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Prentice Hall Literature, The Penguin Edition,

Grade 9 © 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 9

G r a d e 9

INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: Prentice Hall SUBJECT: Reading/Literature SPECIFIC GRADE: 9 COURSE: English Language Arts TITLE: Literature: The Penguin Edition, Grade 9 COPYRIGHT DATE: 2007 SE ISBN: 0-13-131717-2 TE ISBN: 0-13-131755-5

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).

Maya Angelou, New Directions begins on p. 35; Ama Ata Aidoo The Girl Who Can begins on p. 78; Julia Alvarez, My English begins on p. 107; Julia Ortiz Cofer American History begins on p. 202; Hawaiian Lifeguard Beach and Ocean Safety Signs begins on p. 241; Leslie Marmon Silko, The Man to Send Rain Clouds begins on p. 268; R.K. Narayan, Old Man of the Temple begins on p. 274; Amy Tan Rules of the Game begins on p. 305; Toni Cade Bambara, Blues Ain’t No Mockin Bird begins on p. 322; Rudolfo Anaya, A Celebration of Grandfathers begins on p. 404; Lorraine Hansberry On Summer begins on p. 415; John McPhee, Arthur Ashe Remembered begins on p. 460; Martin Luther King Jr., I Have a Dream begins on p. 494; Gary Soto, The Talk begins on p. 522; Bill Cosby Go Deep to the Sewer begins on p. 525; Pat Mora Uncoiling

and A Voice begin on p. 555; Langston Hughes, A Dream Deferred begins on p. 566; Langston Hughes, Dreams begins on p. 567; Walter Dean Myers Summer begins on p. 592; Yusef Komunyakaa, Slam, Dunk, & Hook begins on p. 604; Mary TallMountain There is No Word for Goodbye begins on p. 614; Alice Walker Women begins on p. 678; Chief Dan George, There Is a Longing begins on p. 1100; Nelson Mandela, Glory and Hope begins on p. 1105

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).

Elizabeth McCracken from The Giant’s House begins on p. 7; Elizabeth McCracken Desiderata begins on p. 15; Cynthia Rylant Checkouts begins on p. 74; Ama Ata Aidoo The Girl Who Can begins on p. 78; Isabel Allende Uncle Marcos begins on p. 133; Rachel Carson from Silent Spring begins on p. 153; Joan Aiken, Sonata for Harp and Bicycle begins on p. 48; Lady Bird Johnson, A White House Diary begins on p. 98; Judith Ortiz Cofer, American History begins on p. 202; Amy Tan, Rules of the Game begins on p. 305; Rebecca Walker Before Hip-Hop was Hip-Hop begins on p. 391; Lorraine Hansberry, On Summer begins on p. 415; Sally Ride, Single Room, Earth View begins on p. 437; Pat Mora Uncoiling and A Voice begin on p. 555; Gabriela Mistral Meciendo/Rocking begins on p. 570; Emily Dickinson, Much Madness is divinest Sense begins on p. 579; May Swenson,

Analysis of Baseball begins on p. 595; Naomi Shihab Nye, Daily begins on p. 616; Sandra Cisneros, Twister Hits Houston begins on p. 635; Alice Walker Women begins on p. 678; Edna St. Vincent Millay An Ancient Gesture begins on p. 1028; Margaret Atwood Siren Song begins on p. 1030

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, 42–44, 118–120, 240–242, 344–346, 446–448, 514–516, 586–588, 652–654, 852–854, 892–894, 1022–1024, 1094–1096; Writing Workshops: Problem–and–Solution Essay, 162–169, Business Letter, 466–471, Editorial, 536–543, How–to Essay, 874–889, Research Report, 916–927; Communication Workshop, 170, 380, 544, 696, 928, 1142

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: Web Sites, 652–654; Communications Workshop: Multimedia Presentation of a Research Report, 928; also see: Research and Technology, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109; Using the Internet, R31–R32

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: • 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. T55, 3, 19, 20, 25, 33, and 34. 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. 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, and 1135.

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

___ ___ ___ ___







• 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 components of this program.

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

B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

Every selection in the program introduces a reading skill, and 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, 46, 96, 122, 200, 244, 320, 402, 424, 474, 492, 564, 590, 612, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; also see the reading skills taught with Reading Informational Materials, 42, 118, 240, 344, 446, 514, 586, 652, 852, 892, 1022, 1094

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, 46, 96, 122, 200, 244, 320, 402, 424, 474, 492, 564, 590, 612, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Reading Informational Materials, 42, 118, 240, 344, 446, 514, 586, 652, 852, 892, 1022, 1094 (Study

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

___ ___ ___ ___

Techniques) Research and Technology, 131, 143, 665, 673, 781, 501,511, 1103, 1109 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. 5, 23, 34, 35, 61, and 90. Also see the Professional Development notes as follows: Bookmark, 22, Teaching Resources: Unit 1, 88, Response Journals, 171, The ReQuest Procedure, 290, Literature Circles, 381, Think Aloud, 400, Save the Last Word for Me, 545, Most Important Word, 562, Developing Poetry Inquiry Skills, 626, Translating Shakespeare, 734, That’s a Quote, 880

3. present varied teaching models. ___ ___ ___ ___

C. CRITICAL THINKING

Predictions, make ask questions to, 22, 24, 30, 31, 32, 36, 38; Cause and effect, analyzing: ask questions for, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316; Main idea and supporting details, identify: generate questions to, 400, 402, 408, 411, 412, 417, 420; Prewriting: relating question to own knowledge, 1040, clarifying question with key words, 1040, identifying research question, 917

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. 20, 32, 38, 58, 68, 77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, and 1128. 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

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


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. LIFE SKILLS

Student & Teacher’s Edition: Reading Informational Materials: Instructions: Recipes, 42–44, Spanish/English Dictionaries, 118–120, Signs and Instructions, 240–242, Brochures, 344–346, Technical Documents, 446–448, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Book Reviews, 892–894, Applications, 1022–1024, Encyclopedia Entries, 1094–1096

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, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 590, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Communication Workshop, 170, 380, 544, 696, 928, 1142; also see: Listening and Speaking (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109

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), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109; also, in the Teacher’s Edition, see the Differentiated Instruction notes throughout the text, such as those found on pp. 5, 23, 34, 35, 61, and 90, and the Professional Development notes as follows: Bookmark, 22, Teaching Resources: Unit 1, 88, Response Journals, 171, The ReQuest Procedure, 290, Literature Circles, 381, Think Aloud, 400, Save the Last Word for Me, 545, Most Important Word, 562, Developing Poetry Inquiry Skills, 626, Translating Shakespeare, 734, That’s a Quote, 880

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. 5, 23, 34, 35, 61, and 90.

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. 5, 23, 34, 35, 61, and 90. Also see the Professional Development notes as follows: Bookmark, 22, Teaching Resources: Unit 1, 88, Response Journals, 171, The ReQuest Procedure, 290, Literature Circles, 381, Think Aloud, 400, Save the Last Word for Me, 545, Most Important Word, 562, Developing Poetry Inquiry Skills, 626, Translating Shakespeare, 734, That’s a Quote, 880

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), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; Extend Your Learning (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112 Reading and Vocabulary Skills Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131

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. 5, 23, 34, 35, 61,

3. provide intervention, practice and enrichment materials.

___ ___ ___ ___

and 90. Also see the Professional Development notes as follows: Bookmark, 22, Teaching Resources: Unit 1, 88, Response Journals, 171, The ReQuest Procedure, 290, Literature Circles, 381, Think Aloud, 400, Save the Last Word for Me, 545, Most Important Word, 562, Developing Poetry Inquiry Skills, 626, Translating Shakespeare, 734, That’s a Quote, 880 Also see the following technology resources: • Student Express CD-

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




Student & Teacher’s Edition:Writing Workshops: Autobiographical Narrative, 88–93, Problem–and–Solution Essay, 162–169, Short Story, 284–289, Cause–and–Effect Essay, 372–379, Business Letter, 466–471, Editorial, 536–543, Descriptive Essay, 620–625, Response to Literature, 688–695, How–to Essay, 874–889, Research Report, 916–927, Writing for Assessment, 1040–1045, Comparison–and–Contrast Essay, 1134–1141; also see: Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111

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), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139; Writing Workshops: Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141

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

Student & Teacher’s Edition: Vocabulary Handbook, R1–R9; Literary Handbook, R10–R25; Writing Handbook, R26–R38; Grammar, Usage and Mechanics Handbook, R39–R51; also see: Background & Meet the Author: 25, 34, 47, 60, 73, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 321, 332, 349, 403, 414, 425, 436, 449, 475, 482, 493, 502, 521, 565, 576, 591, 598, 613, 628, 638, 658, 666, 677, 726–727, 857, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113 and Literature in Context, 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118

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

___ ___ ___ ___








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

___ ___ ___ ___

Student & Teacher’s Edition:Reading and Vocabulary Skills Preview, 22–23, 94–95, 158–159, 198–199, 282–283, 290–291, 368–369, 400–401, 473–474, 532–533, 562–563, 618–619, 626–627, 684–685, 722–723, 872–873, 880–881, 912–913, 946–947, 1038–1039, 1130–1131; Reading and Vocabulary Skills Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093

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, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113; also see: Reading and Vocabulary Skills Preview, 22–23, 94–95, 158–159, 198–199, 282–283, 290–291, 368–369, 400–401, 473–474, 532–533, 562–563, 618–619, 626–627, 684–685, 722–723, 872–873, 880–881, 912–913, 946–947, 1038–1039, 1130–1131; Reading and Vocabulary Skills Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093

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

___ ___ ___ ___

Student & Teacher’s Edition: Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38; Spelling Workshops (assessment), 161, 371, 535, 687, 915, 1133

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, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38; Spelling Workshops (assessment), 161, 371, 535, 687, 915, 1133 In addition, technology resources support assessment: • Student Express CD-





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

___ ___ ___ ___

Student & Teacher’s Edition: Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Spelling Workshops (assessment), 161, 371, 535, 687, 915, 1133 Teaching resources include Standardized Test Preparation Workbook with separate Teacher’s Guide. In addition, technology resources support assessment: • Student Express CD-





provide preparation for standardized tests. ___ ___ ___ ___

Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109; Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38

2. 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), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; Spelling Workshops (assessment), 161, 371, 535, 687, 915, 1133 In addition, technology resources support assessment: • Student Express CD-





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

READING/LITERATURE SPECIFIC CRITERIA FOR CONTENT AND SKILLS

NINTH GRADE Reading and English Language Arts ninth grade students will focus on the effective use of written language in educational, occupational and interpersonal endeavors. To meet the needs of the 21st Century student, a wide range of media should enhance instructional delivery. Frequent interaction with a broad array of literature, both classic and contemporary, will encourage an appreciation for the power of the written and spoken word. 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%


For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: use a variety of techniques to enhance vocabulary

development

Student & Teacher’s Edition: Word roots: Latin, 23, 40, 70, 95, 116, 144, 199, 238, 264, 291, 318, 342, 723, 812, 850, 881, 890, 1047, 1092, 1110; Vocabulary Study: Context clues, 213, 237; Prefixes: Latin, 401, 422, 444, 465, 473, 490, 512, 533, 947, 990, 1039; Suffixes: Latin, 563, 584, 610, 619, 627, 650, 674, 685; Context clues: prefixes/roots for, 947, 990, 1020, 1047, 1092, 1110, assessment, 1039, 1131

1. expand the use of various strategies to establish word meanings i.e.,

context clues affixes multiple meanings

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Student & Teacher’s Edition: Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131; Vocabulary Builder (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129; Vocabulary Skill (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092; Reading and Vocabulary Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131

2. expand vocabulary through various literary works. ___ ___ ___ ___

Student & Teacher’s Edition: Word origins, 95, 116, 144, R8–R9; also see: Using a dictionary, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091

3. identify and apply word etymologies to determine meaning.

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Student & Teacher’s Edition: Using a thesaurus, 33, 39, 105, 115, 131, 143, 213, 237, 303, 317, 331, 341, 413, 421, 435, 443, 501, 511, 575, 583, 637, 649, 665, 673, 831, 889, 1065, 1091, 1103, 1109; Using a dictionary, 59, 69, 105, 115, 131, 143, 253, 263, 291, 481, 489, 597, 609, 755, 781, 811, 849, 989, 1019, 1065, 1091

4. recognize choices of pronunciation and spelling (dictionary, spell check, thesaurus).

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B. FLUENCY: increase personal reading fluency, both silent and oral, through a

variety of genres to enhance reading development

Student & Teacher’s Edition: Tips for Improving Reading Fluency: R24–R25; Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108; Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093; For Further Reading, 171, 381, 545, 697, 929, 1143

1. participate in independent and directed reading with emphasis on fiction and nonfiction, classic and contemporary.

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


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, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098; also see the reading skills taught with Reading Informational Materials, 42, 118, 240, 344, 446, 514, 586, 652, 852, 892, 1022, 1094 ; also see: Summarizing, skim and scan for, 722, 852

2. practice using various reading skills for literary experience, information and/or performing a task i.e.,

skimming scanning note-taking SQ3R

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Student & Teacher’s Edition: Reading Informational Materials: read to perform a task, 42, recognize organizational features, 118, evaluate visual aids, 240, evaluate text format, 344, read for specific information, 446, distinguish fact from opinion, 514, generalizations, 586, evaluating web sources, 652, skimming and scanning, 852, evaluate the author’s credibility, 892, following directions, 1022, set a purpose for reading, 1094; also see: Reading Skill, 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098

3. provide practice in the location of specific information from various genres i.e.,

main and supporting ideas specific facts statistics definition

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C. COMPREHENSION: understand and relate to a variety of genres on literal, interpretive and critical levels using effective reading strategies

Student & Teacher’s Edition: Background, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113; Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118

1. identify historical, cultural and biographical influences of literary works.

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Student & Teacher’s Edition: Unit Introductions: Fiction and Nonfiction, 2, 4, Short Stories, 182, 184, Nonfiction, Types of, 386, 388, Poetry, 550, 552, Drama, 702, 704, Themes in Literature: Heroism, 934, 936; Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112; Reading Informational Materials, 42, 118, 240, 344, 446, 514, 586, 652, 852, 892, 1022, 1094

2. recognize literary styles according to genre. ___ ___ ___ ___

Student & Teacher’s Edition: Inferences, making evaluate visual aids for, 198, 240; also see: Critical Viewing, 2, 4, 8, 10, 16, 18, 29, 31, 36, 52, 54, 57, 63, 66, 74, 79, 80, 82, 99, 101, 102, 110, 112, 124, 127, 134, 136, 139, 154, 182, 188, 192, 203, 204, 206, 211, 215, 216, 218, 227, 230, 234, 250, 259, 269, 271, 275, 277, 298, 313, 323, 324, 334, 355, 358, 362, 365, 386, 392, 394, 396, 404, 407, 408, 418, 427, 428, 428, 432, 437, 452, 454, 477, 478, 484, 486, 495, 496, 499, 504, 509, 522, 525, 526, 526, 529, 553, 556, 566, 566, 572, 578, 581, 592, 594, 603, 604, 606, 630, 635, 642, 644, 647, 661, 668, 671, 678, 707, 709, 714, 717, 724, 725, 738, 742, 746, 750, 753, 762, 772, 776, 786, 788, 794, 804, 808, 818, 823, 839, 840, 842, 859, 863, 866, 866, 887, 899, 900, 902, 908, 934, 939, 941, 942, 950, 957, 960, 967, 970, 972, 976, 986, 995, 1000, 1006, 1008, 1010, 1014, 1028, 1028, 1034, 1052, 1054, 1056, 1058, 1062, 1101, 1105, 1115, 1121, 1123, 1124, 1127

3. recognize and explain the purpose of illustration within a specific text (e.g., pictures, artwork, graphic organizers such as maps, charts, lists and graphs).

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Student & Teacher’s Edition: Symbol, 185, 186, 193, 348, 367; Symbolism, comparing allegory to, 348, 350, 351, 353, 354, 356, 357, 359, 360, 361, 363, 364, 366, 367; Personification in poetry, 552, 554, 560, 564, 574, 582; Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628; Alliteration, 552, 590, 596, 608; Rhyme, 552, 656, 661, 662, 664, 668, 672; Meter, 552, 656, 664, 671, 672; Assonance, 552, 590, 596, 608; Humorous essay, 520, 523,524, 527, 528, 530

4. recognize literary devices i.e.,

personification symbolism imagery metaphor simile humor rhythm rhyme meter alliteration assonance

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85, 911; Conflict, 4, 6, 46, 58, 68, 184, 200, 205, 207, 208, 209, 211, 212, 216, 218, 222, 224, 225, 226, 228, 232, 234, 236, 704, 718; Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944; Characterization: direct and indirect, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316; Voice, 96, 99, 103, 104, 109, 110, 113, 114, 183

5. identify literary elements within a specific genre (e.g., point of view, theme, conflict, characterization, voice).

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Student & Teacher’s Edition: Predictions, make, 22, 24, 30, 31, 32, 36, 38, 41, 42, 45, 46, 51, 55, 56, 57, 58, 62, 67, 68, 71, 86; Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282; Conclusions, drawing, 880, 882, 885, 887, 888, 891, 892, 895, 912

6. form supportable predictions, opinions, inferences and conclusions based upon text.

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Student & Teacher’s Edition: Unit Introductions: Fiction and Nonfiction, 2, 4, Short Stories, 182, 184, Nonfiction, Types of, 386, 388, Poetry, 550, 552, Drama, 702, 704, Themes in Literature: Heroism, 934, 936; Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944; Comparing Literary Works, 72, 85, 146, 266, 348, 450, 520, 612, 676, 856, 896, 1026, 1112; Reading Informational Materials, 42, 118, 240, 344, 446, 514, 586, 652, 852, 892, 1022, 1094

7. recognize the elements, structures and tone of various genres.

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Student & Teacher’s Edition: Reading Informational Materials: Instructions: Recipes, 42–44, Signs and Instructions, 240–242, Technical Documents, 446–448, Applications, 1022–1024

8. perform a task from written directions. ___ ___ ___ ___

D. Writing: employ a wide range of writing strategies to communicate effectively

for different purposes

Student & Teacher’s Edition: Writing Workshops: Prewriting (includes choosing topic, narrowing topic and gathering details), 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135

1. address specific writing purposes (e.g., narrative, expository, persuasive, descriptive).

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Student & Teacher’s Edition: Writing Workshops: Autobiographical Narrative, 88–93, Problem–and–Solution Essay, 162–169, Short Story, 284–289, Cause–and–Effect Essay, 372–379, Business Letter, 466–471, Editorial, 536–543, Descriptive Essay, 620–625, Response to Literature, 688–695, How–to Essay, 874–889, Research Report, 916–927, Writing for Assessment, 1040–1045, Comparison–and–Contrast Essay, 1134–1141

2. provide strategies for the five-step writing process i.e.,

prewriting drafting revising editing publication

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Student & Teacher’s Edition: Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111

3. create a well-developed composition from a prompt. ___ ___ ___ ___

Student & Teacher’s Edition: Prewriting: writing thesis statement, 537, writing thesis statement, 690, 919; also see: Gathering Details, Narrowing Topic, 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135

4. use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

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Student & Teacher’s Edition: Shaping Writing by: identifying main point, 89, pacing action, 89, problem, 164, engaging audience immediately, 164, planning storyline, 285, chronological, 374, 875, 919, order–of–importance, 374, 538, 919, including business letter elements, 467, choosing organization, block/modified block, 467, outlining arguments, 538, evaluating arguments, 538, spatial/time–order, 621, step–by–step, 875, writing thesis statement, 690, 919, introduction, body, conclusion, 690, 1041, comparison–and–contrast, 919, using headings, 919, writing an outline, 919, point–by–point/subject–by–subject, 1136

5. use a clear, logical progression of ideas (e.g., spatial order in descriptive essay, chronological order in process essay, to develop a composition that is focused and coherent).

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Student & Teacher’s Edition: Editing/proofreading: transitions, 624; Word choice, transitions, 875

6. use different transitional devices (e.g., introductory and transitional phrases and conjunctions) within and between paragraphs.

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Student & Teacher’s Edition: Revising sentences, 89, 286, 376, 377, 467, 468, 622, 693, 876, 923, 1042, 1139; also see: Sentences, 468, 622, 876, 923, 990, 1020, 1042, 1139

7. use complete and varied sentences to develop a composition.

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Revising word choice, 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138

8. use appropriate and precise word choice to develop a composition.

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Student & Teacher’s Edition: Writing Workshops: Research Report, identifying research question, 917; also see: Gathering Details: recording and organizing information, 918; Providing Elaboration by: crediting sources, making direct references to sources, 920; Preparing a Reference List, 927; Research and Technology, 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 831, 889, 989, 1019, 1065, 1091, 1103, 1109; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33

9. access and evaluate a variety of sources i.e.,

Reader’s Guide card catalog electronic media

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Student & Teacher’s Edition: Gathering Details: recording and organizing information, 918; Providing Elaboration by: crediting sources, making direct references to sources, 920

10. extend note-taking skills to process and organize information.

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Student & Teacher’s Edition: Citing Sources and Preparing Manuscript, R33, MLA Style, R34; also see: Providing Elaboration by: crediting sources, making direct references to sources, 918, 920; Research report: Preparing a Reference List, 927

11. recognize the concept of intellectual property and plagiarism (e.g., media copyright laws, public/private domain, primary/secondary sources).

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Student & Teacher’s Edition: Citing Sources and Preparing Manuscript, R33, MLA Style, R34; also see: Providing Elaboration by: crediting sources, making direct references to sources, 918, 920; Research report: Preparing a Reference List, 927; also see: Paraphrase, 722, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 918

12. differentiate between plagiarism and paraphrasing. ___ ___ ___ ___

Student & Teacher’s Edition: Shaping Writing by: identifying main point, 89, planning storyline, 285, chronological, 374, 875, 919, order–of–importance, 374, 538, 919, choosing organization, block/modified block, 467, outlining arguments, 538, evaluating arguments, 538, spatial/time–order, 621, step–by–step, 875, writing thesis statement, 690, 919, introduction, body, conclusion, 690, 1041, comparison–and–contrast, 919, using headings, 919, writing an outline, 919, point–by–point/subject–by–subject, 1136

13. develop outlining skills to organize text and composition information by selecting main points and supporting details.

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Student & Teacher’s Edition: Citing Sources and Preparing Manuscript, R33, MLA Style, R34; also see: Providing Elaboration by: crediting sources, making direct references to sources, 920; Research report: Preparing a Reference List, 922

14. practice correct use of bibliographic format in research documentation (e.g., MLA and APA).

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Student & Teacher’s Edition: Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092; also see: Writing (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109; Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111; Writing Workshops, 88–93, 162–169, 284–289, 372–379, 466–471, 536–543, 620–625, 688–695, 874–889, 916–927, 1040–1045, 1134–1141

15. integrate writing skills and assignments using literary text and grammar.

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The following resources materials provide integrated and supplemental grammar and writing support: Daily Language Practice Transparencies, Graphic Organizer Transparencies, and the Skills Development Workbook. In addition, 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. 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, and 1135.

16. provide supplemental language materials to support writing.

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Literary Criticism, R22; Literary Movements, R23; Using in-text links and companion website codes, teachers access: Author Video Clips, and selection-specific Internet Activities. For examples, see http://phschool.com/atschool/literature/ . In addition, the From the Author’s Desk DVD includes in-depth interviews with authors. The following resources materials provide additional opportunities for humanities study: Fine Art Transparencies, Volumes 1 & 2

17. provide supplemental materials on literary criticism for the advanced student: literary criticism, graphic organizers, essential questions and researched based strategies.

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