new mississippi language arts framework 2000 · 2012. 9. 17. · reference 221 diamante and...

Level 7

English/Language Artscorrelated to the

Common CoreState Standards Initiative2010

Grade 7 Shurley Instructional Materials, Inc. page 1

Common Core Standards 2010 English/Language Arts

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

None

2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

None

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

None

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

504-505

505-506

508

556

557

652-653

656

Reference 197 Figurative Language and Sound Devices along with Discuss It Reference 198 William Wordsworth along with Discuss It WA 33: Activity Reference 220 Robert Frost along with Discuss It WA 34: Activity Reference 249 Emily Dickenson along with Discuss It WA 43: Activity



5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

506

507

507-508

557

557

653

653-654

655-656

Reference 199 Color; Definition, and Parts-of-Speech Poems Reference 200 Couplet, Triplet, and Quatrain Poems WA 33 Reference 221 Diamante and Limerick Poems WA 34 Reference 250 Acrostic Poem Reference 251 Haiku WA 43

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

None



7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

None

8. (Not applicable to literature)

9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

None

10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

None



1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

327-328

646-647

651

747

776

778

Reference 143 Writing a Descriptive Paragraph along with Discuss It Chapter 28: Lesson Three Across the Curriculum Hands-on Activities: Science Connection Discovery Time: Activity #1 Alabama Discovery Time: Activity #2 Connecticut

Use the newspaper to analyze test

2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

338

651

692

Across the Curriculum Across the Curriculum Across the Curriculum

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events)

319

556

652-653

689

691-692

Across the Curriculum Reference 220: Robert Frost along with Discuss It Reference 249: Emily Dickinson along with Discuss It Truck Full of Potato along with Discuss It Reference 273: Predictable Elements of Fairy Tales, along with Across the Curriculum



4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

504-505

505-506

508

556

557

652-653

656

Reference 197 Figurative Language and Sound Devices along with Discuss It Reference 198 William Wordsworth along with Discuss It WA 33: Activity Reference 220 Robert Frost along with Discuss It WA 34: Activity Reference 249 Emily Dickinson along with Discuss It WA 43: Activity

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

368

413

417-419

455

459-462

WA 21; Item 4 WA 25: Item 7 Chapter 17: Lesson 3: Dialogue as a Literary Device Student Tip: Questions to Think About Chapter 19: Lesson 4: Narratives without Dialogue

6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

None



7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

None

8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

None

9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

None

10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

None



1. Write arguments to support claims with clear reasons and relevant evidence.

236-238

239-245

271

282-288

313

650-651

780

787

Writing a Persuasive Paragraph

Writing a Three-Paragraph Persuasive Essay WA 14 Writing a Five-Paragraph Persuasive Essay WA 17 Writing an Editorial to Persuade Activity #1: Wisconsin Activity #1: Nevada

See the first bullet point for writing a persuasive essay. See the second bullet point for writing a persuasive essay.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

236

237-238

239

240

240-241

282

283

Reference 106: Persuasive Writing

Learn It and Reference 107: Writing a Persuasive Paragraph Reference 108: Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay along with Learn It Reference 109: Writing the Introduction for a Three-Paragraph Persuasive Essay Learn It along with Reference 110: Writing the Body for a Three-Paragraph Persuasive Essay Learn It along with Reference 123: Writing the Introduction for a Five-Paragraph Persuasive Essay Learn It along with Reference 124: Writing the Body for a Five-Paragraph Persuasive Essay



b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

236

237-238

239

240

240-241

241-242

282-284

Reference 106: Persuasive Writing Learn It and Reference 107: Writing a Persuasive Paragraph Reference 108: Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay along with Learn It Reference 109: Writing the Introduction for a Three-Paragraph Persuasive Essay Learn It along with Reference 110: Writing the Body for a Three-Paragraph Persuasive Essay Learn It along with Reference 111: Writing the Conclusion for a Three-Paragraph Persuasive Essay Writing a Five-Paragraph Persuasive Essay

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

96, 735

137-138

166-168

169

173

174

178

209

Jingle 12 The Transition Word Jingle Reference 67: Different Writing Forms Reference 82 The Compound Sentence: See coordinate conjunctions, and using connective adverbs Classroom Practice 20: Ex. 4 & 5 Classroom Practice 21: Ex. 4 & 5 Homework 2: Items 2, 3, & 4 Chapter 6 Checkup 22: Ex. 4 & 5 Classroom Practice 25: Ex. 3 & 4

See the use of coordinate conjunctions and connective adverbs to clarify relationships between thoughts.



Continued

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons

215

220

221

226

188, 236, 282, 372, 417, 459

236

372-374

374

Classroom Practice 26: Ex. 2 & 3 Classroom Practice 27: Ex. 2, 3, & 4 Homework 3: Items 2 & 3 Chapter 8 Checkup 28: Ex. 2, 3, & 4 Student Tip Reference 106: Persuasive Writing Reference 154: Writing a Comparison-Contrast Essay Strategies to Rev Up Your Writing

Reminds the student to know and use transition words in writing. See opinion words listed. See transitional words and phrases. See the list of words to make comparisons.

d. Establish and maintain a formal style.

236

237-238

239

240

240-241

241-242

282-284

Reference 106: Persuasive Writing Learn It and Reference 107: Writing a Persuasive Paragraph Reference 108: Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay along with Learn It Reference 109: Writing the Introduction for a Three-Paragraph Persuasive Essay Learn It along with Reference 110: Writing the Body for a Three-Paragraph Persuasive Essay Learn It along with Reference 111: Writing the Conclusion for a Three-Paragraph Persuasive Essay Writing a Five-paragraph Persuasive Essay



e. Provide a concluding statement or section that follows from and supports the argument presented.

237-238

241-242

284

372-374

Writing a Persuasive Paragraph Learn It along with Reference 111: Writing the Conclusion for a Three-Paragraph Persuasive Essay Learn It along with Reference 125: Writing the Conclusion for a Five-Paragraph Persuasive Essay Reference 154: Writing a Comparison-Contrast Essay

See the sections on Sentence 11 and 12 for the concluding sentences, as well as the concluding sentences given in the sample persuasive paragraph. See item 4 on writing a conclusion along with the concluding paragraph given in the example.

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

78-102

140-148

189-198

372-378

658-687

Writing a Three-Point Expository Paragraph Writing a Three-Paragraph Expository Essay Writing a Five-Paragraph Expository Essay Writing a Comparison-Contrast Essay Writing a Research Report



a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

78

79

140

141

141-142

190

190-191

266

267

372-374

674-676

681

Reference 39 Expository Writing and the Three-Point Format Reference 40 Writing the Introduction for a Three-Point Expository Paragraph Learn It: Writing a Three-Paragraph Expository Essay Reference 69 Outlines for the Three-Point Paragraph and the Three-Paragraph Essay Reference 70 Writing the Introduction for a Three-Paragraph Expository Essay Reference 89 Outlines for the Three-Paragraph Essay and the Five-Paragraph Essay Reference 90 Writing the Introduction for a Five-Paragraph Expository Essay Reference 121 Cause and Effect Across the Curriculum Reference 154 Writing a Comparison-Contrast Essay Reference 265 (Step 8) Write a Rough Draft Reference 270 (Step 11) Write the Final Report



b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

80

141

143

145

190

192

195

372-374

373

374-375

674-676

680

681

Reference 41 Writing the Body for a Three-Point Expository Paragraph Reference 69 Outlines for the Three-Point Paragraph and the Three-Paragraph Essay Reference 71 Writing the Body for a Three-Paragraph Expository Essay WA 7 Reference 89 Outlines for the Three-Paragraph Essay and the Five-Paragraph Essay Reference 91 Writing the Body for a Five-Paragraph Expository Essay WA 10 Reference 154 Writing a Comparison-Contrast Essay Example of a Venn Diagram WA 22 Reference 265 (Step 8) Write a Rough Draft Reference 269 Example of a Final Report WA 45



c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

96

137-138

145

166

167

167

168

168

177

192

195

236

242

169

173

174

209

Jingle 12 Transition Words Jingle Reference 67 Different Writing Forms WA 7: Item 4 Reference 95 The Compound Sentence Student Tip Reference 83 Comma Splices and Run-on Sentences Reference 84 Using Compound Sentences to Correct Run-on Sentences Reference 98 Identifying S, F, SCS, SCV, and CD WA 8: Item 3 Reference 91 Writing the Body for a Five-Paragraph Expository Essay WA 10: Item 3 Student Tip WA 13: Item 3 Classroom Practice 20: Items 4 & 5 Classroom Practice 21: Items 4 & 5 Homework 2: Items 2, 3, & 4 Classroom Practice 25: Items 3 & 4

Transition Words are reviewed systematically (See top of page 99.) in Jingle 12. It is found on pages 96 and 735. See transition words used in example.



Continued

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

224

372-374

374-375

WA 11: Item 3 Reference 154 Writing a Comparison-Contrast Essay WA 22: Item 3

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

68

68-70, 127, 179

83

84

89-92

102

182, 277, 495

Grammar & Writing Connection: Practice Sentence Grammar & Writing Connection: Practice and Revised Sentences Learn It: Prewriting, the First Step in the Writing Process along with Reference 45 Step 1: Prewriting Reference 46 Prewriting Map Example along with Discuss It and Learn It Revising Chapter 3 Writing Evaluation Guide: Revising Check Across the Curriculum

Practice and Revised Sentences are repeated systematically throughout the curriculum. See coordinating pages in the Teacher’s Manual for complete instruction (pages 98-101, 171-173, 232-234).

e. Establish and maintain a formal style.

78-102

140-148

189-198

372-378

658-687

Writing a Three-Point Expository Paragraph Writing a Three-Paragraph Expository Essay Writing a Five-Paragraph Expository Essay Writing a Comparison-Contrast Essay Writing a Research Report

See detailed explanations of the style for each writing type.



f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

81

144

193

372-374

674-676

680

Reference 42 Writing the Conclusion for a Three-Point Expository Paragraph Learn It and also Reference 72 Writing the Conclusion for a Three-Paragraph Expository Essay Reference 92 Writing the Conclusion for a Five-Paragraph Expository Essay Reference 154 Writing a Comparison-Contrast Essay: Item 4 Reference 265 (Step 8) Write a Rough Draft: Item 6 Reference 269 Example of a Final Report

See the last paragraph.

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

327

331

361

368

413

417-418

420

444

459-462

463

489

688-689

Writing a Descriptive Paragraph WA 19 WA 20 WA 21 WA 25 Writing Narratives with Dialogue WA 26 WA 27 Writing Narratives without Dialogue WA 29 WA 31 Writing Time: Learn It: Writing Tall Tales, along with Reference 272 Writing a Tall Tale



Continued

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

690

692

WA 50 WA 51

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

188-189

224

242

271

285

313

325

413

417-418

420

444

459-460

461-462

463

489

536

Writing Time: Point of View

WA 11: See Item 4

WA 13: See Item 4

WA 14: See Item 4

WA 16: See Item 4 WA 17: See Item 4 Reference 141 Descriptive Writing WA 25 Reference 167 Story Elements for a Narrative With Dialogue

WA 26 WA 27 Reference 181 Story Elements for a Narrative Without Dialogue Reference 181 Story Elements for a Personal Narrative

WA 29

WA 31

WA 35



b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

325

326

328-331

331

390-391

392

393-394

394-395

396

399-400

402

403

408

417-418

419

132, 183, 231, 278, 320, 368, 413, 791

31, 64, 124, 176, 223, 270, 312, 360, 405, 443, 462, 488, 535

Reference 141 Descriptive Writing Reference 142 Descriptive Guidelines Writing Review: Traits of Effective Writing WA 19 Using Dialogue Reference 161 Rules for Punctuating Beginning Quotes Reference 1162 Rules for Punctuating Ending Quotes Reference 163 Rules for Punctuating Split Quotes Classroom Practice 47: Ex. 2 & 3 Reference 165 Other Quotation Rules Classroom Practice 48: Ex. 4, 5, 6, & 7 Homework 7: Ex. 1 Chapter 16 Checkup 49: Ex. 2 & 3 Reference 167 Story Elements for a Narrative With Dialogue along with text at the bottom of page 418 Strategies to Rev Up Your Writing along with example on page 419 Other Strategies to Rev Up Your Writing: Figurative Language

Other Strategies to Rev Up Your Writing: Power Words

Strategies to Rev Up Your Writing are repeated throughout the curriculum.



Continued

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

420

430

444

459-460

461-462

463

489

WA 26 Classroom Practice 51: Ex. 3 WA 27 Reference 181 Story Elements for a Narrative Without Dialogue along with Learn It: Personal Narrative Reference 182 Story Elements for a Personal Narrative WA 29 WA 31

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

96

137-138

145

166

167

167

168

169

173

174

177

Jingle 12 Transition Words Jingle Reference 67 Different Writing Forms WA 7, See Item 4 Reference 82 The Compound Sentence Student Tip Reference 83 Comma Splices and Run-on Sentences Reference 84 Using Compound Sentences to Correct Run-on Sentences Classroom Practice 20: Item 5 Classroom Practice 21: Item 5 Homework 2: Items 2, 3, & 4 WA 8: Item 3

See the section on connective adverbs.



Continued

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

190-194

195

212

212-213

213

214

217-219

220

221

259-261

262

266

267

268

271

273

372-374

374-375

Writing a Five-Paragraph Expository Essay WA 10: Item 3 Reference 99 Clauses and Subordinate Conjunctions Reference 100 The Complex Sentence Student Tip Reference 101 A Review of the Types of Sentences, Adding the Complex Sentence Improving Short, Choppy Sentences and Long, Rambling Sentences Classroom Practice 27: Item 3 & 4 Homework 3: Item 2 & 3 The Compound-Complex Sentence Classroom Practice 32: Item 4 & 5 Cause and Effect Homework 4: Item 2, 3, & 4 Classroom Practice 33: Item 4 & 5 WA 14: Item 3 Chapter 10 Checkup 34: Item 4 & 5 Reference 154 Writing a Comparison-Contrast Essay WA 22: Item 3

See the use of transitional words to convey sequence and connect thoughts. See examples of transitional words and phrases.



d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

31, 64, 124, 176, 223, 270, 312, 360, 405, 443, 462,

488, 535

132, 183, 231, 278, 320, 368, 413, 791

182, 277

325

326

327

328-331

331

361

468

504

507-508

649

655-656

Rev Up Your Writing: Power Words Rev Up Your Writing: Figurative Language Across the Curriculum Reference 141 Descriptive Writing Reference 142 Descriptive Guidelines Reference 143 Writing a Descriptive Paragraph Discuss It along with Writing Review: Traits of Effective Writing WA 19 WA 20 WA 30 Reference 197 Figurative Language and Sound Devices WA 33 WA 41 WA 43



e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

327-328

417-418

459-460

461-462

688

691

Reference 143 Writing a Descriptive Paragraph Reference 167 Story Elements for a Narrative With Dialogue Reference 181 Story Elements for a Narrative Without Dialogue Reference 182 Story Elements for a Personal Narrative Learn It: Writing Tall Tales along with Reference 182 Writing a Tall Tale Reference 272 Predictable Elements of Fairy Tales

See the sections on the conclusion. See the section on the ending along with the ending shown in the example. See the section on the ending along with the ending shown in the example. See the section on the ending along with the ending shown in the example. See the section on a fantastic ending. See the section on the ending.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

87, 132, 145, 184, 195, 231, 242, 278, 285, 321, 331, 368, 374, 413, 420, 454, 463, 468, 499, 507-508, 546, 548, 555, 557, 649, 651, 655, 683, 686-

687, 690, 692, 699

78-102

Writing Assignments (WA) The Writing Process for a Three-Point Expository Paragraph

Writing Assignments (WA) are repeated systematically throughout the curriculum. Note that the purpose, the type of writing, and the audience are stated. Under the Special Instructions, students are given the developmental and organizational tools to assist them in writing each piece. This includes developing the topic, planning, writing a rough draft, revising, and editing. The purpose and audience are discussed throughout these pages, such as pages 83, 84, 85, 86, 89, and 90.



Continued

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

83

101 along with 135, 186, 234, 280, 323, 370, 415,

457, 501

Learn It: Prewriting, The First Step in the Writing Process along with Reference 45 Step 1: Prewriting Reference 55: A Review of the Steps in the Writing Process along with Publishing Time

Publishing is presented systematically throughout the text as one of the steps in the writing process.

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

72

87

78-102

97-98

102, 148, 198, 245, 288, 334, 423, 466

133, 185, 232, 279, 322, 369, 414, 455, 500

Reference 36 Making Writing Folders WA 4 The Writing Process for a Three-Point Expository Paragraph Reference 53 Revising and Editing Schedule and Writing a Final Paper along with Student Note Writing Evaluation Guide: See Item 6 Conference Time: Discuss It: Teacher-Student Conferences

Aids the student in the physical organization of papers in the writing process. Writing Assignments (WA) are repeated systematically throughout the curriculum. Each WA gives the purpose and the audience for writing. This includes developing the topic, planning, writing a rough draft, revising, and editing. The purpose and audience are discussed throughout these pages, such as pages 83, 84, 85, 86, 89, and 90. Reference 53’s Guidelines for Peer Editing. Individual Editing, Partner Editing, and Group Editing, along with Teacher-lead Instruction are repeated systematically throughout the curriculum. Writing Evaluation Guides are given systematically throughout the curriculum. For teacher instructions for conferencing see a coordinating page in the Teacher Edition (page 181). Conference Time is repeated systematically throughout the curriculum.



6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

122-123, 128, 172, 180, 228, 272, 275, 314, 317, 362, 365, 407, 410, 445, 448, 490, 493, 514, 520, 537, 571, 576, 585, 591

135, 186, 234, 280, 323, 370, 415, 457, 501

507-508

508

546

555

557

558

655-656

656

674-676

776

781

781

Discovery Time Publishing Time WA 33 HWA 34 WA 36 WA 38 WA 39 HWA 40 WA 43 HWA 44 Reference 265 (Step 8) Write a Rough Draft Activity #2: California: See the first bullet point Activity #1: Maine Activity #2: Michigan: See the second bullet point.

Discovery Time activities are repeated systematically throughout the text. Students are instructed to use resources, including the internet and computer encyclopedia software to explore the topic and find answers to the clues. Publishing is presented systematically throughout the text as one of the steps in the writing process. See Items 5, 9. and 12, for technology emphasis. See Special Instructions: Items 1 and 2. See Special Instructions: Item 3. See Special Instructions: Item 4. See Special Instructions: Item 4. See Special Instructions: Item 4. See Special Instructions: Item 3. See Special Instructions: Items 1 and 2. See Special Instructions: Item 3. See Items 8, and 9, along with the internet examples in the “Works Cited.”



Continued

6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

781

781

785

Activity #1: Massachusetts: See the second bullet point. Activity #2: Maryland: See the second bullet point.

Activity #1: Montana: See the second bullet point.

7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

122-123, 128, 172, 180, 228, 272, 275, 314, 317, 362, 365, 407, 410, 445, 448, 490, 493, 514, 520, 537,

571, 576, 585, 591

658-687

747

755

761

763

767

776-788

Enrichment: Discovery Time Research Report Writing Hands on Activities: Item 5 Hands on Activities: Item 2 Hands on Activities: Items 5 & 6 Hands on Activities Hands on Activities Discovery Time: Activity Section



8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

122-123, 128, 172, 180, 228, 272, 275, 314, 317, 362, 365, 407, 410, 445, 448, 490, 493, 514, 520, 537,

571, 576, 585, 591

662

674-676

781

785

Discovery Time Reference 257 Main Sources Used to Research a Topic Reference 265 (Step 8) Write a Rough Draft Activity #1: Maine Activity #1: Montana: See the second bullet point.

Discovery Time activities are repeated systematically throughout the text. Students are instructed to use resources, including the internet and computer encyclopedia software to explore the topic and find answers to the clues. See The Internet as a Source. See Items 8, and 9, along with the internet examples in the “Works Cited.”

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

236

237-238

239

240

240-241

241-242

Reference 106: Persuasive Writing

Learn It and Reference 107: Writing a Persuasive Paragraph

Reference 108: Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay along with Learn It Reference 109: Writing the Introduction for a Three-Paragraph Persuasive Essay Learn It along with Reference 110: Writing the Body for a Three-Paragraph Persuasive Essay Learn It along with Reference 111: Writing the Conclusion for a Three-Paragraph Persuasive Essay

See sections on supporting sentences.

See sections on writing supporting sentences to back up opinions.

See the use of supporting sentences. See the reason sentence. See supporting sentences. See supporting sentences in the sample.



Continued

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

282-284

451

451-452

452

453

454

496

497

497-498

499

662

663

663-664

681-682

Writing a Five-paragraph Persuasive Essay Reference 177 Two Kinds of Books Reference 178 Card Catalogs Reference 179 How to Find Fiction Books in the Library Reference 180 Writing a Book Review for a Fiction Book WA 28: Fiction Book-Review Reference 194 Parts of a Nonfiction Book Reference 195 How to Find Nonfiction Books in the Library Reference 196 Writing a Book Review for a Nonfiction Book WA 32: Nonfiction Book-Review Reference 257 Main Sources Used to Research a Topic Reference 258 (Step 3) Select Sources by Skimming Reference 259 (Step 4) Make a Source Card for Each Source Selected WA 45 and Writing Time Assignments

See the sections on supporting sentences.



a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

None

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

None



10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

1-2, 9, 20, 24, 28, 34, 56, 69, 71, 119

68

69-70, 127-129, 179-181, 227-229

83-86

122-123, 128, 172, 180, 228, 272, 275, 314, 317, 362, 365, 407, 410, 445, 448, 490, 493, 514, 520, 537,

571, 576, 585, 591

87, 132, 145, 184, 195, 231, 242, 278, 285, 321, 331, 368, 374, 413, 420, 454, 463, 468, 499, 507-508, 546, 548, 555, 557, 649, 651, 655,

683, 686-687, 690, 692, 699

483-503

Reference 1 Journal Writing Grammar & Writing Connection: Practice Sentence Grammar & Writing Connection: Practice and Revised Sentences Reference 45, Reference 46, Reference 47. And Reference 48 Discovery Time Writing Assignments (WA) Research Report Writing

Note also the bottom left corner of the page 2 for Journal entry 1. Additional Journal Entries are repeated systematically throughout the curriculum. Practice and Revised Sentences are repeated systematically throughout the curriculum. See coordinating pages in the Teacher’s Manual for complete instruction (pages 98-101, 171-173, 232-234, 289-291).

See sections on the purpose for writing, the type of writing, and the audience for the writing. Discovery Time Activities are dispersed throughout the curriculum Writing Assignments are dispersed throughout the curriculum.



1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

5, 44, 114, 131, 160-162, 505, 506, 530-531, 548, 552, 556, 561, 563, 565,

566, 646, 652-653, 689, 690

136

34, 71, 131, 182, 230, 277, 319, 367, 412, 450, 495, 539, 597, 612, 627, 640

102 for Writing Evaluation Guide,

along with Conference Time: 133, 185, 232, 279, 322, 369, 414, 455, 500

130, 134, 182, 185, 200, 233, 277, 279, 291, 319, 322, 369, 414, 456, 469, 495, 500, 503, 509, 546, 559,

597, 651

694-695 and 704

747-748, 761, 763, 764, 767

Discussion Points Reference 66 Share Time Guidelines Oral Review Questions Conference Time along with the Writing Evaluation Guide for the assignment as shown on page 102. Across the Curriculum Reference 274 Guidelines for Dramatic Presentations along with Reference 66 Share Time Guidelines Hands on Activities

For instructions on Conference Time see the coordinating pages in the teacher’s manual such as pages 181-182.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

None



b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

None

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

None

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

None

2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

None

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

None

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

136 along with 187, 235, 281, 371, 416, 458, 502, 595

135

503

Share Time Guidelines along with Discovery Share Time Learn It as well as Reference 66 Publishing Checklist for Step 6 in the Writing Process: Items 2, 9, & 12 Publishing Time: Share It: WA 30



Continued

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

509

682-687

Literature Time: Share It: WA 33 Independent Research Report along with Sharing

5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

507-508

557

655-656

679

767

WA 33: Special Instructions: Item 2

WA 34: Special Instructions, Item 2

WA 43:Special Instructions, Item 2

Reference 268 (Step 11) Write the Final Report

Hands on Activities

See the second sentence concerning including illustrations or visual aids.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

5, 44, 82, 84, 114, 139, 157, 160-162

34, 71, 131, 182, 230, 277, 319, 367, 412, 450, 495, 539, 597, 612, 627, 640

135

136

122, 123, 128, 172, 180, 228, 272, 275, 314, 317, 362, 365, 407, 410, 445, 448, 490, 493, 514, 520, 537,

555

686

747-748

467-468

Discuss It

Oral Review Questions

Reference 66 Publishing

Reference 66 Share Time Guidelines

Discovery Time Reports and also Discovery Share Time

Share Time: Book Reviews, WA 28 & 32

Publish It: Share WA 46

Following Oral Directions

Guidelines for Conducting Interviews

Discuss It questions are systematically listed throughout the curriculum.

Discovery Time Reports and Discovery Share Times are repeated systematically throughout the curriculum.



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

39, 45, 51, 55, 108, 158, 208, 252, 295

58, 63, 67, 112, 118, 122, 165, 171, 175

68-70, 127-129, 179-182, 227-230, 274-277

Introductory Sentences Practice Sentences Practice and Revised Sentences

Introductory Sentences are practiced systematically throughout the curriculum. For complete instruction see coordinating pages in the Teacher’s Edition (pages 55-56, 62-64, 71-72, 77-78, 144-146, 205-206, 264-266, 317-319, 372-374 ). Practice Sentences occur systematically throughout the curriculum. For complete instruction see coordinating pages in the Teacher’s Edition (pages 82-84, 90-92, 96-98, 151-153, 159-160, 164-166, 214-216, 222-224, 227-229). Practice and Revised Sentences are repeated systematically throughout the curriculum. See coordinating pages in the Teacher’s Manual for complete instruction (pages 98-101, 171-173, 232-235, 289-292, 346-349).

a. Explain the function of phrases and clauses in general and their function in specific sentences.

48-51, 68-71

130

182

203-207

518

Prepositional Phrases

Across the Curriculum: Learn It and Item 2: Grammar, Vocabulary, and Writing Connection Across the Curriculum Verb Phrases

Adjective Phrase or Adjectival Phrase

Prepositional phrases are introduced here and systematically repeated throughout the curriculum.

See the top of the page as well as Item 2 at the bottom of the page emphasizing prepositional phrases. See the text dealing with verb phrases. Verb phrases are identified and discussed systematically throughout the curriculum.



Continued


519

521

527

532

533

538

598-600

601

603-604

605

606

608, 610, 613

609

611

612, 627, 640

614-615

616

617-618

619

Adverb Phrase or Adverbial Phrase Classroom Practice 62: Exercises 2, 3, & 4 Classroom Practice 63, Part B: Exercises 5 & 6 Classroom Practice 64: Exercises 4 & 5 Homework 10: Exercise 1 Chapter 22 Checkup 65: Exercises 4 & 5 Verbal Phrases Classroom Practice 74: Exercises 1-7 Using Verbal Phrases Misplaced and Dangling Modifiers Classroom Practice 75: Exercises 1-5 Grammar Time: Review It Classroom Practice 76: Exercises 1-5 Chapter 25 Checkup 77: Exercises 1-5 Oral Review Questions Independent and Subordinate Causes Classroom Practice 78: Exercises 1 & 2 Adverb Clauses Classroom Practice 79: Exercises 1 & 2



Continued


620-621

622

623

624

628-630

631

633

635

636

637

639

Adjective Clauses and Relative Pronouns Classroom Practice 80: Exercises 1-4 Student Note: Where and when used to introduce adverb clauses or adjective clauses Classroom Practice 81: Exercises 1-3 Noun Clauses Classroom Practice 83: Exercises 1-3 Classroom Practice 84: Exercises 1 & 2 Classroom Practice 85: Exercises 1 & 2 Essential and Nonessential Clauses Classroom Practice 86: Exercises 1-3 Chapter 27 Checkup 87: Exercises 1-3

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

89-95

102, 148, 198, 245, 288, 334, 423, 466

12

156-158

159-162

163

Revising Process Writing Evaluation Guide: Item 9 Punctuation Rules; Item 10 Coordinate Conjunctions and Compound Parts Simple Sentences, Fragments, Run-Ons, and Compound Parts Classroom Practice 19: Exercises 4-6

See the sections which discuss sentence structure such as: page 89, item 3, page 91, checkpoint 3, page 92, item 4, page 95, checkpoint 4



Continued


165-167

167-168

168

168

169

173

174

178

179

212-214

215

217-219

220

221

226

259-261

Coordinate Conjunctions, Connective Adverbs, and Compound Sentences Comma Splices and Run-On Sentences Using Compound Sentences to Correct Run-On Sentences Identifying a Sentence, a Fragment, a Simple Sentence with a Compound Subject, a Simple Sentence with a Compound Verb, a Compound Sentence Classroom Practice 20: Exercises 4-6 Classroom Practice 21; Exercises 4-6 Homework 2: Items 2-4 Chapter 6 Checkup 22: Exercises 4-6 Reference 87 A Guide for Using Conjunctions to Build and Expand Sentences along with Student Note Clauses and Subordinate Conjunctions, Complex Sentences, Types of Sentences Classroom Practice 26: Exercises 2-4 Improving both Short, Choppy Sentences and also Long, Rambling Sentences Classroom Practice 27; Exercises 2-4 Homework 3: Items 2 & 3 Chapter 8 Checkup 28: Exercises 2-4 Compound-Complex Sentences



Continued


262

267

268

273

Classroom Practice 32: Exercises 4 & 5 Homework 4: Items 2-4 Classroom Practice: Exercises 4 & 5 Chapter 10 Checkup 34: Exercises 4 & 5

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

518

519

521

527

532

538

560-561

564-566

567

572

577

586-587

592

596

Prepositional Phrases as Adjectives Modifying a Noun or a Pronoun Prepositional Phrases as Adverbs Modifying a Verb, Adjective, or Adverb Classroom Practice 62: Exercise 2 Classroom Practice 63, Part B: Exercise 5 Classroom Practice 64: Exercise 4 Chapter 22 Checkup 65: Exercise 4 Participles Modify Nouns and Pronouns Infinitive Can Modify a Noun or Pronoun as an Adjective Classroom Practice 68: Exercises 1, 2, 5, 6, & 7 Classroom Practice 69: Exercises 1, 2, 5, 6, & 7 Classroom Practice 70: Exercises 1, 2, 5, 6, & 7 Classroom Practice 71: Exercises 1, 2, 5, 6, 7, & 9 Classroom Practice 72: Exercises 1, 3, 4, & 6 Chapter 24 Checkup 73: Exercises 1, 3, 4, & 6



Continued


598-600

601

605

606

609

610

611

612, 627, 640

613

614-615

616

617-618

619

620-621

623

624

626

628-630

631

633

Verbal Phrases Classroom Practice 74: Exercises 1, 4, 5, 6, & 7 Misplaced and Dangling Modifiers Classroom Practice 75: Exercises 1-5 Classroom Practice 76: Exercises 1-5 Student Activity Chapter 25 Checkup 77: Exercises 1-5 Oral Review Questions Grammar Time Counting the Number of Independent and Subordinate Clauses Classroom Practice 78: Exercises 1 & 2 Adverb Clauses Classroom Practice 79: Exercises 1-3 Adjective Clauses Student Note Classroom Practice 81: Exercises 1-3 Chapter 26 Checkup 82: Exercises 1-3 Noun Clauses Classroom Practice 83: Exercises 1-3 Classroom Practice 75: Exercises 1 & 2



Continued


635

636

637

639

Classroom Practice 85: Exercises 1-5 Essential and Nonessential Clauses Classroom Practice 86: Exercises 1-3 Chapter 27 Checkup 87: Exercises 1-3

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

10

11

12-14

15

17

19-20

20

21

22

25

29

32

41

46

Reference 7 The Importance of Capitalization and Punctuation Reference 8 Capitalization Rules Reference 9 Punctuation Rules Reference 10 Capitalization & Punctuation Rules and the Editing Guide Classroom Practice 1 Reference 13 Homonym Chart along with the exercises following at the top of page 20 Reference 14 Editing a Paragraph Classroom Practice 2: Exercise 5 Reference 15 Contraction Chart: See correct spellings Classroom Practice 3: Exercise 6 Classroom Practice 4: Exercise 5 Chapter 1 Checkup 5: Exercises 1 & 5 Classroom Practice 6: Ex. 4 & 5 Classroom Practice 7: Ex. 4 & 5

Classroom Practice pages are repeated systematically throughout the curriculum. Students practice editing for capitalization, punctuation, and spelling errors on most of the Classroom Practices.



Continued

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

52

54

57

59

62

66

92-95

102, 148, 198, 245, 288, 334, 423, 466

120

126

134, 185, 233, 279, 322, 369,

414, 456, 500, 503, 546

530-531

532

535

538

543

Classroom Practice 8: Ex. 4 & 5

Reference 30 The Four Kinds of Sentences and the End Mark Flow Classroom Practice 9: Ex. 4 & 5 Reference 31 Singular, Plural, Common, and Proper Nouns along with the Student Tip Classroom Practice 10: Ex. 5 & 6 Chapter 2 Checkup 11: Exercises 5 & 6 Editing

Writing Evaluation Guide, See Editing Check Classroom Practice 15: Ex. 4 Chapter 4 Checkup 16: Exercise 4 Across the Curriculum: Spelling Reference 209 Rules for Making Nouns Plural along with Discuss It Classroom Practice 64: Exercise 2

Homework 10: Exercise 3

Chapter 22 Checkup 65; Exercise 2

Reference 213 Commonly Used Abbreviations

See the punctuation marks for each type of sentence. These are repeated systematically throughout the curriculum in the Question and Answer Flow process.

Students are expected to edit their writing pieces for capitalization and punctuation errors throughout the curriculum. This Evaluation Guide is supplied as a support in that process. See the spelling and capitalization rules for plural and proper nouns.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

None



b. Spell correctly.

17

19-20

21

22

25

29

32

41

46

52

57

59

62

66

92-95

102, 148, 198, 245, 288, 334, 423, 466

120

126

Classroom Practice 1 Reference 13 Homonym Chart along with the exercises following at the top of page 20 Classroom Practice 2: Exercise 5 Reference 15 Contraction Chart: See correct spellings Classroom Practice 3: Exercise 6 Classroom Practice 4: Exercise 5 Chapter 1 Checkup 5: Exercises 1 & 5 Classroom Practice 6: Ex. 4 & 5 Classroom Practice 7: Ex. 4 & 5 Classroom Practice 8: Ex. 4 & 5 Classroom Practice 9: Ex. 4 & 5 Reference 31 Singular, Plural, Common, and Proper Nouns along with the Student Tip Classroom Practice 10: Ex. 5 & 6 Chapter 2 Checkup 11: Exercises 5 & 6 Editing Writing Evaluation Guide, See Editing Check Classroom Practice 15: Ex. 4 Chapter 4 Checkup 16: Exercise 4



Continued

b. Spell correctly.

134, 185, 233, 279, 322, 369, 414, 456, 500, 503, 546

530-531

532

535

538

543

Across the Curriculum: Spelling

Reference 209 Rules for Making Nouns Plural along with Discuss It

Classroom Practice 64: Exercise 2

Homework 10: Exercise 3

Chapter 22 Checkup 65; Exercise 2

Reference 213 Commonly Used Abbreviations

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

74-76 Reference 38 Traits of Effective Writing See conventions.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

31, 64, 124, 176, 223, 270, 312, 360, 405, 443, 462, 488, 535

68-70, 127, 179, 227, 274, 316,

364, 409, 447, 492

89-92

102, 148, 198, 245, 288, 334, 423, 466

159-162

217-218

Strategies to Rev Up your Writing: Power Words Practice and Revised Sentences work on word choice strategies.

Revising examples

Writing Evaluation Guide along with Writing Assignments such as WA 4 on page 87, Checklist for Writing a Final Paper on pages 99-100, and page 101. Simple Sentences with Compound Parts Improving Short, Choppy Sentences

Practice and Revised Sentences are repeated systematically throughout the curriculum. See coordinating pages in the Teacher’s Manual for complete instruction such as pages 98-101, 171-173, and 232-234.

See Checkpoint 4 on page 91.

See items 10, 11, and 12. Students are encouraged to revise their writing using the Evaluation Guide. See the directions for combining sentences to eliminate redundancy. See the directions for combining sentences to eliminate redundancy.



4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389,

397, 425, 431, 435,

Vocabulary and Analogies

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389,

397, 425, 431, 435,

Vocabulary Words See the sentence given using each word.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

26-27

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389,

397, 425, 431, 435,

Reference 17 Roots, Prefixes, and Suffixes Vocabulary Words and the Enrichment section located underneath each word.

See the section on word parts. Vocabulary words are repeated systematically throughout the curriculum.

c. Consult general and specialized reference materials (e.g.,dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389, 397, 425, 431, 435, 470, 475, 480, 510, 516, 522, 528, 568, 573, 578, 588, 602, 607, 789

Vocabulary Words See the pronunciation guide, the definition, the synonym, the antonym, and the sentence given for each word.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389, 397, 425, 431, 435, 470, 475, 480, 510, 516, 522, 528, 568, 573, 578, 588, 602, 607, 789

Vocabulary Words See the definitions.



5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

132, 183, 231, 278, 320, 368, 413, 791

Strategies to Rev Up Your Writing: Figurative Language

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

132, 183, 231, 278, 320, 368, 413, 791

504-505

505-506

508

556

557

652-653

656

Strategies to Rev Up Your Writing: Figurative Language Reference 197 Figurative Language and Sound Devices along with Discuss It Reference 198 William Wordsworth along with Discuss It WA 33: Activity Reference 220 Robert Frost along with Discuss It WA 34: Activity Reference 249 Emily Dickinson along with Discuss It WA 43: Activity

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389, 397, 425, 431, 435, 470, 475,

Vocabulary Words See the synonym and antonym given for each word. See the analogy examples.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

31, 64, 124, 176, 223, 270, 312, 360, 405, 443, 462, 488, 535 27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389, 397, 425, 431, 435, 470, 475,

Strategies to Rev Up your Writing: Power Words Vocabulary Words and Analogies

See the synonyms.



6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

31, 64, 124, 176, 223, 270, 312, 360, 405, 443, 462, 488, 535

27, 30, 35, 42, 47, 53, 103, 111, 117, 155, 164, 170, 202, 210, 216, 249, 257, 263, 292, 297, 304, 339, 347, 352, 382, 389, 397, 425, 431, 435, 470, 475, 480, 510, 516, 522, 528, 568, 573, 578, 588, 602, 607, 789

132, 183, 231, 278, 320, 368, 413

277, 495

Strategies to Rev Up your Writing: Power Words Vocabulary Words and Analogies Strategies to Rev Up Your Writing: Figurative Language Across the Curriculum

See phrases to improve writing.

new mississippi language arts framework 2000 · 2012. 9. 17. · reference 221 diamante and...

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