The EMC Masterpiece Series,

Correlation of The EMC Masterpiece Series, Literature and the Language Arts Experiencing Literature Grade 9, 2 nd edition to the Maryland English/Language Arts Grade-level Standards 875 Montreal Way St. Paul, MN 55102 800-328-1452 www.emcp.com

The EMC Masterpiece Series, Literature and the Language Arts Experiencing Literature Correlated for Maryland English/Language Arts Grade-level Standards Grade 9 Goal 1 Reading, Reviewing and Responding to Texts The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. 1.1 The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Recognizing the implications of text features PE/TE: See examples on pages 12-14, 48-49, 108-110, 181-192, and 530-534. Linking appropriate experiences and prior knowledge about the topic, author, or type of material to the text PE/TE: See examples on pages 36, 265, 292-293, 500-501, and 560-561. Identifying an appropriate purpose for reading the text PE/TE: See examples on pages 24, 33, 216, 224, and 545. Identifying questions a reader would expect to be answered by reading the text PE/TE: See examples on pages 436, 446, 729, 736, and 830. Identifying topics of discussion that may enhance a reader's understanding of a text PE/TE: See examples on pages 86, 96, 102, 490, and 575. 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing. Using visual aids PE/TE: See examples on pages 9, 19, 25, 47, 55, 81, Making connections between ideas within the text PE/TE: See examples on pages 10, 15, 22, 27, 31, 35, Making connections between ideas within the text and relevant prior knowledge PE/TE: See examples on pages 36, 265, 292-293, 500-501, and 560-561. Identifying the organizational pattern of the text PE/TE: See examples on pages 427, 474, 482, 545, 551, 667, 731, 952, 954, and 1064-1065. 2

Focusing on similarities or differences in organizational patterns, text/author's purpose, and relevant prior knowledge within or across texts PE/TE: See examples on pages 426-427, 456, 459, 474, 482, 501, 517, 527, 551, 560, 595, 599, 627, 630, and 679. Identifying the meaning of above-grade-level words as they are used in context PE/TE: See examples on pages 347, 730, and 957. Identifying the appropriate meaning of multiple-meaning words as they are used in context PE/TE: See examples on pages 97, 107, 110, 117, 146, 197, 347, 468, 883, and 957-959. Identifying the meaning of phrases as they are used in context PE/TE: See examples on pages 97, 107, 110, 117, and 146. Predicting the development of ideas that might logically be included in the text PE/TE: See examples on pages 10, 108, 178, 299, 472, 551, 684, 763, and 830. 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Summarizing, comparing, contrasting, and synthesizing significant ideas in a text PE/TE: See examples on pages 10, 15, 22, 27, 31, 35, Summarizing or synthesizing significant ideas across texts and drawing conclusions based on the information in more than one text PE/TE: See examples on pages 72, 161, 292, 422, 500, 561, 623, 665, 695, 753, 815, 871, and 947. Drawing conclusions based upon information from the text PE/TE: See examples on pages 15, 115, 222, 272, 280, 408, 444, 454, 482, 515, 570, 666, 684, 743, 800, 836, and 882. Confirming the usefulness or purpose for reading the text PE/TE: See examples on pages 24, 33, 216, 224, and 545. Predicting the development, topics, or ideas that might logically be included if the text were extended PE/TE: See examples on pages 428, 436, 474, 1031, and 1034. 1.1.4 The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. Recognizing the implications of non-print text such as photographs, posters, art reproductions, cartoons, and stills from film or stage productions PE/TE: See examples on pages 505, 507, 509-510, 555-556, 557, 558, and 942-944. Identifying an appropriate purpose for viewing non-print text PE/TE: See examples on pages 505, 507, and 509-510. Confirming the usefulness or purpose for viewing a non-print text 3

PE/TE: See examples on pages 505, 507, and 509-510. Evaluating non-print text as it relates to a print text PE/TE: See examples on pages 509-513 and 514. Focusing on similarities and/or differences in purpose and effect across texts PE/TE: See examples on pages 509-513 and 514. Summarizing, comparing, drawing conclusions about, and synthesizing significant ideas between print and non-print text PE/TE: See examples on pages 509-513 and 514. 1.1.5 The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film. PE/TE: See examples on pages 12-14, 48-49, 108-110, 181-192, 437-443, 457-458, 509-514, and 530-534. 1.2 The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. 1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. Assessment limit: Determining the significance of the following as each contributes to the meaning of a text plot sequence of events (including foreshadowing and flashback), cause-and-effect relationships, and events that are exposition, climax or turning point, resolution (Students will not be asked to label events.) PE/TE: See examples on pages 10, 15, 131, 167, 168, 178, 224, 242, 319, 336, 368, 377, 391, 392, 408, 426, 427, 517, 527, 528, 545, 551, 649, 772, and 783. characters' defining traits, motivations, and developments throughout the text PE/TE: See examples on pages 17, 22, 33, 35, 166, 224, 240, 252, 264, 326, 347, 576, 578, 704, 712, 738, 743, 785, 795, 854, and 859. details that provide clues to the setting, the mood created by the setting, and the role the setting plays in the text PE/TE: See examples on pages 166, 168, 178, 180, 196, 326, 347, 428, 434, 508, 738, 743, 772, 891, 900, 908, 921, 935, and 936. conflicts that motivate characters and those that serve to advance the plot PE/TE: See examples on pages 167, 180, 196, 198, 214, 298, 436, 444, 704, 712, 722, 729, 785, 795, 854, and 859. the perspective of the author or speaker as well as the effects of first or third person narration and multiple narrators within and across text(s) PE/TE: See examples on pages 242, 427, 428, 434, 446, 484, 489, 584, 586, 639, 647, 731, 736, 844, 884, and 889. 4

1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author s purpose. Assessment limit: Identifying and/or explaining the significance of the following as each contributes to the author's purpose a particular speaker in a text PE/TE: See examples on pages 92, 95, 572, 574, 797, and 800. the arrangement of ideas in a particular way PE/TE: See examples on pages 78-79, 166, 296-297, and 426-427. the arrangement of words or phrases PE/TE: See examples on pages 272, 882, and 898. words that convey author's purpose PE/TE: See examples on pages 97, 101, 110, 117, 146, and 468. syntax, words, and syllables that create rhythm to reveal the meaning of the text PE/TE: See examples on pages 78 and 79. implied meaning or particular image associated with a particular word or phrase PE/TE: See examples on pages 92, 95, 632, 637, 714, 720, 844, and 852. 1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author's purpose. Assessment limit: Identifying and/or explaining the effect and/or effectiveness of the following as each contributes to the author's purpose repetition PE/TE: See examples on pages 52, 58, 80, 85, 461, 466, 584, 586, 699, 702, 832, and 836. exaggeration PE/TE: See examples on pages 216, 222, 252, and 264. parallelism PE/TE: See example on page 1075. allusion PE/TE: See examples on pages 52, 58, 601, 612, and 713. analogy PE/TE: See examples on pages 627, 630, 679, and 684. figurative language PE/TE: See examples on pages 97 and 101. transitions PE/TE: See example on page 1082. choice of details PE/TE: See examples on pages 15, 27, 31, 35, 101, 272, 407, 570, 593, 882, and 898. syntax 5

PE/TE: See example on page 986. organizational patterns PE/TE: See examples on pages 474, 482, 517, 527, 545, 667, and 731. structural features PE/TE: See examples on pages 474, 482, 517, 527, 545, 667, and 731. 1.2.4 The student will identify and/or explain connections between and among themes and/or styles of two or more texts. Analyzing the similarities or differences in styles (e.g., formal, informal, conversational, scholarly, journalistic, poetic) of two or more texts PE/TE: See examples on pages 72, 154, 160, 286, 292, 413, 422, 493, 500, 554-555, 560, 622, 687, 694, 752, 808, 815, 870, 941, 946, and 962. Analyzing the similarities or differences in themes of two or more texts PE/TE: See examples on pages 73, 161, 292, 422, 500, 561, 622, 623, 695, 753, 814, 871, and 947. Analyzing the ways in which different texts illustrate a similar theme PE/TE: See examples on pages 73, 161, 292, 422, 500, 561, 622, 623, 695, 753, 814, 871, and 947. 1.2.5 The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. Identifying and/or explaining ideas and issues of a text or across texts that may have implications for readers or contemporary society PE/TE: See examples on pages 73, 161, 292, 500, 561, 623, 695, 753, 814, 871, and 947. Extending ideas found in a text or across texts by connecting them to ideas that have personal or societal relevance PE/TE: See examples on pages 73, 161, 292, 434, 444-445, 454, 459, 466, 482-483, 500, 515, 527, 561, 623, 695, 731, 753, 814, 871, and 947. 1.2.6 The student will extend or further develop meaning by comparing texts presented in different media. PE/TE: See examples on pages 16, 32, 44, 106, 112, 215, 241, 251, 281, 409, 435, 445, 467, 473, 483, 490, 516, 528, 537, 571, 575, 579, 600, 613, 638, 657, 666, 678, 703, 721, 771, 784, 796, 806, 831, 909, and 936. 1.3 The student will explain and give evidence to support perceptions about print and non-print works. 6

1.3.1 The student will explain how language and textual devices create meaning. PE/TE: See examples on pages 97, 101, 107, 113, 115, 266, 272, 274, 280, 392, 408, 588, 593, 679, 875, 882, and 891. 1.3.2 The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references. PE/TE: See examples on pages 36, 44, 600, 713, 801 and within Respond to the Selection on pages 9, 15, 21, 27, 30, 35, 1.3.3 The student will identify features of language that create tone and voice. Analyzing the effects of certain words and phrases on the tone or voice of a text or across texts PE/TE: See examples on pages 97, 101, 107, 113, 115, 266, 272, 274, 280, 392, 408, 588, 593, 679, 875, 882, and 891. Identifying similarities or differences in the overall tone created by language choices throughout a text or across texts PE/TE: See examples on pages 446, 454, 538, 543, 679, 699, 702, 713, 757, 760-761, 838, and 842. 1.3.4 The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a non-print medium are used to create meaning and evoke response. PE/TE: See examples on pages 297 and 348. 1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures. Identifying the experiences, emotions, issues and ideas in a text or across texts that give rise to universal literary themes PE/TE: See examples on pages 72, 166, 291, 422, and 994. Considering the influence, effect, or impact of historical, cultural, or biographical information on a text (will not be dependent on student's prior knowledge) PE/TE: See examples on pages 85, 111, 178, 211, 222, 304, 306, 309, 310, 324, 375, 428, 436, 444, 446, 466, 515, 580, 583, 595, 637, 720, 736, 830, and 919. 1.3.6 The student will assess the literary merit of a text. PE/TE: See examples on pages 721, 737, and 801. Goal 2 Composing in a Variety of Modes The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. 7

2.1 The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas. 2.1.1 The student will compose to inform by using appropriate types of prose. Composing to explain an idea or examine a topic PE/TE: See examples on pages 28, 36, 62-71, 151-159, 179, 197, 284-290, 412-420, 544, 587, 614-621, 686-693, and 745-751. using description to support the writing purpose PE/TE: See examples on pages 59, 62-71, 544, 614-621, and 861-869. using personal ideas to support the writing purpose PE/TE: 63, 154, 286, 413, 615, 746, 808, 862-863, and 941. Composing to meet the criteria of the ECR rubric PE/TE: See examples on pages 62-71, 151-159, 284-290, 412-420, 491-498, 614-621, 686, 693, 745-751, 807-813, 861-869, and 937-943. fulfilling the writing purpose as stated in the prompt PE/TE: See examples on pages 64, 152-153, 287-288, 413-414, 492-493, 555, 615-616, 687-688, 746, 808, 863, and 941-942. including relevant and complete support of ideas PE/TE: See examples on pages 64, 152-153, 287-288, 413-414, 492-493, 555, 615-616, 687-688, 746, 808, 863, and 941-942. organizing appropriately for the writing purpose PE/TE: See examples on pages 65-66, 153-154, 587-288, 414, 493, 556616, 689, 747, 809, 864, and 942. using language carefully and correctly PE/TE: See examples on pages 66-67, 69, 155, 157, 288, 289, 415, 417, 494, 495-496, 556, 558, 616-617, 619, 689-690, 749, 809, 811, 864-865, 867, 942, and 943. demonstrating attention to audience understanding and interest PE/TE: See examples on pages 63, 154, 286, 414, 492, 555, 614, 615, 687, 746, 808, 863, and 941. having no errors in usage or conventions that interfere with meaning PE/TE: See examples on pages 69, 157, 289, 495-496, 558, 619, 690, 811, 867, and943. 2.1.2 The student will compose to describe, using prose and/or poetic forms. PE/TE: See examples on pages 23, 44, 86, 106, 116, 273, 347, 391, 516, 579, 587, 721, 784, 801, 806, and 837. 2.1.3 The student will compose to express personal ideas, using prose and/or poetic forms. PE/TE: See examples on pages 23, 44, 86, 106, 116, 273, 347, 391, 516, 579, 587, 721, 784, 801, 806, and 837. 8

2.1.4 The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies. Composing to state and support, refute, or modify a position PE/TE: See examples on pages 284-290, 491-498, and 745-751. using description to support the writing purpose PE/TE: See examples on pages 288, 494, and 749. using personal ideas to support the writing purpose PE/TE: See examples on pages 286, 493, and 746. Composing to meet the criteria of the ECR rubric PE/TE: See examples on pages 284-290, 491-498, and 745-751. fulfilling the writing purpose as stated in the prompt PE/TE: See examples on pages 286-287, 492, and 746. including relevant and complete support of ideas PE/TE: See examples on pages 286-287, 492, and 746. organizing appropriately for the writing purpose PE/TE: See examples on pages 287-288, 493, and 747. demonstrating attention to audience understanding and interest PE/TE: See examples on pages 286, 492, and 746. having no errors in usage or conventions that interfere with meaning PE/TE: See examples on pages 289 and 495-496. 2.2 The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers. 2.2.1 The student will use a variety of prewriting strategies to generate and develop ideas. Identifying an appropriate prewriting strategy for a specific purpose or topic PE/TE: See examples on pages 63-65, 152-153, 286-287, 413-414, 492-493, 554-555, 615-616, 687-688, 746, 808, and 862-863. Identifying relevant sources of information PE/TE: See examples on pages 688, 689-690, 693, and 1047. 2.2.2 The student will select and organize ideas for specific audiences and purposes. Selecting a logical sequence of ideas or sentences PE/TE: See examples on pages 66, 152-154, 286-288, 413-414, and 969. Determining an appropriate organizational structure emphasizing purpose and/or audience PE/TE: See examples on pages 64-66, 152, 154, 286-288, 413-414, and 966-967. Selecting or deleting information to suit a given purpose or audience PE/TE: See examples on pages 69, 157, 290, 869, and 970. 9

Identifying the logical placement of a sentence or paragraph within a text PE/TE: See examples on pages 67-71, 265, 273, 281, 865, and 867. 2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness. Completing or expanding ideas PE/TE: See examples on pages 69, 157, 289, 495-496, 558, 619, 690, 811, 867, 943, 960, and 975-976. logical coordination of ideas PE/TE: See examples on pages 69, 157, 289, 495-496, 558, 619, 690, 811, 867, 943, 960, and 975-976. subordination to replace excessive coordination PE/TE: See examples on pages 62-68, 552, 713, 721, 730, 1004, 1005, 1006, and 1008. logical or succinct subordination PE/TE: See examples on pages 62-68, 552, 713, 721, 730, 1004, 1005, 1006, and 1008. subordination to show space or time, cause or effect, condition, or concession PE/TE: See examples on pages 552, 721, and 730. sequence of ideas in a sentence for effectiveness and emphasis PE/TE: See examples on pages587, 721, 867-869, and 993. conciseness (eliminating redundancy, superfluous words and phrases, and awkward constructions) PE/TE: See examples on pages 69, 157, 289, 495-496, 558, 619, 690, 811, 867, 943, 960, and 975-976. Attending to audience PE/TE: See examples on pages 63, 154, 286, 414, 492, 555, 614, 615, 687, 746, 808, 863, and 941. elaboration or support sentences PE/TE: See examples on pages 69, 157, 289, 495-496, 558, 619, 690, 811, 867, 943, 960, and 975-976. transitional devices between sentences and paragraphs PE/TE: See examples on pages 495-497 and 973. coherence (focusing on a central idea) PE/TE: See examples on pages 69-71, 157, 289, 417, and 495-497. clear connectors PE/TE: See examples on pages 67-68, 495-497, 713, 973, and 983. word choice PE/TE: See examples on pages 157, 289, 417, 495-497, and 558-559. inverted word order for effectiveness PE/TE: See examples on pages 157, 289, 417, 495-497, and 558-559. 10

Controlling language structures PE/TE: See examples on pages 28, 32, 86, 96, 96, 116, 179, 435, 445, 613, and 749. clear placement of modifiers PE/TE: See examples on pages 112, 418-419, 619-620, 883, 982-983, 997-998, and 1003-1004. shifts in person, number, and tone PE/TE: See examples on pages 994-995, and 996-997. misplaced and dangling modifiers PE/TE: See examples on pages 619-620 and 997. 2.2.4 The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions. PE/TE: See examples on pages 96, 116, 122, 467, 575, 587, 666, 713, 721, and 837. 2.2.5 The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions. Assessment limit: Using resources to select and use appropriate language avoiding the use of trite expressions and clichés PE/TE: See examples on pages 325 and 959. using smooth and informative transitions PE/TE: See examples on pages 28, 215, 460, 600, and 920. arranging parallel elements appropriately and effectively PE/TE: See examples on pages 28, 215, 460, 600, and 920. selecting appropriate use of active or passive voice PE/TE: See examples on pages 28, 215, 460, 600, and 920. selecting an appropriate word for a given purpose PE/TE: See examples on pages 28, 215, 460, 600, and 920. 2.2.6 The student will prepare the final product for presentation to an audience. PE/TE: See examples on pages 28, 179, 325, 409, 445, 460, 467, 537, 594, 657, 806, 883, 920, and 936. 2.3 The student will locate, retrieve, and use information from various sources to accomplish a purpose. 2.3.1 The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. Assessment limit: Determining the appropriateness of a resource to accomplish a purpose dictionary PE/TE: See examples on pages 579, 685, and 957-958. 11

thesaurus PE/TE: See example on page 1039. encyclopedia PE/TE: See examples on pages 685 and 1040. magazines PE/TE: See examples on pages 273, 600, and 631. newspapers PE/TE: See examples on pages 504, 935, 936, and 1041-1042. fiction and nonfiction books PE/TE: See examples on pages 22, 43, 214, 250, 346, 459, 536, 551, 630, and 656. card catalogue (traditional and electronic) PE/TE: See example on page 1039. on-line websites and electronic resources PE/TE: See examples on pages 112, 241, 537, 575, 703, 784, 796, 909, 1040-1041, 1043, and 1046. 2.3.2 The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. PE/TE: See examples on pages 86, 112, 197, 241, 445, 467, 473, 490, 582, 537, 575, 579, 631, 648, 657, 703, 784, 796, 831, 909, 936, 1040-1041, 1043, and 1046. 2.3.3 The student will use a systematic process for recording and documenting information. Assessing the advantages, disadvantages, or limitations of sources of information (e.g., comprehensiveness, honesty, reliability, bias, accuracy, availability, variety, currency, multiple points of view) PE/TE: See examples on pages 600, 631, 648, 657, 721, 843, 890, and 920. Identifying information to include or exclude in a reference citation when using either traditional or electronic sources of information PE/TE: See examples on pages 552, 688, 688-691, 703, 796, 831, 958, and 1045-1048. Determining information that should be documented PE/TE: See examples on pages 552, 600, 631, 648, 657, 688, 688-691, 703, 721, 796, 831, 843, 890, 920, 958, and 1045-1048. 2.3.4 The student will take a position and support it with documented information from an authoritative source. PE/TE: See examples on pages 241, 467, 483, 491-498, 506, 600, 745-751, 920, 961, and 1028. 2.3.5 The student will synthesize information from two or more sources to fulfill a self-selected or given purpose. 12

PE/TE: See examples on pages 24, 51, 96, 151, 215, 265, 284, 686, 693, 961, and 974. Goal 3 Controlling Language The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking. 3.1 The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language. 3.1.1 The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes. PE/TE: See examples on pages 537, 657, 806, and 936. 3.1.2 The student will describe how intonation, pitch, volume, pause, and rate all influence meaning. PE/TE: See examples on pages 197 and 1015. 3.1.3 The student will determine grammatical classification of words by using meaning, position, form, and function. Assessment limit: Using the position and form to determine the function or classification of words and phrases subjects and objects: noun, pronoun, gerund, infinitive, appositive, simple, compound PE/TE: See examples on pages 23, 36, 59, 86, 106, 122, 155-156, 223, 273, 288, 544, 575, 613, 703, 730, 737, 744, 853, 909, 983, 987, 988-990, 994, 999-1000, 1005, 1006, and 1007. predicates: verb, verb phrase, simple, compound PE/TE: See examples on pages 32, 59, 179, 223, 418-419, 516, 631, 638, 648, 685, 744, 837, 909, 983-984, 987, 988-990, 994-996, and 1001-1003. modifiers: adjective (including pronouns used as adjectives), adverb, prepositional phrase, participle, infinitive, article PE/TE: See examples on pages 112, 418-419, 455, 544, 619-620, 737, 843, 883, 982-983, 988, 990, 997-998, 1003-1004, and 1006-1007. conjunctions: coordinating, subordinating, correlative, and conjunctive adverbs PE/TE: See examples on pages 67-68, 713, 721, 730, 983, 1004-1005, and 1008. 3.1.4 The student will differentiate grammatically complete sentences from non-sentences. Identifying sentence fragments PE/TE: See examples on pages 28, 579, and 991. Identifying run-on sentences, including fused sentences and comma splices PE/TE: See examples on pages 558, 559, 594, and 991-992. 13

Completing inappropriate sentence fragments PE/TE: See examples on pages 28, 579, and 991. 3.1.5 The student will incorporate subjects, predicates, and modifiers when composing original sentences. PE/TE: See examples on pages 23, 32, 36, 59, 67-68, 86, 106, 122, 155-156, 179, 223, 273, 288, 418-419, 516, 544, 575, 613, 631, 638, 648, 685, 703, 713, 721, 730, 737, 744, 837, 853, 909, 983-984, 987, 988-990, 994-996, 999-1000, 1001-1003, 1004-1005, 1006, 1007, and 1008. 3.1.6 The student will compound various sentence elements subjects, predicates, modifiers, phrases, and clauses to link or contrast related ideas. Assessment limit: Combining sentences through the use of logical coordination PE/TE: See examples on pages 23, 32, 36, 59, 67-68, 86, 106, 122, 155-156, 179, 223, 273, 288, 418-419, 516, 544, 575, 613, 631, 638, 648, 685, 703, 713, 721, 730, 737, 744, 837, 853, 909, 983-984, 987, 988-990, 994-996, 999-1000, 1001-1003, 1004-1005, 1006, 1007, and 1008. logical and effective subordination PE/TE: See examples on pages 23, 32, 36, 59, 67-68, 86, 106, 122, 155-156, 179, 223, 273, 288, 418-419, 516, 544, 575, 613, 631, 638, 648, 685, 703, 713, 721, 730, 737, 744, 837, 853, 909, 983-984, 987, 988-990, 994-996, 999-1000, 1001-1003, 1004-1005, 1006, 1007, and 1008. logical sequencing of ideas PE/TE: See examples on pages 23, 32, 36, 59, 67-68, 86, 106, 122, 155-156, 179, 223, 273, 288, 418-419, 516, 544, 575, 613, 631, 638, 648, 685, 703, 713, 721, 730, 737, 744, 837, 853, 909, 983-984, 987, 988-990, 994-996, 999-1000, 1001-1003, 1004-1005, 1006, 1007, and 1008. 3.1.7 The student will vary sentence types simple, compound, complex, and compound/complex to sustain reader or listener interest. PE/TE: See examples on pages 67-71, 265, 273, 281, 435, 558-559, 594, and 986-993. 3.1.8 The student will expand sentences by positioning phrases and clauses to accomplish a purpose. Assessment limit: Expanding sentences by using correctly placed modifiers, including appositives, verbals, dependent clauses, and restrictive or nonrestrictive clauses PE/TE: See examples on pages 761, 771, 784, 796, 801, 806, 992, and 1007-1008. 3.1.9 The student will recognize, combine, and transform basic sentence patterns to vary sentence structure, to emphasize selected ideas, and to achieve syntactic maturity. 14

PE/TE: See examples on pages 23, 32, 36, 59, 67-68, 86, 106, 122, 155-156, 179, 223, 273, 288, 418-419, 516, 544, 575, 613, 631, 638, 648, 685, 703, 713, 721, 730, 737, 744, 837, 853, 909, 983-984, 987, 988-990, 994-996, 999-1000, 1001-1003, 1004-1005, 1006, 1007, and 1008. 3.2 The student will identify how language choices in writing and speaking affect thoughts and feelings. 3.2.1 The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose. PE/TE: See examples on pages 325, 409, 748-750, and 980. 3.2.2 The student will differentiate connotative from denotative meanings of words. Assessment limit: Determining implied meaning(s) or image(s) associated with a particular word or phrase PE/TE: See examples on pages 745, 959, 1066, and 1067. Will not focus on the meaning of above-grade-level words 3.2.3 The student will describe how readers or listeners might respond differently to the same words. PE/TE: See examples on pages 1015, 1021, and 1022. 3.2.4 The student will describe regional and social language differences. PE/TE: See examples on pages 1015, 1021, and 1022. 3.2.5 The student will describe the impact of regional and social variations of language on listener or reader response. PE/TE: See examples on pages 1015, 1021, and 1022. 3.3 The student will use capitalization, punctuation, and correct spelling appropriately. 3.3.1 The student will edit texts for spelling, capitalization, and punctuation. Assessment limit: Using internalized knowledge to identify and correct errors spelling of commonly confused words PE/TE: See examples on pages 289, 977, and 1013-1014. end punctuation PE/TE: See examples on pages 528, 558-559, 831, and 1009. commas: in a series, after introductory elements, setting off appositives and parenthetical statements, in dates and places, before coordinating conjunctions in compound sentences PE/TE: See examples on pages 528, 558-559, 831, and 1009-1010. semicolons between closely-related main clauses PE/TE: See example on page 1010. 15

semicolon and comma in compound sentence with a conjunctive adverb PE/TE: apostrophes PE/TE: See example on page 1010. capitalization: proper nouns, proper adjectives, geographic places, businesses, organizations and institutions PE/TE: See examples on pages 1011-1013. 3.3.2 The student will use available resources to correct or confirm revisions and/or editorial choices. Using a resource for all punctuation or capitalization skills not internalized or for rules that may be in flux PE/TE: See examples on pages 1009-1011 and 1011-1013. Using a resource for standard English usage PE/TE: See examples on pages 980-1014. agreement of subject and verb PE/TE: See examples on pages 157, 287-289, and 994-995. agreement of pronoun and antecedent PE/TE: See examples on pages 147, 156-157, 348, and 997. clear pronoun reference PE/TE: See examples on pages 999-1001. appropriate case of nouns and pronouns PE/TE: See examples on pages 106, 122, 155-156, 223, 288, 575, 613, 703, 737, 983, 988, 990, 994, 999-1000, and 1006. appropriate and consistent verb tenses PE/TE: See examples on pages 32, 59, 179, 223, 418-419, 516, 631, 638, 648, 685, 744, 837, 909, 983-984, 987, 988-990, 994-996, and 1001-1003. Using a resource to apply other common rules of language usage that are grade appropriate PE/TE: See examples on pages 998-999. Using a resource for standard English in place of nonstandard English and slang PE/TE: See example on page 980. Goal 4 Evaluating the Content, Organization, and Language Use of Texts The student will demonstrate the ability to evaluate the content, organization, and language use of texts. 4.1 The student will describe the effect that a given text, heard or read, has on a listener or reader. 4.1.1 The student will state and explain a personal response to a given text. 16

Explaining the effectiveness of text(s) in accomplishing a purpose PE/TE: See examples on pages29, 31, 103, 105, 426, 456, 474, 482, 517, 527, 595, 599, 627, 630, 649, 656, 722, and 729. Explaining connections within or between texts PE/TE: See examples on pages 15, 31, 90, 115, 146, 222, 324, 444, 583, and 593. Selecting and explaining appropriate textual evidence that supports a personal response PE/TE: See examples on pages 517, 539-542, and 545-551. specific words and phrases PE/TE: See examples on pages 272, 882, and 898. details PE/TE: See examples on pages 15, 27, 31, 35, 101, 272, 407, 570, 593, 882, and 898. scenes PE/TE: See example on page 298. Images PE/TE: See examples on pages 92, 95, 632, 637, 714, 720, 844, and 852. symbols PE/TE: See examples on pages 24, 27, 107, 110, 588, 593, 714, and 720. 4.2 The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices. 4.2.1 The student will assess the effectiveness of diction that reveals an author's purpose. Assessment limit: Evaluating author's choice of words, phrases, sentences, and word order for a particular audience or effect PE/TE: See examples on pages 467, 556-557, 559, 600, 613, and 638. for a given purpose PE/TE: See examples on pages 272, 882, 898, and 955. to extend meaning in a context PE/TE: See examples on pages 29, 31, 103, 105, 426, 456, 459, 474, 482, 517, 527, 595, 599, 627, 630, 649, 656, 722, and 729. to provide emphasis PE/TE: See examples on pages 96, 112, 122, 466, and 467. 4.2.2 The student will explain how the specific language and expression used by the writer or speaker affects reader or listener response. PE/TE: 4.2.3 The student will evaluate the use of transitions and their effectiveness in a text. PE/TE: See examples on pages 495-497 and 1082. 17

4.2.4 The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text. PE/TE: See examples on pages 52, 58, 80, 85, 461, 466, 584, 586, 699, 702, 832, and 836. 4.3 The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose. 4.3.1 The student will alter the tone of a text by revising its diction. Assessment limit: Selecting appropriate revisions of words and phrases tone (e.g., humorous, urgent, official, authoritative, more or less critical, commanding, diplomatic, detached, resentful, sympathetic, formal, informal) PE/TE: See examples on pages 446, 454, 538, 699, 702, 838, and 842. purpose (inform, persuade, express personal ideas) PE/TE: See examples on pages 29, 31, 103, 105, 426, 456, 459, 474, 482, 517, 527, 595, 599, 627, 630, 649, 656, 722, 729, and 961. audience (e.g., peer, adult, child, official authority) PE/TE: See examples on pages 63, 154, 286, 414, 492, 555, 614, 687, 746, 808, 863, and 941. 4.3.2 The student will justify revisions in syntax and diction from a previous draft of a text by explaining how the change affects meaning. PE/TE: See examples on pages 28, 215, 460, 600, and 920. 4.3.3 The student will alter a text to present the same content to a different audience via the same or different media. PE/TE: 4.3.4 The student will compare the differences in effect of two texts on a given subject. PE/TE: See examples on pages 28, 51, 265, and 409. 18