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Prentice Hall Literature, The Penguin Edition,

Grade 7 © 2007

C O R R E L A T E D T O

West Virginia Reading and English Language Arts Content Standards and Objectives

Grade 7

G r a d e 7

INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: Prentice Hall SUBJECT: Reading/Literature SPECIFIC GRADE: 7 COURSE: English Language Arts TITLE: Literature: The Penguin Edition, Grade 7 COPYRIGHT DATE: 2007 SE ISBN: 0-13-131714-8 TE ISBN: 0-13-131753-9

GENERIC EVALUATION CRITERIA GROUP VI – 2007 TO 2013

Reading/Literature K-12

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

Ernesto Galarza from Barrio Boy begins on p. 70; Julia Alvarez My First Free Summer begins on p. 118; Alex Haley My Furthest-Back Person begins on p. 125; Bill Cosby Was Tarzan a Three-Bandage Man? begins on p. 147; Amy Tan Two Kinds from The Joy Luck Club begins on p. 231; Gary Soto Seventh Grade begins on p. 250; Piri Thomas Amigo Brothers begins on p. 283; Laurence Yep Ribbons begins on p. 307; Shinichi Hoshi He—y, Come on O–ut begins on p. 328; Nancy Masterson Sakamoto Conversational Ballgames begins on p. 379; Chief Dan George I Am a Native of North America begins on p. 390; Alice Walker In Search of Our Mothers’ Gardens begins on p. 397; Barbara Jordan All Together Now begins on p. 443; Matsuo Bashò Three Haiku begins on p.

529; Langston Hughes Mother to Son begins on p. 543;

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Cynthia Rylant Papa’s Parrot begins on p. 26; Annie Dillard from An American Childhood begins on p. 52; Lucille Clifton The Luckiest Time of All begins on p. 61; Anna Quindlen Melting Pot begins on p. 144; Amy Tan Two Kinds from The Joy Luck Club begins on p. 231; Joan Aiken The Third Wish begins on p. 274; Nancy Masterson Sakamoto Conversational Ballgames begins on p. 379; Alice Walker In Search of Our Mothers’ Gardens begins on p. 397; Barbara Jordan All Together Now begins on p. 443; Nikki Giovanni Winter begins on p. 527; Eve Merriam Weather begins on p. 584; Juliet Piggott Wood Popocatepetl and Ixtlaccihuatl begins on p. 857

GROUP VI – 2007 TO 2013

Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills

Reading Informational Materials, 46, 138, 218, 296, 406, 552, 614, 732, 780, 844, 908; Writing Workshops: Comparison-and-Contrast Essay, 488–495; Writing for Assessment, 572, 576; Persuasive Essay, 628–635; Multimedia Report, 744–748; Cause-and-Effect Essay, 798–805; Business Letter, 884–888; Research Report, 940–949; Communication Workshop, 162, 346, 496, 636, 806, 950

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

___ ___ ___ ___

B. 21st Century Tools

Reading Informational Materials: Websites, 138–140; Writing Workshop: Multimedia Report, 744–748; also see: Research and Technology, 31, 43, 59, 65, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 549, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927; Using the Internet, R24

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such a e-learning, time management/calendar, collaboration tools)

___ ___ ___ ___

INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of reading/literature at all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP VI – 2007 TO 2013 Reading/Literature, K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will

A. MULTIMEDIA

A wide range of technology resources support every unit and part of the program. These include the following: • In-From the

Author’s Desk DVD which includes in-depth interviews with authors

• Student Express CD-ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

___ ___ ___ ___

options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See next standard for detailed explanation of Internet components of this program. Every unit and part of the program includes a wealth of Internet support. Using in-text links and companion website codes, teachers access: Author Video Clips, Crosswords, selection-specific Self-Tests, and selection-specific Internet Activities. For examples, see http://phschool.com/atschool/literature/ and following the links for each level of the program. In the Teacher’s Edition, links can be found throughout the text, but for examples, please see pp. 25, 91, 191, 273, and 301. In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for all Writing Workshop assignments and can be found at www.phsuccessnet.com as referenced in the Teacher’s Edition text on pp. 82, 154, 264, 428, 489, 572, 628, 798

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

___ ___ ___ ___

and 940 A wide range of technology resources support every unit and part of the program. These include the following: • In-From the






• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See the previous standard for detailed explanation of Internet

3. integrate technology into the curriculum. ___ ___ ___ ___

components of this program. B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

Every selection in the program introduces a reading skill, then reinforces it after the selection. Each of these skills is taught with a graphic organizer supported in the resources materials. For all reading strategies and graphic organizers, please see: Reading Skill, 24, 50, 90, 116, 190, 222, 370, 388, 436, 450, 518, 534, 580, 596, 662, 752, 826, 848, 892, 912; also see the reading skills taught with Reading Informational Materials, 46–48, 138–140, 296–298, 406–408, 552–554, 614–616, 732–734, 780–782, 844–846, 908–910

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

___ ___ ___ ___

Reading Skill (Build Skills), 24, 50, 90, 116, 190, 222, 370, 385, 388, 436, 450, 518, 534, 580, 596, 662, 752, 826, 848, 892, 912; Reading Skill (Apply the Skills), 30, 42, 58, 64, 100, 112, 122, 134, 196, 214, 228, 244, 376, 384, 402, 440, 446, 456, 464, 524, 530, 540, 548, 586, 592, 602, 610, 692, 728, 776, 832, 840, 854, 866, 898, 904, 918, 926; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Reading Informational Materials, 46–48, 138–140, 296–298, 406–

2. promote independent reading skills and study techniques (e.g., DRTA, SQ3R, ReQuest, Feature Analysis, QAR).

___ ___ ___ ___

408, 552–554, 614–616, 732–734, 780–782, 844–846, 908–910 For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 73, 93, 107, 125, and 166. Also see the Professional Development notes as follows: “Say Something” Bookmark, 22; Concept Connector, 29; Response Journal, 163; Writing in the Here and Now, 167; The ReQuest Procedure, 270; Literature Circles, 347; Think Aloud, 368; Save the Last Word for Me, 497

3. present varied teaching models. ___ ___ ___ ___

C. CRITICAL THINKING

Student & Teacher’s Edition: Asking Questions, 22, 113, 188, 516, 518, 524, 572, 678, 824, 950; Critical Thinking: Discuss, 30, 100, 112, 122, 134, 196, 214, 228, 244, 292, 376, 524, 530, 540, 548, 586, 592, 776, 832, 898, 904

1. emphasize questioning models to promote higher order thinking skills in all levels of comprehension (literal, interpretive, critical/evaluative).

___ ___ ___ ___

See Thinking About the Selection in the Student and Teacher’s edition on pp. 30, 42, 58, 64, 74, 78, 79, 100, 112, 122, 134, 146, 148, 149, 186, 196, 214, 228, 244, 255, 327, 332, 366, 376, 384, 402, 415, 424, 440, 446, 456, 464, 476, 482, 524, 530, 540, 543, 586, 592,

2. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy. ___ ___ ___ ___

602, 610, 658, 692, 728, 776, 792, 832, 840, 854, 866, 876, 880, 898, 904, 918, 926, 932, and 934. Skills includes the following: Analyze, Analyze cause and effect, Apply, Assess, Categorize, Cause and effect, Clarify, Compare, Compare and contrast, Connect, Contrast, Define, Describe, Discuss, Distinguish, Draw conclusions, Evaluate, Explain, Extend, Generalize, Hypothesize, Infer, Interpret, Make a judgment, Make generalizations, Recall, Reflect, Relate, Resolve, Respond, Speculate, Summarize, Support, Take a position


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. LIFE SKILLS

Student & Teacher’s Edition: Reading Informational Materials: Advertisements, 552–554; Applications, 780–782; Editorials, 908–910; Government Publications, 296; Magazines, 218–220, 614–616; Manuals, 469–471; Reference Materials, 46–48; Textbooks, 844–846; Websites, 138–140

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

___ ___ ___ ___

Student & Teacher’s Edition: Reading Skill (Build Skills), 24, 50, 90, 116, 190, 222, 370, 388, 436, 450, 518, 534, 580, 596, 662, 752, 826, 834, 848, 892, 912; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Communication Workshop, 162, 346, 496, 636, 806, 950; also see: Listening and Speaking (Apply the Skills), 31, 43, 59, 65, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 549, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

___ ___ ___ ___

E. CLASSROOM MANAGEMENT

Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 31, 43, 59, 65, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 549, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927; also, in the Teacher’s Edition, see the Differentiated Instruction notes throughout the text, such as those found on pp. 73, 93, 107, 125, and 166. Also see the Professional Development notes as follows: “Say Something” Bookmark, 22; Concept Connector, 29; Response Journal, 163; Writing in the Here and Now, 167; The ReQuest Procedure, 270; Literature Circles, 347; Think Aloud, 368; Save the Last Word for Me, 497

1. include opportunities for large group, small group and independent learning.

___ ___ ___ ___

For professional support guidance and opportunities, see the Research and Professional Development articles provided in the Teacher’s edition, such as: “Giving Hope to Struggling Readers” on page T45, and “Making the Difference Matter” on page T47. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 73, 93, 107, 125, and 166.

2. provide classroom management suggestions. ___ ___ ___ ___

F. INSTRUCTIONAL MATERIALS

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 73, 93, 107, 125, and 166. Also see the Professional Development notes as follows: “Say Something” Bookmark, 22; Concept Connector, 29; Response Journal, 163; Writing in the Here and Now, 167; The ReQuest Procedure, 270; Literature Circles, 347; Think Aloud, 368; Save the Last Word for Me, 497

1. address varied learning styles and multiple intelligences of students including models for insightful decision-making by the instructor.

___ ___ ___ ___

Student & Teacher’s Edition: Literary Analysis & Reading Skill (Apply the Skills), 30, 42, 58, 64, 79, 100, 112, 122, 134, 149, 196, 214, 228, 244, 376, 384, 402, 440, 446, 456, 464, 524, 530, 540, 543, 586, 592, 602, 610, 692, 728, 776, 832, 840, 854, 866, 898, 904, 918, 926; Extend Your Learning (Apply the Skills), 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Comparing Literary Works, 68, 79, 142, 149, 248, 261, 322, 333, 410, 425, 472, 483, 556, 569, 618, 623, 784, 793, 870, 881, 930, 935 Reading and Vocabulary Skills Review, 80–81, 150–151, 262–263, 334–335, 426–427, 484–485, 570–571, 624–625, 742–743, 794–795, 882–883, 936–937

2. provide extensive and varied opportunities to practice skills. ___ ___ ___ ___

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 73, 93, 107, 125, and 166. Also see the Professional Development notes as follows: “Say Something” Bookmark, 22; Concept Connector, 29; Response Journal, 163; Writing in the Here and Now, 167; The ReQuest Procedure, 270; Literature Circles, 347; Think Aloud, 368; Save the Last Word for Me, 497 Also see the following technology resources: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities



• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English

3. provide intervention, practice and enrichment materials.

___ ___ ___ ___

Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 154–161; Response to Literature: Review of a Short Story, 264–268; Narration: Short Story, 338–345; How-to Essay, 428–433; Comparison-and-Contrast Essay, 488–495; Writing for Assessment, 572–577; Persuasive Essay, 628–635; Multimedia Report, 744–748; Cause-and-Effect Essay, 798–805; Business Letter, 884–888; Research Report, 940–949; also see: Timed Writing, 45, 49, 67, 115, 137, 141, 217, 221, 247, 295, 299, 321, 387, 405, 409, 449, 467, 513, 533, 551, 555, 595, 613, 617, 695, 731, 735, 779, 783, 843, 847, 869, 907, 911, 929

4. provide exemplars of narrative, descriptive and expository writing types.

___ ___ ___ ___

Student & Teacher’s Edition: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 83, 158, 265, 342, 429, 492, 573, 632, 745, 802, 885, 944; Writing Workshops: Editing and Proofreading, 86, 161, 268, 345, 432, 495, 576, 635, 748, 805, 888, 949

5. provide exemplars of editing/revision for writing. ___ ___ ___ ___

Student & Teacher’s Edition: Vocabulary Handbook, R1–R10; Literary Handbook,

6. provide leveled texts to allow students to read independently (grades K-4) or include a Handbook of English Language Arts, which will include an extensive glossary of literary and grammatical

___ ___ ___ ___

R11–R19; Writing Handbook, R20–R30; Grammar, Usage and Mechanics Handbook, R31–R47; also see: Background & Meet the Author: 25, 32, 51, 60, 69, 91, 102, 117, 124, 143, 171, 185, 191, 198, 223, 249, 323, 371, 389, 396, 411, 437, 442, 451, 458, 473, 519, 526, 535, 542, 581, 597, 604, 648, 663, 696, 737, 753, 785, 827, 849, 856, 893, 900, 913, 920and Literature in Context, 12, 29, 62, 76, 96, 195, 205, 254, 278, 286, 313, 364, 375, 463, 672, 722, 775, 839, 862, 903

terminology as well as background on authors (grades 5-12).

A wide range of technology resources support every unit and part of the program. These include the following: • In-From the






• In addition, several options support a

7. include teacher and student study guides for literary works.

___ ___ ___ ___

range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition:Reading and Vocabulary Skills Preview, 22–23, 88–89, 188–189, 270–271, 368–369, 434–435, 516–517, 578–579, 660–661, 750–751, 824–825, 890–891; Reading and Vocabulary Skills Review, 80–81, 150–151, 262–263, 334–335, 426–427, 484–485, 570–571, 624–625, 742–743, 794–795, 882–883, 936–937; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911

8. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

___ ___ ___ ___


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Connecting to the Literature: Reading/Writing Connection, 25, 32, 51, 60, 69, 91, 102, 117, 124, 143, 191, 198, 223, 249, 323, 371,

9. connect previously taught skills and strategies with new content and text.

___ ___ ___ ___

389, 396, 411, 437, 442, 451, 458, 473, 519, 526, 535, 542, 581, 597, 604, 663, 696, 737, 753, 785, 827, 849, 856, 893, 900, 913, 920; also see: Reading and Vocabulary Skills Preview, 22–23, 88–89, 188–189, 270–271, 368–369, 434–435, 516–517, 578–579, 660–661, 750–751, 824–825, 890–891; Reading and Vocabulary Skills Review, 80–81, 150–151, 262–263, 334–335, 426–427, 484–485, 570–571, 624–625, 742–743, 794–795, 882–883, 936–937; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911 Student & Teacher’s Edition: Academic Vocabulary for analyzing literature, 23, 89, 189, 271, 369, 435, 517, 579, 661, 751, 825, 891; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Writing Workshops: Rubric for Self–Assessment, 86, 161, 268, 345, 432, 495, 576, 635, 748, 805, 888, 949; Spelling Workshops (assessment), 152, 336, 486, 626, 796, 938

10. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

___ ___ ___ ___

H. ASSESSMENT

Student & Teacher’s Edition: Timed Writing, 45, 49, 67, 115, 137, 141, 217, 221, 247, 295, 296, 321, 387, 405, 409, 449, 467, 513, 533, 551, 555, 595, 613, 617, 695, 731, 735, 779, 783, 843, 847, 869, 907, 911, 929; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Writing Workshops: Rubric for Self–Assessment, 86, 161, 268, 345, 432, 495, 576, 635, 748, 805,

1. provide assessment formats commensurate with WV assessment programs (WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

___ ___ ___ ___

888, 949; Spelling Workshops (assessment), 152, 336, 486, 626, 796, 938 In addition, technology resources support assessment: • Student Express CD-





Student & Teacher’s Edition: Timed Writing, 45, 49, 67, 115, 137, 141, 217, 221, 247, 295, 299, 321, 387, 405, 409, 449, 467, 513, 533, 551, 555, 595, 613, 617, 695, 731, 735, 779, 783, 843, 847, 869, 907, 911, 929; Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533, 551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Spelling Workshops (assessment), 152, 336, 486, 626, 796, 938

2. provide preparation for standardized tests. ___ ___ ___ ___

Teaching resources include Standardized Test Preparation Workbook with separate Teacher’s Guide. In addition, technology resources support assessment: • Student Express CD-





Student & Teacher’s Edition: Extend Your Learning (Apply the Skills 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927; Writing Workshops: Rubric for Self–Assessment, 86, 161, 268, 345, 432, 495, 576, 635, 748, 805, 888, 949

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

___ ___ ___ ___

Student & Teacher’s Edition: Reading Skill (Monitor Your Progress), 45, 49, 221, 299, 387, 405, 409, 449, 467, 487, 533,

4. provide benchmark and ongoing progress monitoring. ___ ___ ___ ___

551, 555, 595, 613, 617, 627, 695, 731, 735, 779, 783, 797, 847, 911; Spelling Workshops (assessment), 152, 336, 486, 626, 796, 938 In addition, technology resources support assessment: • Student Express CD-





READING/LITERATURE SPECIFIC CRITERIA FOR CONTENT AND SKILLS

SEVENTH GRADE

Seventh grade students continue to develop as independent, motivated readers and writers who think critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies applied across the content areas. At this level, children will interact with a wide range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: the use of words to enhance and improve reading

comprehension and fluency

Student & Teacher’s Edition: Roots, 189, 216, 246, 517, 532, 550; Prefixes, 89, 114, 136, 271, 294, 320, 369, 386, 404, 427, 550; Suffixes, 320, 626, 661, 694, 730, 751, 778, 795

1. use root words, prefixes, and suffixes to spell and comprehend word meanings.

___ ___ ___ ___

Student & Teacher’s Edition: Glossary pages R1–R5, Using a Dictionary page R6, and Using a Thesaurus page R7

2. understand and use resource materials (e.g., thesaurus, dictionaries).

___ ___ ___ ___

Student & Teacher’s Edition: Abbreviations, 928; Editing and Proofreading, 86, 161, 268, 345, 432, 495, 576, 635, 748, 805, 888, 949

3. recognize and understand the use of abbreviated words.

___ ___ ___ ___

Student & Teacher’s Edition: Denotation and Connotation, 868; Literary Terms Handbook: Connotation, Denotation, R12

4. understand connotation and denotation associated with words, sentences and passages.

___ ___ ___ ___

Student & Teacher’s Edition: Reading and 5. use graphic organizers to increase comprehension of ___ ___ ___ ___

Vocabulary Skills Preview, 22–23, 188–189, 368–369, 434–435, 516–517, 578–579, 660–661, 750–751; Reading and Vocabulary Skill Review, 80–81, 150–151, 426–427, 484–485, 570–571, 624–625, 742–743, 794–795; Build Language Skills: Vocabulary Skill, 44, 66, 114, 136, 216, 246, 294, 320, 386, 404, 448, 466, 532, 550, 594, 612, 694, 730, 778, 842, 868, 906, 928

words, their definitions and usage.

Student & Teacher’s Edition: Context Clues, 22, 24, 28, 30, 34, 35, 40, 42, 45, 46, 49, 50, 56, 58, 61, 64, 67, 80. For related information see Glossary pages R1–R5, Using a Dictionary page R6, and Vocabulary Study, 23, 43, 152, 153, 369, 395, 506, 525, 531, 580, 586, 842.

6. determine the meaning of words from their use in context, including multiple meaning words.

___ ___ ___ ___

Student & Teacher’s Edition: Synonyms, 579, 594, 612

7. determine synonyms for words in texts (e.g., precise verbs, descriptive modifiers, sensory details, transitional cues).

___ ___ ___ ___


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: the ability to read orally and silently with accuracy, expression,

comprehension and appropriate rate

Student & Teacher’s Edition: Communications Workshops, 162, 346, 496, 636, 806, 950; Listening and Speaking, 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927

1. recognize and exhibit oral communication skills by monitoring tone, rate and volume.

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Student & Teacher’s Edition: Poetry Reading, 525, 531, 541, 549, 587, 593, 603; Dramatic Monologue, 729; Dramatic Reading, 31, 43. All selections can be read orally by students, See pages 25, 32, 51, 60, 69, 91, 102, 117, 124, 143, 143, 191, 198, 223, 249, 323, 371, 389, 396, 411, 437, 442, 451, 458, 473, 519, 526, 535, 542, 581, 597, 604, 663, 696, 737, 753, 785, 827, 849, 856, 893, 900, 913, and 920.

2. read a variety of stories, poems and passages with fluency.

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Student & Teacher’s Edition: Drama, 664, 697, 738, 739; Teleplay, 754; Listening and Speaking: Drama, 31, 43, 729; Staging a Scene, 777

3. perform dramatizations to increase fluency. ___ ___ ___ ___

Student & Teacher’s Edition: For Further

4. increase amount of independent/individual reading. ___ ___ ___ ___

Reading, 163, 347, 497, 637, 807, 951; On Your Own, 164–167, 347–349, 498–501, 638–641, 808–809, 809, 952–955 Student & Teacher’s Edition: Poetry Reading, 525, 531, 541, 549, 587, 593, 603; Dramatic Monologue, 729; Dramatic Reading, 31, 43

5. use reading partners to refine/perfect reading fluency.

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C. COMPREHENSION: active processing of constructing meaning in a variety of

literary works

Student & Teacher’s Edition: Exploring the Short Story, 170–171, Learning About Shot Stories, 172; Literary Devices, 173; Exploring Essays and Articles, 354–355; Learning About Essays, Articles, and Other Nonfiction, 36; Elements of Nonfiction Writing, 357; Exploring Poetry, 504–505; Learning About Poetry, 506; Forms of Poetry, 507; Exploring Drama, 644–645; Learning About Drama, 646; Types of Drama, 647; Learning About Themes in the Oral Tradition, 812–813; Learning About Themes in the Oral Tradition, 814; The Oral Tradition in Print, 815; Fiction: Short Story, 7, 26, 61, 75, 92, 103, 175, 192, 199, 224, 231, 250, 256, 274, 283, 302, 307; Novel, 649; Play, 651; Oral Tradition: Fable, 817, 820, 934; Fairy Tale, 818; Folk Tale, 894, 901, 914, 921; Greek Myth, 828, 835, Legend, 857; Myth, 872; Drama, 664, 697, 738, 739; Teleplay, 754; Nonfiction:

1. apply reading skills while reading literary work by national and international authors to include but not limited to the following: short stories, science fiction, contemporary fiction, historical fiction, biographies, narratives, poetry.

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Article, 17, 498; Expository Article, 359, 372, 379; Autobiography, 33, 52, 125, 416; Biography, 412; Essays: Descriptive Essay, 82; Expository Essay, 452; Humorous Essay, 474, 477; Narrative Essay, 118, 459; Persuasive Essay, 438, 443; Reflective Essay, 70, 390, 397, 953; Advertisement, 552; Editorial, 908; Magazine Article, 218, 614; Manual, 468; Textbook, 406, 844, 850; Poetry: 348, 504, 508, 932; Concrete Poem, 522, 528; Figurative Language, 536, 537, 538, 543, 544, 547; Haiku, 523, 529; Imagery, 620, 622; Lyric Poem, 520, 527; Narrative Poem, 558, 563, 567; Rhythm and Rhyme, 605, 606, 608; Sound Devices, 582, 584, 585, 589, 598, 600, 601 Student & Teacher’s Edition: For Further Reading, 163, 347, 497, 637, 807, 951; On Your Own, 164–167, 347–349, 498–501, 638–641, 808–809, 809, 952–955

2. read literary works by West Virginia authors. ___ ___ ___ ___

Student & Teacher’s Edition: Main Idea, 374, 376, 380, 383, 384, 387, 388, 392, 393, 394, 398, 400, 401, 402, 405, 406, 409, 426

3. determine the main idea of a passage whether stated or inferred.

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Student & Teacher’s Edition: Character, 222, 225, 228, 231, 232, 233, 235, 237, 241, 244, 250, 252, 253, 255, 256, 257, 258, 259, 260, 261, 647, 738, 739, 741, 752, 757, 759, 760, 765, 767, 768, 769, 772, 775, 776, 784; Setting, 90, 93, 95, 99, 100, 106, 109, 112; Tone, 450, 454, 455, 456, 462, 463, 464, 647, 930, 932, 935, 935; Plot, 190, 192, 194,195, 196, 199, 203, 204, 206, 208, 210, 211, 212, 213, 214

4. determine the elements of literature i.e.,

plot style mood characterization time/sequence order words

to construct initial meaning and identify genre (e.g., science fiction, folktales, etc.).

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Student & Teacher’s Edition: Purpose for Reading, 660, 665, 676, 678, 680, 691, 692, 695, 698, 700, 702, 708, 714, 718,721, 724, 728, 735, 742; Author's Purpose, 88, 90, 93, 97, 99, 104, 100, 106, 112, 115, 116, 120, 121, 122, 125, 127, 131, 132, 134, 137, 141, 142, 145, 146, 147, 148, 149, 150; Meet the Author, 25, 32, 51, 60, 69, 91, 102, 117, 124, 143, 171, 185, 191, 198, 223, 249, 323, 371, 389, 396, 411, 437, 442, 451, 458, 473, 519, 526, 535, 542, 581, 597, 604, 648, 663, 696, 737, 753, 785, 827, 849, 856, 893, 900, 913, 920

5. use the elements of literature to recognize author’s and/or reader’s purpose.

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Theme, 300, 302, 304, 311, 315, 317, 318; Themes in Oral Tradition, 814, 819, 822

6. recognize common themes through a variety of literary works and genres.

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Student & Teacher’s Edition: Inference, 270, 272, 277, 279, 280, 283, 284, 287, 289, 291, 292, 295, 296, 300, 303, 304, 308, 310, 311, 312, 317, 318, 321; Critical Thinking: Infer, 20, 42, 58, 64, 78, 100, 112, 122, 134, 148, 186, 255, 260, 415, 424, 440, 464, 476, 482, 514, 524, 530, 562, 566, 568, 586, 602, 610, 621, 658, 740, 776, 790, 792, 822, 832, 876, 898, 918, 926, 934; Critical Viewing: Infer, 107, 121, 227, 600, 608, 649, 668, 687, 703, 851, 896, 92

7. make inferences from functional materials to analyze information.

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Student & Teacher’s Edition: Inference, 270, 272, 277, 279, 280, 283, 284, 287, 289, 291, 292, 295, 296, 300, 303, 304, 308, 310, 311, 312, 317, 318, 321; Critical Thinking: Infer, 20, 42, 58, 64, 78, 100, 112, 122, 134, 148, 186, 255, 260, 415, 424, 440, 464, 476, 482, 514, 524, 530, 562, 566, 568, 586, 602, 610, 621, 658, 740, 776, 790, 792, 822, 832, 876, 898, 918, 926, 934; Critical Viewing: Infer, 107, 121, 227, 600, 608, 649, 668, 687, 703, 851, 896, 92;

8. use comprehension strategies to generalize, evaluate, infer, and paraphrase.

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Paraphrasing, 578, 580, 585, 586, 589, 592, 595, 599, 602, 607, 610, 613, 614, 617, 624; Evaluate, 58, 78, 214, 244, 260, 292, 304, 318, 384, 394, 402, 446, 482, 540, 692, 728, 832, 866, 880, 918, 926, 932, 934; Generalize, 186, 296, 299, 366, 415, 464, 514, 586, 592, 740, 790, 822 Student & Teacher’s Edition: Figurative Language, 514, 534, 536, 539, 540, 543, 545, 548; Sound Devices, 514, 580, 583, 584, 586, 592; Poetry: Figurative Language, 536, 537, 538, 543, 544, 547

9. recognize and evaluate the effects of figurative language in literary works/passages i.e.,

similes metaphors jargon idioms personification imagery alliteration

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Student & Teacher’s Edition: Connecting to the Literature, 25, 32, 51, 60, 69, 91, 102, 117, 124, 143, 191, 198, 223, 249, 323, 371, 389, 396, 411, 437, 442, 451, 458, 473, 519, 526, 535, 542, 581, 597, 604, 663, 696, 737, 753, 785, 827, 849, 856, 893, 900, 913, 920

10. relate personal and real world experiences to text materials.

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Student & Teacher’s Edition: Predicting, 188, 190, 193, 196, 200, 201, 203, 207, 209, 212, 214, 217, 221, 222, 224, 228, 233, 234, 236, 239, 240, 242, 243

11. use previewing and scanning to make predictions about text.

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Student & Teacher’s Edition: Skim and Scan for Details, 824, 844

12. use skimming to retrieve information. ___ ___ ___

Student & Teacher’s Edition: Reading and Vocabulary Skills Preview, 22–23, 88–89, 188–189, 270–271, 368–369, 434–

13. define and apply literary terms in order to analyze and interpret literature.

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435, 516–517, 578–579, 660–661, 750–751, 824–825, 890–891; Reading and Vocabulary Skill Review, 80–81, 150–151, 262–263, 334–335, 426–427, 484–485, 570–571, 624–625, 742–743, 794–795, 882–883, 936–937; Literary Analysis: Build Skills, 24, 50, 90, 116, 190, 222, 370, 385, 388, 436, 450, 518, 534, 580, 596, 662, 752, 826, 834, 848, 892, 912; Apply the Skills, 30, 42, 58, 64, 79, 100, 112, 122, 134, 149, 196, 214, 228, 244, 376, 384, 402, 440, 446, 456, 464, 524, 530, 540, 543, 586, 592, 602, 610, 692, 728, 776, 832, 840, 854, 866, 898, 904, 918, 926 Student & Teacher’s Edition: Exploring Poetry, 504–505; Learning About Poetry, 506; Forms of Poetry, 507; Poetry: 348, 504, 508, 932; Concrete Poem, 522, 528; Figurative Language, 536, 537, 538, 543, 544, 547; Haiku, 523, 529; Imagery, 620, 622; Lyric Poem, 520, 527; Narrative Poem, 558, 563, 567; Rhythm and Rhyme, 605, 606, 608; Sound Devices, 582, 584, 585, 589, 598, 600, 601

14. read a variety of poetic forms to recognize the use of inversion, rhyme, and rhythm in narrative poems, ballads, and lyrics.

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Student & Teacher’s Edition: Poster, 305, 319, 841; Timeline, 123, 135, 441, 447, 729; Venn Diagram, 281, 293; Textbooks, 844; Using Text Aids

15. use graphic organizers to construct meaning of textbook passage showing main ideas, supporting details, and the relationship among those ideas.

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and Text Features, 578; Table of Contents, xvi–xix; Resources, R1–R47; Index, R48–R57. Students use graphic organizers as they complete the Apply the Skills activities. See pages 30, 30, 42, 58, 64, 79, 100, 112, 122, 134, 149, 196, 214, 228, 244, 376, 384, 402, 440, 446, 456, 464, 524, 530, 540, 543, 586, 592, 602, 610, 692, 728, 776, 832, 840, 854, 866, 898, 904, 918, and 926.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Character, 222, 225, 228, 231, 232, 233, 235, 237, 241, 244, 250, 252, 253, 255, 256, 257, 258, 259, 260, 261, 647, 738, 739, 741, 752, 757, 759, 760, 765, 767, 768, 769, 772, 775, 776, 784

16. analyze text to make character generalizations and descriptions i.e.,

feelings motives traits thoughts actions

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Student & Teacher’s Edition: Draw Conclusions, 100, 112, 146, 214, 244, 304, 384, 440, 476, 692, 728, 776, 854, 866, 926, 934; Critical Thinking: Draw Conclusions, 516, 518, 523, 524, 527, 530, 533, 537, 540, 543, 545, 548, 551, 555, 570; Critical Viewing: Draw Conclusions, 314, 421, 438, 817

17. justify and support conclusions or opinions reached from textbook information.

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Student & Teacher’s Edition: Summarize, 750, 756, 761, 762, 764, 765, 766, 770, 773, 774, 776; Summary, 376, 384, 388, 625, 750, 752; Critical Thinking, Summarize, 366; Interpret, 20, 42, 58, 74, 78, 112, 146, 148, 196, 304, 366, 394, 446, 456, 514, 530, 540, 566, 568, 586, 592, 602, 622, 658, 776, 822, 866, 880, 918, 926; Extend Your Learning, 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927

18. identify and apply comprehension skills through summarizing, interpreting, critical thinking through projects (e.g., debates, written responses, posters, tableaux, etc.).

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D. WRITTEN APPLICATION: employing a wide range of writing strategies to

communicate effectively for different purposes as it applies to literature

Student & Teacher’s Edition: Writing Workshop, 82–86, 154–161, 264–268, 338–345, 428–433, 488–495, 572–577, 628–635, 744–748, 798–805, 884–888, 940–949

1. use a prompt to develop a focused composition that addresses a specific literary passage.

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Student & Teacher’s Edition: Comparison-and-Contrast Essay, 488–495; Writing for Assessment, 572–577; Persuasive Essay, 628–635; Multimedia Report, 744–748; Cause-and-Effect Essay, 798–805; Business Letter, 884–888; Research Report, 940–949

2. respond in writing to recreational and functional texts using a variety of strategies and styles (e.g., newspaper article, essay, journal, friendly letter, business letter, research, and poetry).

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Student & Teacher’s Edition: Prewriting, 82, 155, 264, 339, 428, 489, 572, 629, 744, 799, 884, 941; Writing, 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927

3. use prewriting and drafting strategies to address specific writing purposes.

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Student & Teacher’s Edition: Writing Workshop, 82–86, 154–161, 264–268, 338–345, 428–433, 488–495, 572–577, 628–635, 744–748, 798–805, 884–888, 940–949; Writing, 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927

4. develop a composition that is focused, coherent, and has a clear and logical progression of ideas and smooth transitions.

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5. use writing strategies to write for different audiences.

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6. develop a composition with a beginning, middle, and ending, using relevant details and complete and varied sentences.

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Student & Teacher’s Edition: Outline, 229, 245

7. use graphic organizers to outline a written response. ___ ___ ___ ___

Student & Teacher’s Edition: Response to Literature: Review of a Short Story, 264–268; Writing, 31, 43, 59, 65, 79, 101, 113, 123, 135, 197, 215, 229, 245, 377, 395, 403, 441, 447, 457, 465, 525, 531, 541, 544, 587, 593, 603, 611, 693, 729, 777, 833, 841, 855, 867, 899, 905, 919, 927

8. use critical thinking to develop constructed responses to literary passages. ___ ___ ___ ___

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