

Tennessee English Language Arts Standards Effective 2009-2010 Grade 6

Tennessee English Language Arts Standards

Effective 2009-2010 Grade 6

Prentice Hall Literature © 2012 Grade 6

Standard 1 - Language

Grade Level Expectations GLE 0601.1.1 Demonstrate control of Standard English through the use of grammar and mechanics (punctuation, capitalization, and spelling).

SE/TE: Conventions, 40, 62, 108, 130, 216, 240, 298, 330, 416, 434, 486, 508, 531, 582, 598, 634, 652, 673, 734, 741, 778, 854, 874, 930, 954; Handbook: R40–R43; also see: Writing Workshop: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

GLE 0601.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 162–163, Word Origins, 362–363, Words with Multiple Meanings, 534–535, Connotation and Denotation, 676–677, Borrowed and Foreign Words, 810–811; also see: Big Question/Academic Vocabulary, 3, 177, 377, 549, 691, 823; Vocabulary, 22, 29, 30, 39, 44, 51, 52, 61, 94, 101, 102, 107, 112, 121, 122, 129, 190, 203, 204, 215, 220, 231, 232, 239, 272, 283, 284, 297, 302, 315, 316, 329, 396, 403, 404, 415, 420, 425, 426, 433, 470, 477, 478, 485, 490, 495, 496, 507, 570, 581, 585, 591, 592, 597, 622, 627, 628, 633, 638, 645, 646, 651, 706, 733, 746, 777, 840, 845, 846, 853, 856, 865, 866, 873, 914, 921, 922, 929, 934, 939, 940, 953

GLE 0601.1.3 Understand and use a variety of sentence structures.

SE/TE: Sentences, 598, 617, 874, 909, R40; Writer’s Toolbox, 531; Test Practice Writing and Learning Conventions, 818-819; also see Revising: Sentences, 88, 358, 616, 617, 741, 805, 909, 992

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Checks for Understanding (Formative/Summative Assessment) 0601.1.1 Know and use appropriately the meaning, forms and functions of nouns (including collective nouns, nouns as objects, predicate nouns), pronouns (including proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns), verbs (including agreement with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms), adjectives (including predicate adjectives, comparative and superlative forms), adverbs (including negatives, forms of comparative and superlative phrases), conjunctions (including coordinating, subordinating), interjections, and prepositions (place prepositional phrases correctly according to the words they modify within the sentence).

SE/TE: Nouns, 40, 62, 89, R40; Verbs, 216, 240, 298, 330, 359, 673, 741, 778, 805; Pronouns, 108, 130, 159; Adjectives, 91, 416, 434, 465; Adverbs, 465, 486; Conjunctions, 508, 531; Interjections, 508; Preposition/prepositional phrase, 734, 805, R40, R41; also see: Writing Workshop: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

0601.1.2 Recognize and correct usage errors (e.g., double negatives, troublesome words {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}).

SE/TE: Glossary of Common Usage, R42; also see: Writing Workshop: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

0601.1.3 Use capitalization correctly (e.g., proper adjectives, within quotations).

SE/TE: Editing and Proofreading: Focus on Capitalization, 743; Integrated Language Skills: Grammar: Common and Proper Nouns, 40; Handbook: Capitalization and Punctuation, R43

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0601.1.4 Demonstrate the correct use of commas (including after introductory words, to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences), colons (including business letters, preceding a list of items), semicolons (including combining sentences), quotation marks (including explanatory material within the quote, proper use with end marks), and apostrophes (including forming singular and plural possessives).

SE/TE: Editing and Proofreading: Punctuation, 161, 269, 599, 993; Integrated Language Skills: Grammar: Commas, 930; Semicolons and Colons, 954; Punctuation, identify/correct errors, 617; Punctuation errors, correct, 807, 911; Handbook: Capitalization and Punctuation, R43

0601.1.5 Spell correctly high frequency words, commonly misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.

SE/TE: Spelling, focus on, 361; Irregular plurals, verify spelling, 533; Dictionary, use to verify spelling, 807; Spelling errors, correct, 911; Editing and Proofreading, 467

0601.1.6 Correct run-on sentences (e.g., use punctuation, conjunctions, or other means to separate the elements of a run-on) and sentence fragments (i.e., supply the missing sentence elements).

SE/TE: Revising Sentence Fragments, 909; Run-on sentences, identify/correct (chart), 616; also see: Sentences, 598, 617, 874, R40 and Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

0601.1.7 Identify and use adjective and adverb phrases and clauses.

SE/TE: Adjectives, 91, 416, 434, 465; Adverbs, 465, 486; Grammar, Usage, and Mechanics Handbook, R41

0601.1.8 Identify and use appositives and appositive phrases.

SE/TE: Appositive phrase, 734, 805, R40, R41

0601.1.9 Identify and use infinitives and infinitive phrases.

SE/TE: Infinitive phrase, R41; For related material see: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

0601.1.10 Determine the difference between independent and subordinate clauses.

SE/TE: Clauses, 854, 874; Grammar, Usage, and Mechanics Handbook, R41

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0601.1.11 Recognize and differentiate between simple and compound sentences.

SE/TE: Sentences, 598, 617, 874, 909, R40, R41

0601.1.12 Identify the structure in imperative and interrogative sentences.

SE/TE: Imperative and Interrogative Sentences, 598, 617, R41

0601.1.13 Use printed and electronic dictionaries, thesauruses, and glossaries to determine word pronunciation, spelling, and part of speech; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 162–163, Words with multiple meanings, 534–535, Connotation and denotation, 676–677; Dictionary, use to verify spelling, 807; Glossary, R1–R6; also see: Synonyms, 51, 61

0601.1.14 Define and recognize synonyms, antonyms, and homonyms.

SE/TE: Synonyms, 51, 61; also see: Words with Multiple Meanings, 534–535

0601.1.15 Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are based on them (e.g., audible, autobiography, malice).

SE/TE: Suffixes, 22, 29, 30, 39, 396, 403, 404, 415, 470, 477, 478, 485, 585, 591, 592, 597, 622, 627, 628, 633, 638, 645, 646, 651, 840, 845, 846, 853, 914, 921, 922, 929; Prefixes, 44, 51, 52, 61, 190, 203, 204, 215, 220, 231, 232, 239, 420, 425, 426, 433, 746, 777; Roots, 94, 101, 102, 107, 112, 121, 122, 129, 272, 283, 284, 297, 302, 315, 316, 329, 490, 495, 496, 507, 570, 581, 706, 733, 856, 865, 866, 873, 934, 939, 940, 953

0601.1.16 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.

SE/TE: Vocabulary Workshop: Idioms, 998–999; Dialect, 825; also see: Literature Connection, 213, 236; Puns, 728; Culture Connection, 863

0601.1.17 Explore common phrases and terms from other languages commonly used in English (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage).

SE/TE: Vocabulary Workshop: Borrowed and Foreign Words, 808–809; also see: Vocabulary, 204; Literature Connection, 213, 236; Puns, 728; Allusion, 843; Culture Connection, 863

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State Performance Indicators SPI 0601.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context.

SE/TE: Nouns, 40, 62, 89, R40; Pronouns, 108, 130, 159

SPI 0601.1.2 Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context.

SE/TE: Verbs, 216, 240, 298, 330, 359, 673, 741, 778, 805

SPI 0601.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context.

SE/TE: Adjectives, 91, 416, 434, 465; Adverbs, 465, 486; Grammar, Usage, and Mechanics Handbook, R40

SPI 0601.1.4 Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context.

SE/TE: Preposition/prepositional phrase, 734, 805, R40, R41

SPI 0601.1.5 Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context.

SE/TE: Conjunctions, 508, 531; Interjections, 508

SPI 0601.1.6 Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons (i.e., in business letters, preceding a list of items).

SE/TE: Editing and Proofreading: Punctuation, 161, 269, 599, 993; Integrated Language Skills: Grammar: Commas, 930; Semicolons and Colons, 954; Punctuation, identify/correct errors, 617; Punctuation errors, correct, 807, 911; Handbook: Capitalization and Punctuation, R43

SPI 0601.1.7 Identify within context a variety of appropriate sentence-combining techniques (i.e., comma used with coordinating conjunctions, introductory words, appositives, interrupters).

SE/TE: Combining Sentences for Variety, 805; Coordinating conjunctions, 531, R40; Appositive phrase, 734, 805, R40

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SPI 0601.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements).

SE/TE: Run-on sentences, identify/correct (chart), 616; also see: Sentences, 598, 617, 874, R40 and Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

SPI 0601.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome words {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}).

SE/TE: Glossary of Common Usage, R42; also see: Writing Workshop: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

SPI 0601.1.10 Identify the correct spelling of plurals and possessives.

SE/TE: Plural nouns, 62; Possessive nouns, 89; Spelling, focus on, 361; Irregular plurals, verify spelling, 533; Dictionary, use to verify spelling, 807

SPI 0601.1.11 Identify sentences with correct subject-verb agreement (person/number) within context.

SE/TE: Subject-verb agreement, 672, R42; also see: Sentences, 598, 617, 874, R40 and Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

SPI 0601.1.12 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.

SE/TE: Grammar: Commas, 930; Handbook: Capitalization and Punctuation, R43; also see: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

SPI 0601.1.13 Choose the appropriate interjection to complete a sentence.

SE/TE: Interjections, 508; Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

SPI 0601.1.14 Select appropriate synonyms, antonyms, and homonyms within context.

SE/TE: Synonyms, 51, 61; also see: Words with Multiple Meanings, 534–535

SPI 0601.1.15 Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words.

SE/TE: Words with Multiple Meanings, 534–535; also see: Dictionary, 162–163, 807

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SPI 0601.1.16 Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.

SE/TE: Context clues, using, 561, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597; Suffixes, 22, 29, 30, 39, 396, 403, 404, 415, 470, 477, 478, 485, 585, 591, 592, 597, 622, 627, 628, 633, 638, 645, 646, 651, 840, 845, 846, 853, 914, 921, 922, 929; Prefixes, 44, 51, 52, 61, 190, 203, 204, 215, 220, 231, 232, 239, 420, 425, 426, 433, 746, 777; Roots, 94, 101, 102, 107, 112, 121, 122, 129, 272, 283, 284, 297, 302, 315, 316, 329, 490, 495, 496, 507, 570, 581, 706, 733, 856, 865, 866, 873, 934, 939, 940, 953

SPI 0601.1.17 Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words.

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 162–163; Dictionary, use to verify spelling, 807; Glossary, R1–R6

SPI 0601.1.18 Identify correctly and incorrectly spelled words in context.

SE/TE: Spelling, focus on, 361; Easily Confused Words, 467; Irregular plurals, verify spelling, 533; Dictionary, use to verify spelling, 807

SPI 0601.1.19 Recognize and use grade-appropriate and content specific vocabulary within context.

SE/TE: Context clues, using, 561, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597; Vocabulary, 22, 29, 30, 39, 44, 51, 52, 61, 94, 101, 102, 107, 112, 121, 121, 122, 129, 190, 203, 204, 215, 220, 231, 232, 239, 272, 283, 284, 297, 302, 315, 316, 329, 396, 403, 404, 415, 420, 425, 426, 433, 470, 477, 478, 485, 490, 495, 496, 507, 570, 581, 585, 591, 592, 597, 622, 627, 628, 633, 638, 645, 646, 651, 706, 733, 746, 777, 840, 845, 846, 853, 856, 865, 866, 873, 914, 921, 922, 929, 934, 939, 940, 953

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SPI 0601.1.20 Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.

SE/TE: Suffixes, 22, 29, 30, 39, 396, 403, 404, 415, 470, 477, 478, 485, 585, 591, 592, 597, 622, 627, 628, 633, 638, 645, 646, 651, 840, 845, 846, 853, 914, 921, 922, 929; Prefixes, 44, 51, 52, 61, 190, 203, 204, 215, 220, 231, 232, 239, 420, 425, 426, 433, 746, 777; Roots, 94, 101, 102, 107, 112, 121, 122, 129, 272, 283, 284, 297, 302, 315, 316, 329, 490, 495, 496, 507, 570, 581, 706, 733, 856, 865, 866, 873, 934, 939, 940, 953; Context clues, using, 561, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597

Standard 2 - Communication

Grade Level Expectations

Listening

GLE 0601.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.

SE/TE: Communications Workshop: Following oral directions, 164–165, Evaluating a Persuasive Message, 364–365; Identifying Tone, Mood, and Emotion, 810–811; also see: Speaking and Listening Activity: Interview, 299; Media Literacy Handbook, lxxxvi–xci

GLE 0601.2.2 Begin to differentiate between summarizing and paraphrasing.

SE/TE: Group’s ideas, summarize, 509; also see: Paraphrasing, 621, 627, 633, 637, 641, 643, 645, 648, 649, 651; Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733

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GLE 0601.2.3 Begin to distinguish between a summary and a critique.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; also see: Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733; Group’s ideas, summarize, 363, 509

GLE 0601.2.4 Identify the thesis and main points of a speech.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Televised speech, evaluate, 810; Listen carefully, 164; Group’s ideas, summarize, 363, 509

GLE 0601.2.5 Identify the organizational structure of a speech.

SE/TE: Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; also see: Instructional Presentation, 435; Oral Report, 855; Media Literacy Handbook, lxxxvi–xci

Speaking GLE 0601.2.6 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.

SE/TE: Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Listening and Speaking: Conversation, 63; Instructional Presentation, 435; Oral Report, 855; Communicate effectively, R21

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GLE 0601.2.7 Deliver effective oral presentations.

SE/TE: Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Listening and Speaking: Conversation, 63; Instructional Presentation, 435; Oral Report, 855; Research and Technology: Presentation, 331, 635; Multimedia presentation, 735; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

GLE 0601.2.8 Participate in work teams and group discussions.

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Peer Review, 158, 530, 672, 804, 855; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001

Checks for Understanding (Formative/Summative Assessment)

Listening 0601.2.1 Follow multi-step oral instructions to perform single tasks, to answer questions, and to solve problems.

SE/TE: Communications Workshop: Following Oral directions, 164–165; also see: Write directions, 961; Writing Stage Directions, 109; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

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0601.2.2 Identify the thesis of a speech in which the main idea may be explicitly or implicitly stated, concepts may be more abstract, and extended metaphors may be used; determine the essential elements that elaborate it.

SE/TE: Evaluating a Persuasive Message, 364–365; Televised speech, evaluate, 810–811; also see: Feedback form for Persuasive Speech, 679; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii; Media Literacy Handbook, lxxxvi–xci; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

0601.2.3 Differentiate between summarizing and paraphrasing.

SE/TE: Paraphrasing, 621, 627, 633, 637, 641, 643, 645, 648, 649, 651; Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733

0601.2.4 Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and supporting details or evidence.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Identifying Tone, Mood, and Emotion, 810–811; also see: Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733

0601.2.5 Begin to paraphrase accurately ideas and information presented orally by others.

SE/TE: Paraphrasing, 621, 627, 633, 637, 641, 643, 645, 648, 649, 651

0601.2.6 Construct a summary of a speech.

SE/TE: Evaluating a Persuasive Message, 364–365; Televised speech, evaluate, 810–811; also see: Feedback form for Persuasive Speech, 679; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

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0601.2.7 Construct a critique of a speech. SE/TE: Evaluating a Persuasive Message, 364–365; Televised speech, evaluate, 810–811; also see: Feedback form for Persuasive Speech, 679

0601.2.8 Identify the organizational structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SE/TE: For related material see: Communications Workshop: Evaluating a Persuasive Message, 364–365; Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Oral Report, 855; Writing Workshop: Multimedia Report, 906–911; Media Literacy Handbook, lxxxvi–xci

0601.2.9 Listen actively in group discussions by asking clarifying and elaborating questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension.

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Peer Review, 158, 530, 672, 804, 855; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371; also see: Discuss, 50, 128, 202, 402, 414, 494, 590, 596, 872; Discussing Literature, R21

Speaking 0601.2.10 Include relevant facts, reasons, details, and examples to support a relatively complicated thesis.

SE/TE: Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Listening and Speaking: Conversation, 63; Instructional Presentation, 435; Oral Report, 855; Research and Technology: Presentation, 331, 635; Multimedia presentation, 735; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

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0601.2.11 Organize oral presentations incorporating a relatively simple three-part structure, previewing the content of presentation in introduction, offering ideas with supporting details, and providing a brief summary or conclusion.

SE/TE: Multimedia Report, 906–911; Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Listening and Speaking: Conversation, 63; Instructional Presentation, 435; Oral Report, 855; Research and Technology: Presentation, 331, 635; Multimedia presentation, 735; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

0601.2.12 Use an organizational structure appropriate for the topic and purpose (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).

SE/TE: Writing Workshop: Multimedia Report, 906–911; Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

0601.2.13 Logically arrange ideas and group related ideas in ways that enhance the topic.

SE/TE: Ideas, organize, 536; also see: Communications Workshop: Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001

0601.2.14 Connect ideas using a variety of transition strategies that signal addition of information and relationships between ideas (e.g., use listing words such as first, in addition, but, and however).

SE/TE: Opportunities to address this standard may be found on pages: Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001

0601.2.15 Provide an effective conclusion that reinforces the focus of the presentation.

SE/TE: Opportunities to address this standard may be found on pages: Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001

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0601.2.16 Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate and volume, and natural gestures.

SE/TE: Eye contact, use, 63, 435, 536, 678; Effective speaking rate, use, 536, 678, 1001; Facial expressions, notice, 810; Nonverbal elements, use, 678, 1002; Move around room while speaking, 678; Gestures/body language, use, 63, 536, 599

0601.2.17 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the following:

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Peer Review, 158, 530, 672, 804, 855; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001

Behavior of Individuals within the Group • Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion.

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Peer Review, 158, 530, 672, 804, 855; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371; also see: Discuss, 50, 128, 202, 402, 414, 494, 590, 596, 872; Discussing Literature, R21

• Consult and reference texts or other resources as sources for ideas or to support ideas under group discussion.

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371

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• Ask relevant questions that move the team toward its goals and contribute to the topic of discussion.

SE/TE: Ask Questions, lxvi; Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Peer Review, 158, 530, 672, 804, 855; Group discussion, 779, 875; Performance Tasks: Small group discussion, 171, 371; Literature discussion day, 269; also see: Discuss, 50, 128, 202, 402, 414, 494, 590, 596, 872; Discussing Literature, R21

• Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting).

SE/TE: Opportunities to address this standard may be found on pages: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Informal Discussion, 509; Peer Review, 158, 530, 672, 804, 855; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371

• Summarize and paraphrase essential information from the input of others, and clarify points of agreement and disagreement.

SE/TE: Opportunities to address this standard may be found on pages: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001

Goals and Aims of the Group • Understand the purpose for working as a team and work according to that purpose.

SE/TE: Ask Questions, lxvi; Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001; Group discussion, 779, 875; Literature discussion day, 269; Performance Tasks: Small group discussion, 171, 371

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• Articulate the goals that have been provided for the team work and ask appropriate clarifying questions.

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001

• Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task.

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001

Group Dynamics and Roles

• Understand the responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader, timekeeper).

SE/TE: Exploring the Big Question - Collaboration: One-on-One Discussion, 2, 176, 376, 548, 690, 822; Comprehension and Collaboration, 163, 165, 363, 365, 535, 537, 677, 679, 809, 811, 999, 1001; Performance Tasks: Small group discussion, 171, 371

• Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed process for accomplishing this task (e.g., list every idea in a brainstorming session before criticism is allowed).


• Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making.


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State Performance Indicators

SPI 0601.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Televised speech, evaluate, 811; Listen carefully, 164; Group’s ideas, paraphrase, 509; Media Literacy Handbook, lxxxvi–xci

SPI 0601.2.2 Identify the targeted audience of a speech.

SE/TE: Audience, engage, 536, 678; Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001

SPI 0601.2.3 Identify the thesis and main points of a speech.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; also see: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Media Literacy Handbook, lxxxvi–xci

SPI 0601.2.4 Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, understand the responsibilities of various roles within the team).


SPI 0601.2.5 Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).


SPI 0601.2.6 Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

SE/TE: Audience, engage, 536, 678; also see: Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007

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SPI 0601.2.7 Organize ideas in the most effective order for an oral presentation.

SE/TE: Multimedia Report, 906–911; Communications Workshop: Problem-solution proposal, 536–537; Delivering a persuasive speech, 678–679; Oral response to literature, 1000–1001; Listening and Speaking: Conversation, 63; Instructional Presentation, 435; Oral Report, 855; Research and Technology: Presentation, 331, 635; Multimedia presentation, 735; Performance Tasks: Speaking and Listening, 171, 371, 543, 685, 817, 1007; Media Literacy Handbook, lxxxvi–xci

SPI 0601.2.8 Select the best summary of a speech.

SE/TE: Evaluating a Persuasive Message, 364–365; Media Literacy Handbook, lxxxvi–xci

Standard 3 - Writing

Grade Level Expectations

GLE 0601.3.1 Write in a variety of modes for different audiences and purposes.

SE/TE: Writing Workshop: Descriptive Essay, 86–91; Autobiographical Narrative, 154–161; Response to Literature: Review, 264–269; Short Story, 354–361; How–to Essay, 462–467; Persuasive Essay, 526–533; Problem–and–Solution Essay, 614–619; Comparison–and–Contrast Essay, 668–675; Letter, 738–743;Cause–and–Effect Essay, 800–807; Multimedia Report, 906–911; Research Report, 988–997; Writing Activities, 41, 63, 109, 131, 217, 241, 299, 331, 417, 435, 487, 509, 583, 599, 635, 653, 735, 779, 855, 875, 931, 955; Timed Writing, 71, 85, 139, 153, 249, 263, 341, 353, 443, 461, 515, 525, 607, 613, 659, 667, 787, 799, 883, 905, 961, 987; Performance Tasks: Writing, 170, 370, 542, 684, 816, 1006

GLE 0601.3.2 Employ various prewriting strategies.

SE/TE: Writing Workshop: Prewriting, 86, 155, 264, 355, 462, 527, 614, 669, 738, 801, 906, 989

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GLE 0601.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.

SE/TE: Writing Workshop: Descriptive Paragraph, 86-91; Response to Literature: Review, 264–269; Problem-and-Solution Essay, 614–619; Comparison-and-Contrast Essay, 668–675; Cause-and-Effect Essay, 800–807; Timed Writing, 71, 85, 139, 153, 249, 263, 341, 353, 443, 461, 515, 525, 607, 613, 659, 667, 787, 799, 883, 905, 961, 987; Performance Tasks: Write an Essay, 170, 370, 542, 684, 816

GLE 0601.3.4 Refine strategies for editing and revising written work.

SE/TE: Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992; Editing & Publishing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

Checks for Understanding (Formative/Summative Assessment)

0601.3.1 Write in a variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative.

SE/TE: Writing Workshop: Descriptive Essay, 86–91; Autobiographical Narrative, 154–161; Response to Literature: Review, 264–269; Short Story, 354–361; How–to Essay, 462–467; Persuasive Essay, 526–533; Problem–and–Solution Essay, 614–619; Comparison–and–Contrast Essay, 668–675; Letter, 738–743;Cause–and–Effect Essay, 800–807; Multimedia Report, 906–911; Research Report, 988–997

0601.3.2 Practice writing to a prompt within a specified time limit.

SE/TE: Timed Writing, 71, 85, 139, 153, 249, 263, 341, 353, 443, 461, 515, 525, 607, 613, 659, 667, 787, 799, 883, 905, 961, 987

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0601.3.3 Create somewhat complicated work-related texts, such as instructions, directions, letters, memos, e-mails, and reports that employ the techniques listed below.

SE/TE: Business Letter, 738–743; Letter, 71, 417, 435, 583, R27; Advertisement, Timed Writing, 515; Writing Workshop: How-to Essay, 462-467; Timed Writing: Write a Set of Instructions, 607; Write Directions, 961; Help-wanted ad, 217; Brochure, 41; Poster/chart, 109, 487

• Select a medium or a format appropriate to purpose for writing, and maintain focus on the purpose.

SE/TE: Writing Workshop: Defining the Form and Prewriting, 86, 155, 264, 355, 462, 527, 614, 669, 738, 801, 906, 989

• Use varied strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate).

SE/TE: Writing Workshop: Defining the Form and Prewriting, 86, 155, 264, 355, 462, 527, 614, 669, 738, 801, 906, 989

• Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone.

SE/TE: Audience, define, 463; also see: Audience, consider, 616; Audience, target, 528

• Respond to opposing viewpoints and/or anticipate and answer potential questions from audience.

SE/TE: Writing Workshop: Persuasive Essay, 526–533; Writing: Persuasive Speech, 241; also see: The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii

• Use accurate and accessible vocabulary to convey meaning.

SE/TE: Word choice, use appropriate, 907; Feelings, describe, 331; Figurative language, create/use, 88, 599; Sensory details, include, 331, 356, 653; Vivid language, choose, 156; Word choice, review, 87; Persuasive language, strengthen, 435; Word choices, vary, 358

• Provide accurate and relevant support for the main points in the text.

SE/TE: Main ideas, support with facts, 990; also see: Events and ideas, list, 217; Ideas, list, 487; Ideas, support, 615; T-chart, use to organize ideas, 801

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• Follow customary formats (e.g., use salutation, closing, and signature for business letters, and format for memos).

SE/TE: Business Letter, 738–743; Letter, 71, 417, 435, 583, R27

• Include formatting or visual elements to guide readers by highlighting specific categories of information and/or to signal transitions between steps (e.g., headings, bulleted lists).

SE/TE: Headings, 217; Graphic Organizer, 109; Graphics, 735; Writing Workshop: Multimedia Report, 906–911; Research Report, 988–997

• Use graphics and illustrative material effectively to support ideas in the text as appropriate to content and medium.

SE/TE: Headings, 217; Graphic Organizer, 109; Graphics, 735; Illustrations and diagrams, prepare, 464; Pictures/ illustrations, add, 635; Writing Workshop: Multimedia Report, 906–911; Research Report, 988–997; Research and Technology: Presentation, 331, Research Project, 417, Informative Presentation, 487, Illustrated Booklet, 583, Annotated Bibliography, 875, Written and Visual Report, 955; Performance Tasks: Multimedia Presentation, 685; Visual Presentation, 371; Create a Graphic, 543

0601.3.4 Develop focused, appropriate, and interesting topics for writing.

SE/TE: Writing Workshop: Prewriting, 86, 155, 264, 355, 462, 527, 614, 669, 738, 801, 906, 989

0601.3.5 Create a thesis statement and include relevant facts, details, reasons, and examples that support the thesis.


0601.3.6 Develop relevant details or reasons in a manner that meets the needs of the audience and purpose.

SE/TE: Main ideas, support with facts, 990; also see: Events and ideas, list, 217; Ideas, list, 487; Ideas, support, 615; T-chart, use to organize ideas, 801; also see: Types of Details, 16

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0601.3.7 Organize writing using structures appropriate for the topic and that meet the needs of the audience (e.g., if using an anecdote to provide an example, use chronological order with sufficient time signals for the reader to follow easily).

SE/TE: Writing Workshop: Drafting, 88, 156, 356, 463, 464, 266, 528, 616, 670, 740, 802, 875, 907, 908, 990

0601.3.8 Use appropriate and effective words and phrases to indicate the organizational pattern (e.g., problem-solution, with order of steps necessary indicated in the solution).

SE/TE: Response, organize, 266; Step-by-step guide, organize, 464; Order of steps, organize, 616; Order of occurrence, present, 735; Organization, check, 672; Logical organization, test for, 804; Connections among ideas, stress, 805; Organization, 528

0601.3.9 Use text features (e.g., headings, subheadings, formatting) as appropriate to signal simple relationships between ideas.

SE/TE: Headings, 217; Graphic Organizer, 109; Graphics, 735; Writing Workshop: Multimedia Report, 906–911; Research Report, 988–997

0601.3.10 Use accurate and precise language to convey meaning.


0601.3.11 Use strong verbs and figurative language (e.g., metaphors, similes) for emphasis or creative effect as appropriate to the purpose.

SE/TE: Word choice, use appropriate, 907; Feelings, describe, 331; Figurative language, create/use, 88, 599; Sensory details, include, 331, 356, 653; Vivid language, choose, 156

0601.3.12 Use appropriate vocabulary, sentence structure, and grammar usage to distinguish between formal and informal language.

SE/TE: Thoughts/feelings/reactions, include, 487; Formal Writing: Research Report, 988–997; Informal Writing: Poem, 599, 635; Invitation, 931; Fable, 855

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0601.3.13 Incorporate a variety of syntactic structures for effect when appropriate (e.g., modifying phrases, parenthetical expressions).

SE/TE: Sentences, combine for variety, 805; Thoughts/feelings, include, 487; Ideas, clarify, 875; Feelings, describe, 331; Figurative language, use, 88, 599; Opening, strengthen, 464

0601.3.14 Edit to craft a tone that is appropriate for the topic and audience, and supports the purpose.

SE/TE: Writing Workshop: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997; Figurative language, create/use, 88, 599

0601.3.15 Use language that conveys the writer’s point of view.


0601.3.16 When other sources are used or referenced (such as in research, informational essays, or literary essays) adhere to the list below

SE/TE: Research Report: Citing Sources to Avoid Plagiarism, 990; Create a Bibliography, 992; also see: Informational Text: Online Sources, 66–68; Citing Sources, R34–R35

• Acknowledge source material (e.g., list sources).

SE/TE: Research Report: Citing Sources to Avoid Plagiarism, 990; Create a Bibliography, 992; also see: Informational Text: Online Sources, 66–68; Citing Sources, R34–R35

• Understand the differences between/ among quoting, paraphrasing, and summarizing.

SE/TE: Research Report: Citing Sources to Avoid Plagiarism, 990; also see: ; Create a Bibliography, 992; also see: Informational Text: Online Sources, 66–68; Citing Sources, R34–R35

• Quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.

SE/TE: Quotations, add, 266, 740; Quotation marks, R43; Punctuation, dialogue, 161; Summary and send-off, 464

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• Embed quotations and graphics from other sources, when appropriate.

SE/TE: Quotations, add, 266, 740; also see: Quotation marks, R43; Punctuation, dialogue, 161; also see: Types of Details: Quotations, 16, 17, 381, 382, 383

0601.3.17 Generate notes on text, and identify main and supporting ideas.

SE/TE: Take notes from a variety of sources, 989; Organizing your information, 907; Use technology to help you organize, 907; Support main ideas with facts, 990

0601.3.18 Edit writing for mechanics (punctuation, capitalization), spelling, and grammar (e.g., consistent verb tense, noun and pronoun agreement).

SE/TE: Writing Workshop: Editing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

0601.3.19 Based on readers’ comments, revise papers to focus on topic or thesis, develop ideas, employ transitions, and identify a clear beginning and ending.

SE/TE: Peer Review, 158, 530, 672, 804, 855

0601.3.20 Demonstrate confidence in using the Tennessee Writing Assessment Rubric while evaluating one’s own writing and the writing of others.

SE/TE: Writing Workshop: Rubric for Self-Assessment, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997; Guide to Rubrics, R36–R39

0601.3.21 Use relatively basic software programs (e.g., Word, PowerPoint) to write texts and create graphics to present ideas visually and in writing.

SE/TE: Research and Technology: Presentation of a Poem, 635; Multimedia Presentation, 735; Writing Workshop: Multimedia Report, 906-911; Publishing and Presenting, 467; Multimedia Presentation, 685; Visual Presentation, 371; Create a Graphic, 543

0601.3.22 Identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).

SE/TE: Writing Workshop: Publishing, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997

State Performance Indicators SPI 0601.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).

SE/TE: Writing Workshop: Defining the Form and Prewriting, 86, 155, 264, 355, 462, 527, 614, 669, 738, 801, 906, 989; Performance Tasks: Writing, 170, 370, 542, 684, 816, 1006

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SPI 0601.3.2 Identify the audience for which a text is written.


SPI 0601.3.3 Select an appropriate thesis statement for a writing sample.

SE/TE: Thesis statement, prepare, 528, 802; Thesis, state, 616

SPI 0601.3.4 Rearrange multi-paragraphed work in a logical and coherent order.

SE/TE: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992

SPI 0601.3.5 Select illustrations, descriptions, and/or facts to support key ideas.

SE/TE: Illustrations and diagrams, prepare, 464; Illustrations, use, 992; Main ideas, support with facts, 990; Drafting, 528; Ideas, clarify/support, 875; Facts, summarize, 41; Events and ideas, list, 217; Ideas, list, 487; Ideas, support, 615; T-chart, use to organize ideas, 801; Big Idea Web, create, 955; also see: Facts, 16, 18, 381, 382; Descriptions, 16, 17, 18; Examples, 16, 381, 382, 383

SPI 0601.3.6 Choose the supporting sentence that best fits the context flow of ideas in a paragraph.

SE/TE: Strong, functional sentences, ensure, 617; also see: Revising: Sentences, 88, 358, 616, 617, 741, 805, 909, 992

SPI 0601.3.7 Identify sentences irrelevant to a paragraph’s theme or flow.

SE/TE: Revising: Sentences, combine for variety, 805; Sentences, vary, 358; Sentence structure, evaluate, 616; Sentence length, vary, 88

SPI 0601.3.8 Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

SE/TE: Transitions, check, 464; Transitions, use, 670; Transitional words, use, 802

SPI 0601.3.9 Select an appropriate concluding sentence for a well-developed paragraph.

SE/TE: Writing Workshop: Closing sentence, 160; Climax and Resolution, 156; Conclusion, 528, 532; Model of conclusion, 466, 806; Conclusion, write, 583

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SPI 0601.3.10 Select an appropriate title that reflects the topic of a written selection.

SE/TE: For related content see: Publishing: Writing Workshop: Descriptive Paragraph, 91; Response to Literature: Review, 269; Problem-and-Solution Essay, 509; Comparison–and–Contrast Essay, 675; Cause–and–Effect Essay, 807

SPI 0601.3.11 Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection.

SE/TE: Prewriting, 86, 155, 264, 355, 462, 527, 614, 669, 738, 801, 906, 989

SPI 0601.3.12 Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).

SE/TE: Business Letter, 738–743; Letter, 71, 417, 435, 583, R27; Advertisement, Timed Writing, 515; Writing Workshop: How-to Essay, 462-467; Timed Writing: Write a Set of Instructions, 607; Write Directions, 961; Help-wanted ad, 217; Brochure, 41; Poster/chart, 109, 487

Standard 4 - Research

Grade Level Expectations GLE 0601.4.1 Define and narrow a problem or research topic.

SE/TE: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487; also see: Informational Texts: Web site & News Article, 66–70; Online News Article, 782–787

GLE 0601.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.

SE/TE: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487; Research and Technology, 41, 109, 217, 241, 331, 417, 487, 583, 635, 735, 875, 955, R29

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GLE 0601.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.

SE/TE: Primary sources, 989; Take notes from a variety of sources, 989; Support main ideas with facts, 990; Cite sources, 990; Create a bibliography or works-cited list, 992; Annotated Bibliography, 875; Quotation Marks, R43; MLA Format, R34–R35

GLE 0601.4.4 Write a research paper, using primary and secondary sources and technology and graphics, as appropriate.

SE/TE: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487

Checks for Understanding (Formative/Summative Assessment) 0601.4.1 Narrow a topic so that the research process is manageable and the controlling idea is focused.

SE/TE: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487; also see: Informational Texts: Web site & News Article, 66–70; Online News Article, 782–787

0601.4.2 Take and organize notes on what is known and what needs to be researched about the topic.

SE/TE: Take notes from a variety of sources, 989; Notes, jot/take, 109, 217, 875; Notes/lists, use, 63, 131, 417, 435, 653

0601.4.3 Focus on relevant information and/or theories.

SE/TE: For related material see: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487; also see: Informational Texts: Web site & News Article, 66–70; Online News Article, 782–787

0601.4.4 Distinguish between primary and secondary sources, defining the characteristics of each and evaluating each for their benefits and limitations.

SE/TE: Primary Sources and Secondary Sources, 989; also see: Informational Texts: Web site & News Article, 66–70; Online News Article, 782–787

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0601.4.5 Choose among sources provided and those found independently based on the usefulness, credibility, and reliability of the sources.

SE/TE: Evaluate evidence, 782–787; Primary sources, 989

0601.4.6 Identify reasons for choosing one source over another, including those found on websites.

SE/TE: Evaluate evidence, 782–787; Primary Sources and Secondary Sources, 989

0601.4.7 Identify the characteristics and limitations of source material.

SE/TE: Evaluate evidence, 782–787; Primary sources, 989; Evaluate media, 908; also see: Informational Texts: Web site & News Article, 66–70; Online News Article, 782–787

0601.4.8 Provide relevant research information to develop and support a complicated topic.


0601.4.9 Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar topic.

SE/TE: For related material see: Graphs/charts, use, 907; also see: Research Report, 988–997; Online Almanac and Textbook Article, 244–249

0601.4.10 Collect evidence in various ways (e.g., gathering relevant reasons, examples, and facts; defining key terms and ideas; identifying relationships such as cause/effect).


0601.4.11 Craft an introductory paragraph in which the thesis statement(s) clearly presents the topic of the documented essay.

SE/TE: Use an outline, 990; Match your draft to your outline, 990; Support main ideas with facts, 990; Revising: Check for effective paragraph structure, 992

0601.4.12 Present a body of well-developed and specific facts and information pertinent to the topic, developed as a series of paragraphs which support the topic.

SE/TE: Research Report: Support main ideas with facts, 990; Define technical terms and difficult words, 992; Multimedia Report: Organizing your information, 907

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0601.4.13 Connect ideas using a variety of transition strategies.

SE/TE: For related material see: Transitions, check, 464; Transitions, use, 670, 875; Transitional words, use, 802

0601.4.14 Create an effective organizing structure based on research information (e.g., description, problem-solution, question-answer, comparison-contrast, cause-effect).

SE/TE: For related material see: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487; Research and Technology, 41, 109, 217, 241, 331, 417, 487, 583, 635, 735, 875, 955, R29

0601.4.15 Craft a conclusion in which closure is provided, such as by restating the topic and summarizing findings.

SE/TE: For related material see: Writing Workshop: Multimedia Report, 906–911; Research Report, 988–997; also see: Summary of literature, 735

0601.4.16 Acknowledge source material using a predetermined standard format (e.g., APA, MLA).

SE/TE: Research Report: Citing Sources to Avoid Plagiarism, 990; Annotations, provide, 583; also see: Informational Text: Web site & News Article, 66–70; Online News Article, 782–787; Citing Sources, R34–R35

0601.4.17 Understand the differences among quoting, paraphrasing, and summarizing.

SE/TE: Avoiding Plagiarism, R34; also see: Multimedia Report, 906–911; Research Report, 988–997

0601.4.18 Quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.

SE/TE: For related material see: Writing Workshop: Multimedia Report, 906–911; Research Report, 988–997; also see: Web site & News Article, 66–70; Online News Article, 782–787

0601.4.19 Follow a standard format and use the appropriate technology to embed text graphics, including a title, contents page, numbered pages, and a bibliography.

SE/TE: Multimedia Report: Plan your media needs, 908; Graphics/illustrations, match to text, 907; Illustrations, plan/list, 855

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0601.4.20 Include effective graphics and illustrative material to support research ideas in the text.

SE/TE: For related material see: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487; Research and Technology, 41, 109, 217, 241, 331, 417, 487, 583, 635, 735, 875, 955, R29

State Performance Indicators SPI 0601.4.1 Select the most focused research topic.

SE/TE: Research Report, 988–997; also see: Research Project, 417, Informative Presentation, 487

SPI 0601.4.2 Rank research resources according to reliability.

SE/TE: Evaluate evidence, 782–787; Primary sources, 989; Evaluate media, 908; also see: Informational Text: Web site & News Article, 66–70; Online News Article, 782–787

SPI 0601.4.3 Determine the most appropriate research source for a given research topic.

SE/TE: Primary sources, locate, 989; Writing Workshop: Multimedia Report, 906–911; Research Report, 988–997; also see: Informational Text: Web site & News Article, 66–70; Online News Article, 782–787; Resources at Library or Internet, 331; Online Databases, 241; Internet, search, 653, 855, 875, 955; Keyword search, use, 41, 241; 21st Century Skills, R28–R33

SPI 0601.4.4 Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., reference books, periodicals, Internet, biographies) sources.

SE/TE: Primary Sources and Secondary Sources, 989; also see: Informational Text: Web site & News Article, 66–70; Online News Article, 782–787

SPI 0601.4.5 Discern irrelevant research material from written text.

SE/TE: For related material see: Evaluate evidence, 782–787; Organizing your information, 907; Primary sources, 989; Evaluate media, 908; also see: Informational Text: Web site & News Article, 66–70

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Standard 5 – Logic

Grade Level Expectations GLE 0601.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.

SE/TE: Draw Conclusions, lxxviii, 271, 277, 281, 283, 287, 288, 290, 293, 295, 296, 297, 301, 306, 308, 311, 312, 313, 314, 315, 320, 322, 329, 322, 327, 332; Inferences, making, 189, 193, 195, 197, 199, 200, 203, 207, 209, 210, 211, 215, 219, 228, 231, 235, 238, 239, 242, 243; also see: Critical Thinking: Infer, 38, 77, 128, 148, 259, 262, 282, 296, 402, 414, 447, 494, 506, 521, 524, 580, 590, 632, 644, 650, 666, 703, 795, 844, 852, 864, 872, 904, 920, 952, 977; Draw Conclusions, 50, 60, 106, 120, 202, 230, 347, 402, 414, 484, 626, 664, 776, 928, 938, 986; Infer, 38, 77, 128, 148, 259, 262, 282, 296, 402, 414, 447, 494, 506, 521, 524, 580, 590, 632, 644, 650, 666, 703, 795, 844, 852, 864, 872, 904, 920, 952, 977

GLE 0601.5.2 Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.

SE/TE: Draw Conclusions, lxxviii, 271, 277, 281, 283, 287, 288, 290, 293, 295, 296, 297, 301, 306, 308, 311, 312, 313, 314, 315, 320, 322, 329, 322, 327, 332; Inferences, making, 189, 193, 195, 197, 199, 200, 203, 207, 209, 210, 211, 215, 219, 228, 231, 235, 238, 239, 242, 243; Fact and Opinion, lxxix, 93, 96, 100, 101, 105, 107, 111, 114, 115, 117, 121, 127, 129, 132; Cause and effect, identifying, lxxv, 839, 845, 852, 853, 861, 862, 865, 869, 873, 876; Performance Tasks: Analyze Cause and Effect, 1007

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GLE 0601.5.3 Explore deductive and inductive reasoning.

SE/TE: For related material see: Critical Thinking: Deduce, 77, 100, 148, 214, 230, 776, 864, 920; Critical Viewing: Deduce, 431

GLE 0601.5.4 Analyze written and oral communication for persuasive devices.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Informational Materials: Advertisement (recognize propaganda), 512–515; Writing Workshop: Persuasive Essay, 526–533; ; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii; Persuasive Techniques, xc; Persuasive Essay, 379; Trace and Evaluate an Argument, 543

Checks for Understanding (Formative / Summative Assessment) 0601.5.1 Make logical predictions of future events in text.

SE/TE: Predictions, making, lxxxi, 21, 25, 29, 34, 35, 39, 43, 49, 50, 51, 56, 60, 61, 64

0601.5.2 Identify sequence of events in text.

SE/TE: Plot, 4, 8, 11, 21, 25, 28, 29, 33, 38, 39, 178, 179, 356, 692, 696, 828, 829, 831, 834, 835, 836, 857, 962, R18; Analyze the Development of Plot, 370; Analyze Plot Development, 817; Analyze Plot Devices, 1006; also see: Follow multiple-step directions, 602–607; Prepare Applications, 656–659

0601.5.3 Construct and complete analogies using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.

SE/TE: Analogy, 921; Synonyms, 51, 61, 163, 679; also see: Words with Multiple Meanings, 534–535

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0601.5.4 Identify and analyze stated or implied cause/effect relationships in text.

SE/TE: Cause and effect, identifying, lxxv, 839, 845, 852, 853, 861, 862, 865, 869, 873, 876; Performance Tasks: Analyze Cause and Effect, 1007; Critical Thinking: Analyze cause and effect, 328, 928; Cause and effect, 84, 795; Identify cause and effect, 432

0601.5.5 Determine simple criteria for recognizing factual claim and opinion (e.g., scientific method, provability, quality of evidence, sources).

SE/TE: Fact and Opinion, lxxix, 93, 96, 100, 101, 105, 107, 111, 114, 115, 117, 121, 127, 129, 132

0601.5.6 Determine the relevance and quality of evidence given to support or oppose an argument.

SE/TE: Evaluate Author’s Conclusions, 438; Evaluate Evidence, 782; Essay evaluating evidence, Timed Writing, 787; also see: Communications Workshop: Evaluating a Persuasive Message, 364–365; Informational Materials: Advertisement (recognize propaganda), 512–515; Writing Workshop: Persuasive Essay, 526–533; ; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii; Persuasive Techniques, xc; Persuasive Essay, 379; Trace and Evaluate an Argument, 543

0601.5.7 Compare and contrast evidence and conclusions between two or more arguments on the same topic.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Informational Materials: Advertisement (recognize propaganda), 512–515; Writing Workshop: Persuasive Essay, 526–533; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii; Persuasive Techniques, xc; Persuasive Essay, 379; Trace and Evaluate an Argument, 543

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0601.5.8 Define deductive and inductive reasoning.

SE/TE: For related material see: Informational Texts: Make and support assertions, 134–139; Evaluate author’s conclusions, 438–443; Recognize Propaganda, 512-515; Evaluate evidence, 782–787

0601.5.9 Identify examples of deductive and inductive reasoning in text.

SE/TE: For related material see: Critical Thinking: Deduce, 77, 100, 148, 214, 230, 776, 864, 920; Critical Viewing: Deduce, 431

0601.5.10 Identify and analyze the persuasive devices used in written and oral communication (e.g., bandwagon, loaded terms, testimonial, name-calling).

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Informational Materials: Advertisement (recognize propaganda), 512–515; Writing Workshop: Persuasive Essay, 526–533; ; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii; Persuasive Techniques, xc; Persuasive Essay, 379; Trace and Evaluate an Argument, 543

State Performance Indicators SPI 0601.5.1 Predict future events of a given text.

SE/TE: Predictions, making, lxxxi, 21, 25, 29, 34, 35, 39, 43, 49, 50, 51, 56, 60, 61, 64

SPI 0601.5.2 Determine whether a given statement in text is fact or opinion.

SE/TE: Fact and Opinion, lxxix, 93, 96, 100, 101, 105, 107, 111, 114, 115, 117, 121, 127, 129, 132

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SPI 0601.5.3 Identify stated or implied cause/effect relationships.

SE/TE: Cause and effect, identifying, lxxv, 839, 845, 852, 853, 861, 862, 865, 869, 873, 876; Performance Tasks: Analyze Cause and Effect, 1007; Critical Thinking: Analyze cause and effect, 328, 928; Cause and effect, 84, 795; Identify cause and effect, 432

SPI 0601.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling).

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Informational Materials: Advertisement (recognize propaganda), 512–515; Writing Workshop: Persuasive Essay, 526–533; ; Analyzing Arguments, lxviii–lxix; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxx–lxxi; Composing an Argument, lxxii–lxxiii; Persuasive Techniques, xc; Persuasive Essay, 379

SPI 0601.5.5 Specify a logical word choice to complete an analogy using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.

SE/TE: Analogy, 921; Synonyms, 51, 61, 163, 679; also see: Words with Multiple Meanings, 534–535

SPI 0601.5.6 Indicate the sequence of events in text.

SE/TE: Plot, 4, 8, 11, 21, 25, 28, 29, 33, 38, 39, 178, 179, 356, 692, 696, 828, 829, 831, 834, 835, 836, 857, 962, R18; Analyze the Development of Plot, 370; Analyze Plot Devices, 1006; Analyze Plot Development, 817; also see: Follow multiple-step directions, 602–607; Prepare applications, 656–659

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SPI 0601.5.7 Make inferences and draw conclusions based on evidence in text.

SE/TE: Draw Conclusions, lxxviii, 271, 277, 281, 283, 287, 288, 290, 293, 295, 296, 297, 301, 306, 308, 311, 312, 313, 314, 315, 320, 322, 329, 322, 327, 332; Inferences, making, 189, 193, 195, 197, 199, 200, 203, 207, 209, 210, 211, 215, 219, 228, 231, 235, 238, 239, 242, 243; also see: Critical Thinking: Infer, 38, 77, 128, 148, 259, 262, 282, 296, 402, 414, 447, 494, 506, 521, 524, 580, 590, 632, 644, 650, 666, 703, 795, 844, 852, 864, 872, 904, 920, 952, 977; Draw Conclusions, 50, 60, 106, 120, 202, 230, 347, 402, 414, 484, 626, 664, 776, 928, 938, 986; Infer, 38, 77, 128, 148, 259, 262, 282, 296, 402, 414, 447, 494, 506, 521, 524, 580, 590, 632, 644, 650, 666, 703, 795, 844, 852, 864, 872, 904, 920, 952, 977

Standard 6 - Informational Text

Grade Level Expectations GLE 0601.6.1 Comprehend and summarize the main ideas and supporting details of informational texts.

SE/TE: Main Idea, lxxx, 4, 7, 469, 473, 475, 477, 482, 485, 489, 493, 495, 499, 500, 502, 503, 506, 507, 510; Determine Central Ideas in Nonfiction, 7, 16, 17, 19; Types of Details, 16, 17, 18, 381, 382, 383; Analyzing the Development of Key Ideas, 381, 382, 383, 385, 387, 390, 392, 474, 483

GLE 0601.6.2 Identify the organizational structures of informational texts.

SE/TE: Organization: chronological, 156; step-by-step, 463; also see: Informational Texts, 66–70, 134–138, 244–248, 334–348, 438–442, 512–514, 602–606, 656–658, 782–786, 878–882, 958–960

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GLE 0601.6.3 Read, interpret, and analyze text features that support informational texts.

SE/TE: Use text aids and features, 244–249; Informational Text: Analyze Structural Features, 66–71; Comparison–and–Contrast Article, 334–338; Evaluate Author’s Conclusions, 438–443; Evaluate Evidence, 782–787; also see: Organization: chronological, 156; step-by-step, 463

Checks for Understanding (Formative/Summative Assessments) 0601.6.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer’s purpose).

SE/TE: Critical Thinking: Respond (nonfiction), 393, 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524; Comparing informational texts, 71, 139, 249, 341, 443, 515, 607, 659, 787, 883, 961

0601.6.2 Identify/infer the stated or implied main idea of an informational text and identify the details supporting it.

SE/TE: Main Idea, lxxx, 4, 7, 469, 473, 475, 477, 482, 485, 489, 493, 495, 499, 500, 502, 503, 506, 507, 510; Determine Central Ideas in Nonfiction, 7, 16, 17, 19; Types of Details, 16, 17, 18, 381, 382, 383; Analyzing the Development of Key Ideas, 381, 382, 383, 385, 387, 390, 392, 474, 483; After You Read, 393; Critical Thinking, (Key Ideas and Details), 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524

0601.6.3 Recognize clear, but subtly stated relationships among ideas (e.g., cause/effect, comparative, sequential) in informational texts.

SE/TE: Comparison–and–Contrast Article, 334–338; Identify cause and effect, 432; Compare and Contrast, 402, 414, 484, 506

0601.6.4 Make inferences and draw conclusions.

SE/TE: After You Read, 393; Critical Thinking, (nonfiction), 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524

0601.6.5 Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.

SE/TE: For related material see: Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733

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0601.6.6 Summarize and critique texts (informational and literary).

SE/TE: Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733; also see: Summary of literature, 735

0601.6.7 Identify and analyze the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).

SE/TE: Organization: chronological, 156; step-by-step, 463; also see: Informational Texts, 66–70, 134–138, 244–248, 334–348, 438–442, 512–514, 602–606, 656–658, 782–786, 878–882, 958–960

0601.6.8 Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–19; Elements of Nonfiction, 378–379; Literary Analysis Workshop: Types of Nonfiction, 380–393; Informational Texts, 66–70, 134–138, 244–248, 334–348, 438–442, 512–514, 602–606, 656–658, 782–786, 878–882, 958–960; Biography and Autobiography, 444, 446, 447, 449, 451, 453, 454, 455, 456, 458, 459; Autobiographical Essay, 395, 400, 403, 407, 410, 413, 415; Expository Essay, 419, 425, 430, 431, 433

0601.6.9 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of contents, footnotes, illustrations).


0601.6.10 Comprehend and interpret quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.

SE/TE: Atlas, 135–136, 139; Annotated map, 339, 341; Street map, 960, 961; Instruction manual, 603, 605; Textbook, 247, 249

0601.6.11 Follow instructions in informational texts.

SE/TE: Informational Texts: Instruction Manual & Contest Entry Form, 602–606; see all Performance Tasks, 170, 171, 370, 371, 542, 543, 684, 685, 1006, 1007

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SPI 0601.6.1 Formulate clarifying questions for use before, during, and after reading.

SE/TE: Questions, 271, 419, 561, 615, 857; Ask Questions, lxvi ; Comparing Informational Texts, 71, 139, 249, 341, 443, 515, 607, 659, 787, 883, 961; After You Read, 393; Critical Thinking, (nonfiction), 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524

SPI 0601.6.2 Identify the main idea and supporting details in a text.

SE/TE: Main Idea, lxxx, 4, 7, 469, 473, 475, 477, 482, 485, 489, 493, 495, 499, 500, 502, 503, 506, 507, 510; Determine Central Ideas in Nonfiction, 7, 16, 17, 19; Types of Details, 16, 17, 18, 381, 382, 383; Analyzing the Development of Key Ideas, 381, 382, 383, 385, 387, 390, 392, 474, 483

SPI 0601.6.3 Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).


SPI 0601.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams).

SE/TE: Atlas, 135–136, 139; Annotated map, 339, 341; Street map, 960, 961; Instruction manual, 603, 605; Textbook, 247, 249

SPI 0601.6.5 Locate and verify information in text to support inferences, opinions, predictions, and conclusions.

SE/TE: After You Read, 393; Critical Thinking, (nonfiction), 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524

SPI 0601.6.6 Select the best summary of a text.

SE/TE: For related material see: Summarizing, 705, 709, 711, 716, 718, 719, 722, 726, 728, 732, 733

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SPI 0601.6.7 Recognize that purpose determines text format.

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–19; Elements of Nonfiction, 378–379; Literary Analysis Workshop: Types of Nonfiction, 380–393; Informational Texts, 66–70, 134–138, 244–248, 334–348, 438–442, 512–514, 602–606, 656–658, 782–786, 878–882, 958–960; Biography and Autobiography, 444, 446, 447, 449, 451, 453, 454, 455, 456, 458, 459; Autobiographical Essay, 395, 400, 403, 407, 410, 413, 415; Expository Essay, 419, 425, 430, 431, 433

SPI 0601.6.8 Choose the correct order of a set of instructions.

SE/TE: Informational Texts: Instruction Manual & Contest Entry Form, 602–606; also see: Performance Tasks, 170, 171, 370, 371, 542, 543, 684, 685, 1006, 1007

Standard 7 - Media

Grade Level Expectations GLE 0601.7.1 Analyze media for their ability to inform, persuade, and entertain.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Web Site & News Article, 66–70; Evaluating a Persuasive Message, 364–365; Online Article, 782–787; Advertisement, evaluate, 365; also see: Informational Texts: Recognize Propaganda, 512–515; Media Literacy Handbook, lxxxvi–xci

GLE 0601.7.2 Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.

SE/TE: Opportunities to address this standard may be found in the following: Response to drama/review, 779; Media sources, review, 527, 669, 801; Communications Workshop: Evaluating a Persuasive Message, 364–365; Web Site & News Article, 66–70; Advertisement, evaluate, 365; Media Literacy Handbook, lxxxvi–xci

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GLE 0601.7.3 Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, music) carry or influence messages in various media.

SE/TE: Response to drama/review, 779; Media sources, review, 527, 669, 801; Communications Workshop: Evaluating a Persuasive Message, 364–365; Web Site & News Article, 66–70; Advertisement, evaluate, 365; Media Literacy Handbook, lxxxvi–xci

GLE 0601.7.4 Apply and adapt the principles of written composition to create coherent media productions.

SE/TE: Multimedia Report, 906–911; Research Project, 417, Informative Presentation, 487, Illustrated Booklet, 583, Annotated Bibliography, 875, Written and Visual Report, 955; Performance Tasks: Multimedia Presentation, 685; Create a Graphic, 543; Visual Presentation, 371; Media Literacy Handbook, lxxxvi–xci

Checks for Understanding (Formative/Summative Assessment) 0601.7.1 Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production; evaluate the effectiveness of the techniques.


0601.7.2 Identify, analyze, and discuss the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media and explain how the elements support or conflict with each other.

SE/TE: Opportunities to address this standard may be found on pages: Response to drama/review, 779; Media sources, review, 527, 669, 801; Communications Workshop: Evaluating a Persuasive Message, 364–365; Web Site & News Article, 66–70; Advertisement, evaluate, 365; Media Literacy Handbook, lxxxvi–xci

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0601.7.3 Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television/film or layout, pictures, and typeface in print materials) in various media, and explain how they carry or influence messages.


0601.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features.


0601.7.5 Demonstrate an awareness of audience needs through choice of medium and the selection of images, words, and sounds.


0601.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions.

SE/TE: Writing Workshop: Multimedia Report, 906–911; Written and Visual Report, 955


SPI 0601.7.1 Select the medium that best reinforces a viewpoint or enhances a presentation.

SE/TE: Writing Workshop: Multimedia Report, 906–911; Written and Visual Report, 955; Performance Tasks: Multimedia Presentation, 685; Create a Graphic, 543; Visual Presentation, 371; Media Literacy Handbook, lxxxvi–xci

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SPI 0601.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation.

SE/TE: Pictures/illustrations, add, 855; Main point, illustrate, 875; Illustrations, include, 583; Facts, illustrate, 735; Visual aids, use, 487; Timeline, develop, 331; Writing Workshop: Multimedia Report, 906–911; Performance Tasks: Multimedia Presentation, 685; Create a Graphic, 543; Visual Presentation, 371; Media Literacy Handbook, lxxxvi–xci

SPI 0601.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).

SE/TE: For related material see: Response to drama/review, 779; Media sources, review, 527, 669, 801; Communications Workshop: Evaluating a Persuasive Message, 364–365; Web Site & News Article, 66–70; Online Article, 782–787; Advertisement, evaluate, 365; Media Literacy Handbook, lxxxvi–xci

SPI 0601.7.4 Draw an inference from a non-print medium.

SE/TE: For related material see: Response to drama/review, 779; Media sources, review, 527, 669, 801; Communications Workshop: Evaluating a Persuasive Message, 364–365; Media Literacy Handbook, lxxxvi–xci

SPI 0601.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

SE/TE: Communications Workshop: Evaluating a Persuasive Message, 364–365; Advertisement, evaluate, 365; Media Literacy Handbook, lxxxvi–xci

SPI 0601.7.6 Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium.

SE/TE: For related material see: Response to drama/review, 779; Media sources, review, 527, 669, 801; Communications Workshop: Evaluating a Persuasive Message, 364–365; Media Literacy Handbook, lxxxvi–xci

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Standard 8 - Literature

Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature.

SE/TE: Elements of Fiction and Nonfiction, 4–5; Literary Analysis Workshop: Fiction and Nonfiction, 6–19; Elements of a Short Story, 178–179; Literary Analysis Workshop: Short Story, 180–187; Elements of Nonfiction, 378–379; Literary Analysis Workshop: Types of Nonfiction, 380–393; Elements of Poetry, 550–551; Literary Analysis Workshop: Poetry, 552–559; Elements of Drama, 692–693; Literary Analysis Workshop: Drama, 694–703; Elements of Folk Literature, 824–825; Literary Analysis Workshop: Folk Literature, 826–837

GLE 0601.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).


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GLE 0601.8.3 Recognize the conventions of various literary genres.


GLE 0601.8.4 Analyze works of literature for what is suggested about the historical period in which they were written.

SE/TE: Historical Fiction, R16; Research and Technology: Presentation, 331; Comparing Literary Works, 444–461; History Connection, 323, 455

GLE 0601.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme).

SE/TE: Before You Read: Literary Analysis, 21, 43, 93, 111, 189, 219, 271, 301, 395, 419, 469, 489, 561, 585, 621, 637, 705, 745, 839, 857, 913, 933

Checks for Understanding (Formative/Summative Assessment) 00601.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer’s purpose).

SE/TE: Before You Read: Reading Skill, 21, 43, 93, 111, 189, 219, 271, 301, 395, 419, 469, 489, 561, 585, 621, 637, 705, 745, 839, 857, 913, 933

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0601.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each event on future actions in texts.

SE/TE: Plot, 4, 8, 11, 21, 25, 28, 29, 33, 38, 39, 178, 179, 356, 692, 696, 828, 829, 831, 834, 835, 836, 857, 962, R18; Performance Tasks: Analyze the Development of Plot, 370; Analyze Plot Devices, 1006; Analyze Plot Development, 817

0601.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the text.

SE/TE: Foreshadowing, 962; Flashback, 156, 962

0601.8.4 Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts.

SE/TE: Character, 4, 8, 10, 12, 13, 15, 178, 828, 829, 831, 832, 833, 834, 857; Characters in Drama, 692, 694, 695, 696, 697, 698, 699; Character Traits and Actions, 178, 181, 182, 183, 184, 185, 186, 250; Characterization, 178, 181, 182, 189, 194, 196, 203, 206, 208, 209, 210, 215; Performance Tasks: Describe a Character, 370; Analyze a Character, 816

0601.8.5 Explore the concept of moral dilemma (as revealed by character motivation and behavior).

SE/TE: Moral, R16; Characters make decisions in the following stories: “Stray” 24 and “Aaron’s Gift” 318.

0601.8.6 Differentiate between internal and external conflict.

SE/TE: Internal and External Conflict, 178, 180, 219, 239, 695, 696

0601.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots.

SE/TE: Conflicts, 4, 8, 9, 10, 11, 12, 13, 14, 21, 29, 39, 178, 179, 180, 181, 182, 183, 184, 222, 224, 226, 228, 229, 235, 236, 692, 695, 697, 699, 703

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0601.8.8 Identify the plot element of exposition (i.e., introduction of characters, setting, and conflict) in literary texts.

SE/TE: Plot, 4, 8, 11, 21, 25, 28, 29, 33, 38, 39, 178, 179, 356, 692, 696, 828, 829, 831, 834, 835, 836, 857, 962, R18; Performance Tasks: Analyze the Development of Plot, 370; Analyze Plot Devices, 1006; Analyze Plot Development, 817

0601.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts.

SE/TE: Setting, 4, 8, 9, 11, 178, 180, 182, 184, 186, 187, 301, 305, 306, 309, 315, 311, 321, 324, 327, 329, 342, 353, 692, 696, 698, 702, 828, 829, 830, 832, 833; Analyze Setting, 817

0601.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).

SE/TE: Character, 4, 8, 10, 12, 13, 15, 178, 828, 829, 831, 832, 833, 834, 857; Characters in Drama, 692, 694, 695, 696, 697, 698, 699; Character Traits and Actions, 178, 181, 182, 183, 184, 185, 186, 250; Characterization, 178, 181, 182, 189, 194, 196, 203, 206, 208, 209, 210, 215; Performance Tasks: Describe a Character, 370; Analyze a Character, 816

0601.8.11 Identify the narration and point of view (e.g., first person, third person) in literary texts.

SE/TE: Point of View and Narrator, 4, 43, 46, 51, 54, 57, 61, 356, 384, 387, 391, 393, R18; Determine Author’s Purpose and Point of View, 380, 542; Analyze an Author’s Point of View, 171

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0601.8.12 Consider how forms and conventions within genres affect meaning (e.g., poetry, drama, essay).


0601.8.13 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme) figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku).

SE/TE: Figurative Language, 381, 382, 385, 516, 552, 555, 556, 558, 585, 588, 590, 591, 594, 595, 597; Analyze Figurative Language, 684; Personification, 552, 554, 585, 825, 913, 919, 921, 925, 927, 929; Imagery, 552, 608, 627, 633, 660, 857; Onomatopoeia, 551, 554; Sound Devices, 551, 555, 557, 558, 637, 641, 644, 645, 650, 651; Alliteration, 551, 554, 637; Rhythm and Rhyme, 550, 551, 554, 561, 565, 568, 569, 573, 574, 575, 578, 579, 581; Performance Tasks: Analyze Figurative Language, 684; Analyze Sound Devices, 685; Compare Personification, 1007

0601.8.14 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.

SE/TE: Elements of Drama, 692–693; Literary Analysis Workshop: Drama, 694–703; Stage Directions, 692, 696, 697, 699, 745, 748, 749, 751, 752, 754, 757, 763, 764, 766, 771, 773, 776, 777, R19; Dramatic Selections, 697, 708, 748, 790, 796; Dialogue, 692, 696, 697, 701, 705, 711, 712, 714, 716, 720, 722, 723, 724, 727, 728, 730, 731, 733; Performance Tasks: Analyze a Key Scene, 1006

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0601.8.15 Identify and explain the stated or implied theme of a literary text.

SE/TE: Theme, 4, 6, 8, 10, 15, 178, 181, 182, 183, 187, 271, 276, 280, 283, 290, 294, 295, 297, 348, 350, 351, 352, 353, 553, 554, 660, 692, 695, 824, 826, 828, 829, 835, 839, 857, 865, 873, R20; Universal Theme, 824, 826, 837, 933, 939, 945, 946, 951, 953; Analyze Structure and Theme, 553, 827; Determine Theme in Poetry, 554; Determine Themes in Folk Literature, 826, 828; Performance Tasks: Determine the Theme, 170, 370; Compare Themes in Different Genre, 684; Evaluate Theme, 1006; Determine the Theme, 371; Analyze Theme, 1007

0601.8.16 Identify and explain the development of similar themes across two or more literary texts.

SE/TE: Comparing Literary Works: Setting and theme, 342; Universal Theme, 824, 826, 837, 933, 939, 945, 946, 951, 953; Determine Themes in Folk Literature, 826, 828; Performance Tasks: Compare Themes in Different Genre, 684

0601.8.17 Identify the historical period in which a literary text was written and explain the text in light of this understanding.

SE/TE: Historical Fiction, R16; Research and Technology: Presentation, 331; Comparing Literary Works, 444–461; History Connection, 323, 455

0601.8.18 Determine the appropriate meaning of figurative words and phrases (e.g., idioms, metaphors, similes) in passages.

SE/TE: Figurative Language, 381, 382, 385, 516, 552, 555, 556, 558, 585, 588, 590, 591, 594, 595, 597; Analyze Figurative Language, 684; also see: Metaphor, 88, 554; Performance Tasks: Analyze Figurative Language, 684; Analyze Sound Devices, 685; Compare Personification, 1007

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State Performance Indicators SPI 0601.8.1 Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry).


SPI 0601.8.2 Identify the setting and conflict of a passage.

SE/TE: Setting, 4, 8, 9, 11, 178, 180, 182, 184, 186, 187, 301, 305, 306, 309, 315, 311, 321, 324, 327, 329, 342, 353, 692, 696, 698, 702, 828, 829, 830, 832, 833; Analyze Setting, 817; Conflicts, 4, 8, 9, 10, 11, 12, 13, 14, 21, 29, 39, 178, 179, 180, 181, 182, 183, 184, 222, 224, 226, 228, 229, 235, 236, 692, 695, 697, 699, 703

SPI 0601.8.3 Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved.

SE/TE: Plot, 4, 8, 11, 21, 25, 28, 29, 33, 38, 39, 178, 179, 356, 692, 696, 828, 829, 831, 834, 835, 836, 857, 962, R18; Flashback and Foreshadowing, 156, 962, R15; Analyze the Development of Plot, 370; Analyze Plot Devices, 1006; Analyze Plot Development, 817

SPI 0601.8.4 Distinguish between first and third person points of view.

SE/TE: Point of View and Narrator, 4, 43, 46, 51, 54, 57, 61, 356, 384, 387, 391, 393, R18; Performance Tasks: Determine Author’s Purpose and Point of View, 380, 542; Analyze an Author’s Point of View, 171

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SPI 0601.8.5 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).

SE/TE: Plot, 4, 8, 11, 21, 25, 28, 29, 33, 38, 39, 178, 179, 356, 692, 696, 828, 829, 831, 834, 835, 836, 857, 962, R18; Conflicts, 4, 8, 9, 10, 11, 12, 13, 14, 21, 29, 39, 178, 179, 180, 181, 182, 183, 184, 222, 224, 226, 228, 229, 235, 236, 692, 695, 697, 699, 703; Performance Tasks: Analyze the Development of Plot, 370; Analyze Plot Devices, 1006; Analyze Plot Development, 817

SPI 0601.8.6 Identify the stated or implied theme of a literary text.

SE/TE: Theme, 4, 6, 8, 10, 15, 178, 181, 182, 183, 187, 271, 276, 280, 283, 290, 294, 295, 297, 348, 350, 351, 352, 353, 553, 554, 660, 692, 695, 824, 826, 828, 829, 835, 839, 857, 865, 873, R20; ; Analyze Structure and Theme, 553, 827; Determine Theme in Poetry, 554; Determine Themes in Folk Literature, 826, 828; Performance Tasks: Determine the Theme, 170, 370; Compare Themes in Different Genre, 684; Evaluate Theme, 1006; Determine the Theme, 371; Analyze Theme, 1007

SPI 0601.8.7 Analyze figurative language (i.e., hyperbole, simile, metaphor, personification,) within context.

SE/TE: Figurative Language, 381, 382, 385, 516, 552, 555, 556, 558, 585, 588, 590, 591, 594, 595, 597; Analyze Figurative Language, 684; also see: Metaphor, 88, 554; Performance Tasks: Analyze Figurative Language, 684

SPI 0601.8.8 Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition).

SE/TE: Personification, 552, 554, 585, 825, 913, 919, 921, 925, 927, 929; Imagery, 552, 608, 627, 633, 660, 857; Onomatopoeia, 551, 554; Sound Devices, 551, 555, 557, 558, 637, 641, 644, 645, 650, 651; Alliteration, 551, 554, 637; Rhythm and Rhyme, 550, 551, 554, 561, 565, 568, 569, 573, 574, 575, 578, 579, 581

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SPI 0601.8.9 Identify patterns of rhyme and rhythm.

SE/TE: Rhythm and Rhyme, 550, 551, 554, 561, 565, 568, 569, 573, 574, 575, 578, 579, 581

SPI 0601.8.10 Determine the author’s purpose for writing.

SE/TE: Author’s Purpose, 7, 378, 380, 381, 383, 386, 392, 393, 395, 401, 402, 403, 408, 410, 411, 414, 415, 423, 424, 425, 430, 433, 788, 791, 794, 797, 799; Determine Author’s Purpose and Point of View, 380

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