scott foresman spelling

G r a d e s 1 - 8

Scott ForesmanEveryday Spelling © 2008

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

Alabama Course of Study: English Language ArtsGrades 1-8

Introduction

This document demonstrates how Scott Foresman Everyday Spelling meets the objectives of the Alabama Course of Study: English Language Arts. Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Everyday Spelling, Grades 1-8, teaches common spelling patterns, generalizations and spelling strategies, with word lists that include commonly misspelled words. Modified word lists and challenge activities address special learning needs. Each lesson teaches writing and proofreading skills. The Teacher’s Edition provides ready-made lesson plans that save time and provide the information teachers need. Week-at-a-Glance gives teachers an easy-access format that keeps details to a minimum while offering options for the students. Teaching notes offer a rich tapestry of teaching ideas to extend and enrich the lessons. The following are a few of the highlights: Introduction helps introduce the lesson generalization by highlighting phonics, work structure, or meaning elements that show how the list words are related Meeting the Needs of All Students addresses a wide range of student needs and abilities Included are suggestions for working with bilingual and ESL learners, students with varied learning styles (visual, auditory, kinesthetic), students using the modified list, and students needing extra support or challenge. Critical Thinking Skills are reinforced as students practice spelling with analogies, synonyms and antonyms, categorizing, and drawing conclusions in the widely varied activities. Study Skills such as alphabetizing, using the dictionary, and using a thesaurus are integrated into the weekly activities. Grammar, Usage, and Mechanics are a part of the editing process. Literature Connection extends the lesson with quality literature. Literary skills such as simile, metaphor, and onomatopoeia are part of the language-building activities. Multicultural Connection extends language learning around the globe.

Table of Contents

Grade One ___________________________________________________________1

Grade Two ___________________________________________________________9

Grade Three _________________________________________________________18

Grade Four __________________________________________________________26

Grade Five __________________________________________________________35

Grade Six ___________________________________________________________43

Grade Seven_________________________________________________________49

Grade Eight _________________________________________________________56

Scott Foresman Everyday Spelling to the

Alabama Course of Study: English Language Arts

Grade One

MINIMUM REQUIRED CONTENT Students will: Reading 1. Demonstrate phonemic awareness, including isolating, deleting, and adding phonemes; using onsets and rimes; and identifying initial, medial, and final sounds in one-syllable words. TE: 17B, 17-24, 25B, 25-32, 33B, 33-42, 43B, 43-50, 51B, 51-60, 65B, 69B, 69-72, 73B, 73-76, 77B, 77-80, 81B, 87, 91D, 91-94, 95B, 95-98, 99B, 99-102, 103B, 103-106, 107B, 111, 113, 117D, 117-120, 121B, 121-124, 138-139

• Blending phonemes to produce sounds

TE: 143D, 147B, 169D, 143A-143D, 143-146, 147A-147D, 147-150, 151A-151D, 151-154

2. Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word. TE: 143A-143D, 143-146, 147A-147D, 147-150, 151A-151D, 151-154

• Blending sounds to form words

TE: 51B, 51-60, 65B, 65-68, 69B, 69-72, 73B, 73-76, 77B, 77-80, 91D, 91-94, 95B, 99B, 99-102 • Identifying sound-spelling relationships of consonants and vowels TE: 17A-17D, 17-24, 25A-25D, 25-32, 33A-33D, 33-42, 43A-43D, 43-50, 51A-51D, 51-60, 65A-65D, 65-68, 69A-69D, 69-72, 73A-73D, 73-76, 77A-77D, 77-80, 91A-91D, 91-94, 95A-95D, 95-98, 99A-99D, 99-102, 103A-103D, 103-106, 117A-117D, 117-120, 121A-121D, 121-124

1 Grade One

Scott Foresman Spelling Alabama Course of Study: English Language Arts

• Segmenting printed words into phonemes

TE: 33B 3. Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. Examples: categories—synonyms, antonyms, homonyms TE: 65B, 65, 69B, 69, 73B, 73, 77, 81B, 82, 85, 91, 95B, 99B, 99, 103B, 103, 108, 117D, 117, 121, 125, 129, 133B, 138, 143, 147, 151B, 151, 155, 163, 169D, 169, 173, 177, 181, 186

• Using new words from reading when writing and speaking TE: 61-62, 63, 81, 85B, 89-90, 107, 111B, 115-116, 133, 141-142, 167-168, 185, 193-194, 198, 202, 204, 206, 208, 209, 210, 212, 216 • Recognizing words in the environment TE: 87, 137B, 144, 165, 192 • Asking questions for clarification TE: 215 • Spelling correctly sight words and single-syllable, phonetically regular words

TE: 17A-17D, 17-24, 25A-25D, 25-32, 33A-33D, 33-42, 43A-43D, 43-50, 51A-51D, 51-60, 65A-65D, 65-68, 69A-69D, 69-72, 73A-73D, 73-76, 77A-77D, 77-80, 81A-81D, 81-84, 91A-91D, 91-94, 95A-95D, 95-98, 99A-99D, 99-102, 103A-103D, 103-106, 107A-107D, 107-110, 117A-117D, 117-120, 121A-121D, 121-124, 129A-129D, 129-132, 133A-133D, 133-136, 155A-155D, 155-158, 159A-159D, 159-162, 181A-181D, 181-184, 185A-185D, 185-188

4. Read with comprehension a variety of first-grade narrative and informational reading materials, including recalling information and retelling a story with beginning, middle, and end. TE: 89

• Recognizing cues provided by print TE: 10, 25B, 31, 33B, 37, 65B, 67, 69B, 71, 73B, 75, 81B, 81, 95B, 97, 99B, 101, 107B, 107, 117D, 117, 121B, 125B, 125, 133, 143D, 146, 147B, 151B, 159B, 159, 169D, 169, 173B, 177B, 177, 185B, 185, 187

2 Grade One


• Making predictions from text clues TE: 10, 25B, 31, 33B, 37, 51B, 65B, 67, 69B, 71, 73B, 75, 81B, 81, 95B, 97, 99B, 101, 107B, 107, 117D, 117, 121B, 125B, 125, 133, 143D, 146, 147B, 151B, 159B, 159, 169D, 169, 173B, 177B, 177, 185B, 185, 187 On these pages, students read literature and thus have the opportunity to meet this objective. • Stating main ideas about a topic in informational text TE: 62B • Connecting events in a story to specific life experiences TE: 61-62, 62A, 115-116, 141-142, 159, 167-168, 193-194, 195-196, 217-218 • Monitoring comprehension during reading TE: 10, 25B, 31, 33B, 37, 51B, 65B, 67, 69B, 71, 73B, 75, 81B, 81, 95B, 97, 99B, 101, 107B, 107, 117D, 117, 121B, 125B, 125, 133, 143D, 146, 147B, 151B, 159B, 159, 169D, 169, 173B, 177B, 177, 185B, 185, 187 On these pages, students read literature and thus have the opportunity to meet this objective.

• Drawing simple conclusions TE: 10, 25B, 31, 33B, 37, 51B, 65B, 67, 69B, 71, 73B, 75, 81B, 81, 95B, 97, 99B, 101, 107B, 107, 117D, 117, 121B, 125B, 125, 133, 143D, 146, 147B, 151B, 159B, 159, 169D, 169, 173B, 177B, 177, 185B, 185, 187 On these pages, students read literature and thus have the opportunity to meet this objective.

5. Read with fluency simple passages containing simple sentences. TE: 10, 31, 37, 67, 71, 75, 81, 97, 101, 107, 125, 133, 146, 159, 169, 177, 185, 187 On these pages, students read aloud and thus have the opportunity to meet this objective.

• Reading 40-60 words per minute TE: 10, 31, 37, 67, 71, 75, 81, 97, 101, 107, 125, 133, 146, 159, 169, 177, 185, 187 On these pages, students read aloud and thus have the opportunity to meet this objective.

3 Grade One


• Recognizing first-grade high-frequency words by sight Examples: Dolch word lists, basal reader word lists TE: 65, 69, 73, 77, 81A-81D, 81-83, 91, 95, 99, 103, 107A-107D, 107-110, 117, 121, 125, 129A-129D, 129-132, 133A-133D, 133-135, 143, 147, 151, 155A-155D, 155-158, 169, 177, 181A-181D, 181-184, 259-263 • Attending to end punctuation in phrasing TE: 89, 95C, 97, 105, 121C, 123, 193 These pages explore end punctuation and thus provide students with the opportunity to meet this objective.

Literature 6. Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry. TE: 84, 158, 172, 173B

• Identifying characters, settings, problems, and solutions in a variety of texts TE: 10, 89, 121B, 151B, 185B • Comparing story elements through text-to-text connections TE: 62B, 89-90

7. Use basic features of informational text to distinguish fact from fiction. Examples: captions, headings, table of contents TE: 81, 109, 136B, 140, 162B, 166, 188A On these pages, students write captions and work with diagrams and maps and thus have the opportunity to meet this objective. Writing and Language 8. Use complete sentences to address a topic or tell a story. TE: 95C, 97, 193

4 Grade One


• Using graphic organizers to outline content TE: 62A, 133, 136A, 162A • Rereading to make revisions TE: 119, 167, 179 • Editing for spelling, punctuation, and capitalization TE: 61, 89, 115, 119, 141, 167, 179, 190, 193 • Publishing final draft TE: 61, 89, 115, 141, 167, 193 • Using descriptive, narrative, and expository modes of writing TE: 61-62, 89-90, 110B, 115-116, 141-142, 167-168, 193-194, 198, 206, 209, 210, 216

• Writing simple poems addressing a topic TE: 66, 70, 74, 96, 100, 113, 133B, 138, 172 On these pages, students generate rhyming words and thus have the opportunity to meet this objective.

9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. TE: 61, 89, 95C, 97, 105, 193

• Using question marks at the end of asking sentences TE: 121C, 123, 193

10. Use a word that names a person, place, thing, or animal as the subject of a sentence. TE: 133A-133D, 133-136, 136A, 159A-159D, 159-162, 185A-185D, 185-188, 188A

• Using verbs to show action TE: 173A-173D, 173-176

5 Grade One


• Using adjectives to describe TE: 61-62, 107A-107D, 107-110, 114 • Identifying singular and plural nouns TE: 125A-125D, 125-128

11. Exhibit proper letter formation, spacing, and letter-line placement in words and sentences. TE: 20, 38, 46, 50, 61, 75, 141, 153, 183, 243 Research and Inquiry 12. Collect information from print and nonprint resources to investigate a teacher- or student-selected topic. Examples: nonfiction books, videos, resource persons, interviews, Web-based sources, dictionaries TE: 157, 171, 219A, 219

• Generating oral and written questions to gather information TE: 169D • Using parts of a book to locate information TE: 6-8, 220-242 • Using alphabetical order to the first letter to access information TE: 86, 112, 219, 220-242 • Interpreting information from simple charts, maps, graphs, and directions TE: 10C-10E, 11-14, 136B, 188A

6 Grade One


Oral and Visual Communication 13. Listen for meaning in conversations and discussions, including looking at the speaker without interrupting. TE: 62B, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 172, 176, 180, 184, 188, 195, 197, 199, 203, 205, 207, 209, 211, 213 The presentations and group work on these pages provide students with the opportunity to meet this objective.

• Following two- and three-part oral directions TE: 10C-10E, 11-14 • Making connections to literature read aloud. Examples: text-to-text, text-to-self, text-to-world TE: 154, 158, 172, 184

14. Use appropriate intonation when speaking and interacting with others. TE: 62B, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 172, 176, 180, 184, 188, 195, 197, 199, 203, 205, 207, 209, 211, 213 The presentations and group work on these pages provide students with the opportunity to meet this objective.

• Using grammar and word choice appropriate for a specific audience TE: 94, 102, 111B, 162 • Reciting poems, rhymes, songs, and stories TE: 10, 31, 37, 67, 71, 75, 81, 84, 97, 101, 107, 125, 133, 146, 159, 169, 177, 185, 187 On these pages, students read aloud and thus have the opportunity to meet this objective. • Demonstrating the ability to take turns in a conversation TE: 62B, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 172, 176, 180, 184, 188, 195, 197, 199, 203, 205, 207, 209, 211, 213 • Expanding vocabulary reflective of a growing range of interests and knowledge TE: 94, 110A, 111B, 162

7 Grade One


• Using pictures, objects, music, and computer resources to present information TE: 61, 195-196, 217-218 • Using the writing process to prepare oral presentations TE: 61, 62B, 89, 115, 141, 167, 193

8 Grade One



Grade Two MINIMUM REQUIRED CONTENT Students will: Reading 1. Demonstrate phonological skills, including manipulating sounds and words of the English language and identifying syllables in two- and three-syllable words. TE: 19A-19D, 19-22, 23A-23D, 23-26, 27A-27D, 27-30, 41A-41D, 41-44, 45A-45D, 45-48, 49A-49D, 49-52, 71A-71D, 71-74, 75A-75D, 75-78, 79A-79D, 79-82, 83A-83D, 83-86, 93A-93D, 93-96, 97A-97D, 97-100, 101A-101D, 101-104, 105A-105D, 105-108, 123A-123D, 123-126, 127A-127D, 127-130, 131A-131D, 153A-153D, 153-156, 157A-157D, 157-160 2. Apply phonetic strategies to decode unfamiliar and multisyllable words using graphophonemic clues and letter-sound correspondences, including diphthongs and digraphs. TE: 83A-83D, 83-86, 97A-97D, 97-100, 101A-101D, 101-104, 123A-123D, 123-126

• Correcting word-recognition errors Examples: substituting, deleting, omitting TE: 15A-15D, 15-18, 67A-67D, 67-70, 91-92, 117-118, 119A-119D, 119-122, 143-144 • Reading phonetically regular and irregular two-syllable words Examples: regular—table, mitten; irregular—baby, city TE: 31A-31D, 31-34, 53A-53D, 53-56, 57A-57D, 57-60, 93A-93D, 93-96, 109A-109D, 109-112, 143-144, 145A-145D, 145-148, 149A-149D, 149-152, 156

3. Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words. Examples: simple common antonyms—up – down, in – out, above – below TE: 24, 67B, 70, 87B, 94, 96, 113B, 120, 130, 138, 154

9 Grade Two


• Responding to questions TE: 25, 48, 74, 86, 87, 89, 96, 100, 102, 155, 168 • Using semantic cues to achieve meaning TE: 19A-19D, 19-22, 23A-23D, 23-26, 27A-27D, 27-30, 41A-41D, 41-44, 45A-45D, 45-48, 49A-49D, 49-52, 71A-71D, 71-74, 75A-75D, 75-78, 79A-79D, 79-82, 83A-83D, 83-86, 93A-93D, 93-96, 97A-97D, 97-100, 101A-101D, 101-104, 105A-105D, 105-108, 123A-123D, 123-126, 127A-127D, 127-130, 131A-131D, 153A-153D, 153-156, 157A-157D, 157-160 • Recognizing words in the environment TE: 17, 38, 55, 59, 73, 81, 107, 116, 137, 195, 212 • Using new words from independent reading of stories and texts TE: 15, 19, 23, 27, 31, 41, 45, 49, 53, 57, 67, 71, 75, 79, 83, 93, 97, 101, 105, 109, 119, 123, 127, 131, 135, 145, 149, 153, 157, 161 These pages introduce new words and thus provide students with an opportunity to meet this objective. • Recognizing possessive forms TE: 260, 267 These pages explore conventions and student editing and thus provide students with the opportunity to meet this objective. • Using correct spelling, including spelling of sight words, spelling of unfamiliar words using phonetic strategies, and checking spelling with a dictionary TE: 19A-19D, 19-22, 23A-23D, 23-26, 27A-27D, 27-30, 41A-41D, 41-44, 45A-45D, 45-48, 49A-49D, 49-52, 60, 71A-71D, 71-74, 75A-75D, 75-78, 79A-79D, 79-82, 83A-83D, 83-86, 93A-93D, 93-96, 97A-97D, 97-100, 101A-101D, 101-104, 105A-105D, 105-108, 123A-123D, 123-126, 127A-127D, 127-130, 131A-131D, 138, 153A-153D, 153-156, 157A-157D, 157-160 • Identifying multiple-meaning words TE: 15B, 18, 20, 35B, 80

10 Grade Two


4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. Examples: functional materials—maps, simple tables, atlases, encyclopedias TE: 24, 34, 38, 74, 78, 80, 112, 158, 195, 199, 201, 207, 221, 225, 227, 241, 247, 251, 253

• Relating events and ideas to specific life experiences TE: 21, 29, 33, 69, 77, 85, 103, 121, 122, 125, 163, 164, 165B, 169-170, 171-172, 177-178, 179-180, 185-186, 191-192 • Answering what if, why, and how questions TE: 25, 48, 74, 86, 87, 89, 96, 100, 102, 155, 168 On these pages, students answer questions and thus have the opportunity to meet this objective. • Identifying characters TE: 29, 78

5. Read with fluency passages containing complex sentences. Example: sentences with phrases and clauses TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students read aloud and thus have the opportunity to meet this objective.

• Reading 90-100 words per minute TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students read aloud and thus have the opportunity to meet this objective. • Recognizing second-grade high-frequency words Examples: Dolch word lists, basal reader word lists TE: 15, 19, 23, 27, 31, 41, 45, 49, 53, 57, 67, 71, 75, 79, 83, 93, 97, 101, 105, 109, 119, 123, 127, 131, 135, 145, 149, 153, 157, 161

11 Grade Two


• Using punctuation to help phrase TE: 25 This page explores punctuation and thus provides students with the opportunity to meet this objective. • Making self-corrections TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students read aloud and thus have the opportunity to meet this objective. • Reading with expression TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students read aloud and thus have the opportunity to meet this objective.

Literature 6. Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts. TE: 62, 135B, 140, 141, 224, 226

• Recognizing the author’s purpose or intent in a variety of texts TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students read literature and thus have the opportunity to meet this objective. • Inferring the main idea and supporting details in narrative texts TE: 29 • Summarizing the plot and characters’ actions and motivations in narrative texts TE: 29

12 Grade Two


• Recognizing morals and lessons in narrative texts TE: 29

7. Explain how authors use text features to identify key and supporting ideas in informational texts. Examples: boldface, maps, charts, diagrams TE: 52, 60, 196-197, 199, 206, 218, 220-221 Writing and Language 8. Organize sentences into a paragraph to address a topic or tell a story. TE: 69, 129, 159

• Sorting information using graphic organizers TE: 113B, 126, 139B, 165B, 194, 196, 208, 214, 218, 220, 222, 224, 226, 230, 248 • Generating a topic sentence and a concluding sentence in a paragraph TE: 256 • Drafting a written piece, including an introductory paragraph and a concluding paragraph TE: 29, 47, 51, 151, 266 The writing assignments on these pages provide students with the opportunity to meet this objective. • Editing for spelling, punctuation, capitalization, and sentence variety TE: 17, 25, 29, 33, 43, 47, 51, 55, 59, 69, 73, 77, 81, 85, 95, 99, 103, 107, 111, 121, 125, 129, 133, 137, 147, 151, 155, 159, 163, 260 • Publishing final draft TE: 267 • Using descriptive, narrative, and expository modes of writing TE: 21, 29, 47, 51, 69, 73, 77, 85, 103, 107, 111, 121, 129, 133, 151, 159, 163, 261, 262, 264

13 Grade Two


• Writing free verse poetry to express ideas TE: 44, 61B

9. Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. TE: 25, 29, 95

• Using abbreviations, apostrophes in contractions, and apostrophes in possessives in writing TE: 149A-149D, 149-152 • Using commas in writing Examples: dates, friendly letter greetings, physical address, items in a series TE: 260 This page explores editing for punctuation and thus provides students with the opportunity to meet this objective. • Using exclamation points at the end of sentences to show emotion in writing TE: 260, 267

10. Use concrete nouns and action verbs in written communication. Examples: concrete nouns—teacher, beach, desk, dog; action verbs—run, eat TE: 166, 258

• Describing nouns using adjectives in writing TE: 35, 44, 129, 258 • Substituting nouns with pronouns in writing TE: 85, 155, 260 • Using singular and plural nouns in writing TE: 31A-31D, 31-34, 77, 103, 109A-109D, 109-112, 219, 251

11. Write words and sentences legibly with proper spacing in manuscript. TE: 33, 59, 73, 99, 133, 147, 267

14 Grade Two


• Forming upper- and lower-case letters in cursive TE: 33, 59, 73, 99, 133, 147, 267 These pages discuss handwriting and thus provide students with the opportunity to meet this objective.

Research and Inquiry 12. Utilize research skills to collect and record information on a specific topic. TE: 29, 47, 51, 151

• Listing key concepts from texts TE: 29, 47, 51, 151 • Locating boldface and italicized words to identify essential information TE: 52, 60 • Using captions, illustrations, and photographs to extend meaning of written text TE: 200, 202, 204, 206, 208, 210, 212, 214-215, 216, 219, 220-221, 222-223, 224, 226, 228, 230, 232, 238, 240, 242, 244, 246, 248, 250, 252

13. Locate information in reference material using alphabetical order. Examples: dictionary, textbook, nonfiction book TE: 26, 52, 104

• Generating oral and written questions before, during, and after research TE: 194, 265 • Using table of contents, glossary, and index to locate information TE: 3-16, 268-310 • Reporting on a specific topic with facts and details TE: 29, 47, 51, 151

15 Grade Two


Oral and Visual Communication 14. Respond to various types of literature read aloud. TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B

• Focusing attention on a speaker without interrupting TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students listen to literature and thus have the opportunity to meet this objective. • Following multistep oral directions TE: 194-195, 212-213, 250-251 These pages contain instructions and thus provide students with the opportunity to meet this objective. • Interpreting presented information

TE: 116, 166

15. Select appropriate voice tone, gestures, and facial expression to enhance meaning. TE: 141, 252-253 The presentation assignments on these pages provide opportunities for students to explore these concepts.

• Using active listening skills Example: “Stop, Look, and Listen” technique TE: 19B, 27B, 31B, 45B, 49B, 57B, 67B, 71B, 75B, 79B, 83B, 93B, 97B, 101B, 105B, 109B, 119B, 123B, 127B, 131B, 135B, 145B, 149B, 153B, 157B, 161B On these pages, students listen to literature read aloud and thus have the opportunity to fulfill this objective. • Retelling stories and events in logical order TE: 226-227

16 Grade Two


• Remaining on topic when speaking TE: 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228, 230, 232, 234, 236, 238, 240, 242, 244, 246, 248, 250, 252 The Developing Concepts features on these pages aid students in staying on topic while speaking. • Using visual aids, props, and technology in oral presentations Examples: poster, puppet, slideshow TE: 63, 88, 90 • Using appropriate grammar and word choice in oral presentations and in conversations TE: 47, 77, 85, 103, 121, 129, 155, 163, 258 These pages explore grammar and word choice and thus provide students with the opportunity to meet this objective.

17 Grade Two



Grade Three MINIMUM REQUIRED CONTENT Students will: Reading 1. Apply advanced phonetic analysis to multiple-syllable words, including consonants, short vowels, blends, long vowel markers, and r-controlled vowels. TE: 14A-14D, 14-17, 22A-22D, 22-25, 40A-40D, 40-43, 44A-44D, 44-47, 48A-48D, 48-51, 52A-52D, 52-55, 56A-56D, 56-59, 74A-74D, 74-77, 92A-92D, 92-95, 130A-130D, 130-133, 134A-134D, 134-137 2. Demonstrate reading vocabulary knowledge of compound words. TE: 144A-144D, 144-147

• Using structural analysis to develop meaning Examples: prefixes, suffixes, root words TE: 122A-122D, 122-125, 126A-126D, 126-129 • Drawing semantic maps TE: 59, 172, 174, 186, 188, 194, 196, 200, 214, 222, 224, 226, 228 • Recognizing new synonyms and antonyms TE: 25, 33, 37, 60, 101, 109 • Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using a dictionary to check spelling TE: 14A-14D, 14-17, 18A-18D, 18-21, 22A-22D, 22-25, 40A-40D, 40-43, 44A-44D, 44-47, 48A-48D, 48-51, 52A-52D, 52-55, 56A-56D, 56-59, 70A-70D, 70-73, 74A-74D, 74-77, 78A-78D, 78-81, 92A-92D, 92-95, 96A-96D, 96-99, 100A-100D, 100-103, 104A-104D, 104-107, 130A-130D, 130-133, 134A-134D, 134-137, 144A-144D, 144-147, 148A-148D, 148-151, 152A-152D, 152-155

18 Grade Three


3. Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres. Examples: stories, trade books, poems TE: 33, 55, 69, 95, 121, 123, 127, 147

• Reading fluently 110-120 words per minute TE: 171, 175, 181, 189, 195, 201, 203, 205, 207, 217, 223 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Identifying literary elements and devices Examples: characters, similes TE: 201 • Determining sequence of events TE: 199 • Distinguishing fiction from nonfiction TE: 208-209, 229 • Using sentence structure to assist in comprehension TE: 33, 55, 69, 95, 121, 123, 127, 147 • Drawing conclusions to determine authors’ intent TE: 201, 207 • Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading TE: 171, 175, 181, 189, 195, 201, 203, 205, 207, 217, 223 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Using vocabulary knowledge to construct meaning TE: 17, 21, 25, 29, 33, 43, 47, 51, 55, 59, 69, 73, 77, 81, 85, 95, 99, 103, 107, 111, 121, 125, 129, 133, 137, 147, 151, 155, 159, 163

19 Grade Three


• Relating main ideas to prior knowledge and specific life experiences TE: 199 • Previewing and predicting to anticipate content TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228 • Utilizing text features to gain meaning TE: 170-171, 182, 185, 188, 194-195, 196-197, 220-221 • Using prior knowledge and experience TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

4. Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. TE: 33, 55, 69, 95, 121, 123, 127, 147, 171, 225, 227

• Using sentence structure to assist in comprehension TE: 33, 55, 69, 95, 121, 123, 127, 147 • Distinguishing main idea from details TE: 199 • Summarizing passages to demonstrate understanding TE: 181, 191 • Utilizing text features to gain meaning Examples: titles, headings, glossary, boldface, index, table of contents, maps, charts, tables TE: 170-171, 182, 185, 188, 194-195, 196-197, 220-221, 246-294, 295-312 • Using vocabulary knowledge to enhance comprehension TE: 17, 21, 25, 29, 33, 43, 47, 51, 55, 59, 69, 73, 77, 81, 85, 95, 99, 103, 107, 111, 121, 125, 129, 133, 137, 147, 151, 155, 159, 163

20 Grade Three


• Using self-monitoring for text understanding TE: 171, 175, 181, 189, 195, 201, 203, 205, 207, 217, 223 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Following simple written directions TE: 20, 50, 76, 136, 154 • Ordering by importance or chronology TE: 199

Literature 5. Compare poetry, folktales, and fables in respect to their genre characteristics. TE: 198-199, 208-209 6. Recognize linguistic and cultural similarities and differences in multicultural literature. Examples: regional dialects, clothing, food, games TE: 21, 43, 73, 107, 137, 159 These pages explore Multicultural Connections and thus provide students with the opportunity to meet this objective. 7. Compare fictional characters and events to real-life experiences. Example: relating hardships faced by early settlers in literature to hardships faced by families today TE: 58, 201 8. Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts. Examples: social studies—locating physical features on a map science—interpreting weather data from charts and tables TE: 170-171, 182, 185, 188, 194-195, 196-197, 220-221

21 Grade Three


• Interpreting the author’s purpose or intent in a given text TE: 171, 175, 181, 189, 195, 201, 203, 205, 207, 217, 223 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

Writing and Language 9. Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. TE: 94, 98, 242-245 These pages on writing reports and explanations provide students with the opportunity to meet this objective.

• Determining purpose and audience prior to writing Examples: purpose—writer addresses topic in correct mode audience—writer uses appropriate tone TE: 28, 32, 50, 54, 80, 84, 110, 128, 132, 136, 146, 154, 158, 164, 242 • Demonstrating clarity and organization in a composition TE: 20, 50, 94, 98, 136, 232, 238-241 • Composing descriptive texts using sensory details and vivid language TE: 28, 42, 72, 94, 120, 150, 234, 239 • Composing expository texts using appropriate sequencing of ideas or steps in a process TE: 20, 50, 94, 98, 136, 140, 232, 241 • Using complete sentences, varied sentence structure, and appropriate transition words in a composition TE: 98, 232, 233, 235, 238-241

22 Grade Three


• Demonstrating the process of prewriting, drafting, revising, editing, and publishing TE: 20, 24, 28, 32, 42, 46, 50, 54, 58, 68, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 236, 242-245 • Using graphic organizers during prewriting TE: 57, 172, 174, 176, 184, 186, 188, 194, 196, 200, 202, 206, 208, 214, 220, 222, 224, 226, 228, 232 • Using figurative language to enhance written text Examples: simile, onomatopoeia, metaphor, alliteration TE: 234 • Utilizing precise vocabulary in written presentations Examples: gorgeous instead of pretty, prosperous instead of rich TE: 28, 80, 234, 238-241, 244 • Demonstrating correct spelling in final written text TE: 20, 24, 28, 32, 42, 46, 50, 54, 58, 68, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 236, 244 • Responding in writing to open-ended questions TE: 36, 54, 242 • Utilizing bullets to organize major details and ideas to support a topic TE: 20, 102, 124 On these pages, students write numbered lists. • Demonstrating the ability to write legibly in cursive TE: 20, 50, 68, 94, 128, 136, 245 These pages discuss legibility and thus provide students with the opportunity to meet this objective.

10. Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. TE: 32, 46, 58, 76, 146, 158, 236, 244

23 Grade Three


• Identifying friendly letter parts and related punctuation marks TE: 106, 132, 146 • Using apostrophes with contractions and possessives TE: 120, 148A-148D, 148-151 • Underlining or italicizing book titles TE: 236, 244-245 These pages explore conventions as a writing trait and student editing. • Using commas to separate items in a series, in a physical address, and before the conjunction in a compound sentence TE: 236, 244-245 These pages explore conventions as a writing trait and student editing.

11. Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts. TE: 98, 102, 106, 124, 154

• Demonstrating use of nouns, verbs, pronouns, conjunctions, adjectives, and verb tenses in writing TE: 72, 98, 102, 106, 124, 154 • Demonstrating use of subject-verb agreement in writing TE: 42, 236 • Demonstrating use of forms of adjectives in writing TE: 98

Research and Inquiry 12. Demonstrate retrieval skills needed to research a topic. TE: 17, 29, 51, 77, 95, 103, 121, 147

24 Grade Three


• Formulating questions based on a topic TE: 54, 242 • Using appropriate reference materials Examples: dictionaries, atlases, almanacs, thesauruses, technology resources, news and feature articles TE: 17, 29, 51, 77, 95, 103, 121, 147 • Evaluating relevant information gained through research TE: 29, 95, 103, 121 • Recognizing text features, including italics, captions, sidebars, photographs, and illustrations TE: 77, 95, 103, 147

Oral and Visual Communication 13. Demonstrate the ability to follow multistep oral directions. TE: 36, 140 14. Demonstrate eye contact, articulation, and appropriate voice intonation with oral narrative presentations. TE: 35, 138

• Using dramatizations with oral descriptive presentations TE: 35, 138 • Using figurative language to enhance oral communication Examples: simile, onomatopoeia, metaphor, alliteration TE: 234

This page explores figurative language in the context of writing and thus provides students with the opportunity to meet this objective.

25 Grade Three


• Utilizing precise vocabulary in oral presentations Examples: exceptional instead of good, brilliant instead of smart TE: 28, 80, 234, 238-241, 244 These pages explore precise vocabulary in the context of writing and thus provide students with the opportunity to meet this objective.

26 Grade Three



Grade Four MINIMUM REQUIRED CONTENT Students will: Reading 1. Demonstrate word recognition skills, including structural analysis. Example: structural analysis—prefixes, suffixes, root words TE: 95, 126A-126D, 126-129, 130A-130D, 130-133, 134A-134D, 134-137, 189

• Producing common word parts TE: 95, 122A-122D, 122-125, 126A-126D, 126-129, 130A-130D, 130-133, 134A-134D, 134-137, 148A-148D, 148-151, 189 • Reading multisyllable words TE: 26A-26D, 26-29, 30A-30D, 30-33, 44A-44D, 44-47, 74A-74D, 74-77, 95, 126A-126D, 126-129, 130A-130D, 130-133, 134A-134D, 134-137, 189 • Reading compound words, contractions, possessives, and inflectional endings TE: 26A-26D, 26-29, 30A-30D, 30-33, 74A-74D, 74-77, 82A-82D, 82-85, 122A-122D, 122-125, 156A-156D, 156-159

2. Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms. TE: 31, 45, 67, 121, 134, 137, 145, 161, 203

• Using context clues TE: 15, 27, 29, 47, 49, 55, 69, 73, 79, 85, 95, 99, 105, 125, 148, 151, 157, 159, 163, 176, 178, 202, 207, 208, 212, 213, 216

26 Grade Four


• Reading multiple-meaning words TE: 111 • Increasing number of sight words TE: 14, 18, 22, 26, 30, 40, 44, 48, 52, 56, 66, 70, 74, 78, 82, 92, 96, 100, 104, 108, 118, 122, 126, 130, 134, 144, 148, 152, 156, 160

3. Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Examples: novels, short stories, poetry, trade books TE: 155, 189, 199, 225, 229

• Skimming passages to understand significance of passage TE: 179, 185, 201, 203, 205, 207, 213, 227, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Summarizing passages to restate information TE: 58 • Comparing and contrasting to extend meaning TE: 33, 57, 59, 67, 75, 105, 129, 173, 181, 197 • Using knowledge of sentence structure and context to enhance comprehension TE: 15, 27, 29, 47, 49, 55, 69, 73, 79, 85, 95, 99, 105, 125, 148, 151, 157, 159, 163, 176, 178, 202, 207, 208, 212-213, 216 • Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading TE: 179, 185, 201, 203, 205, 207, 213, 227, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

27 Grade Four


• Using vocabulary knowledge to enhance comprehension TE: 17, 21, 25, 29, 33, 43, 47, 51, 55, 59, 69, 73, 77, 81, 85, 95, 99, 103, 107, 111, 121, 125, 129, 133, 137, 147, 151, 155, 159, 163 • Reading fluently with expression and attention to punctuation TE: 179, 185, 201, 203, 205, 207, 213, 227, 229 • Drawing conclusions to determine content not directly stated TE: 15, 81, 145 • Asking and answering questions TE: 207, 223 • Relating events, ideas, and characters to prior knowledge and specific life experiences TE: 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

4. Identify literary elements and devices, including characters, important details, and similes, in fourth-grade recreational reading materials and details in fourth-grade informational reading materials. TE: 19, 33, 43, 99

• Identifying main idea TE: 179, 185, 201, 203, 205, 207, 213, 227, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Identifying author’s purpose TE: 179, 185, 201, 203, 205, 207, 213, 227, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

28 Grade Four


5. Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. TE: 15, 27, 29, 47, 49, 55, 69, 73, 79, 85, 95, 99, 105, 125, 148, 151, 157, 159, 163, 176, 178, 202, 207, 208, 212-213, 216

• Determining sequence of events in informational and functional texts TE: 193 • Distinguishing fact from opinion in informational text TE: 68, 98, 158 On these pages, students write opinion pieces. • Summarizing passages to demonstrate understanding TE: 58 • Comparing and contrasting to extend meaning TE: 33, 57, 59, 67, 75, 105, 129, 173, 181, 197 • Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading TE: 179, 185, 201, 203, 205, 207, 213, 227, 229 • Using text features to gain meaning Examples: titles, headings, glossary, boldface, index, table of contents, tables, charts, graphs TE: 171, 174-175, 188-189, 190-191, 194-195, 197, 200-201, 220-221, 244-245 • Previewing to anticipate content TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228 • Using note-taking skills, including highlighting and outlining TE: 110, 205

29 Grade Four


• Detecting obvious bias in informational text TE: 68, 98, 158 On these pages, students write persuasively. • Recognizing persuasive techniques in informational text Examples: bandwagon, snob appeal TE: 68, 98, 158 On these pages, students write persuasively.

Literature 6. Compare genre characteristics of tall tales, fantasy, myths, and legends, including multicultural literature. TE: 51, 133, 212-213 7. Compare story elements and experiences and feelings of literary characters to students’ lives. TE: 179, 185, 201, 203, 205, 207, 209, 213, 227, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

• Describing how events, settings, and characterization encountered in written text influence the thinking of the reader TE: 179, 185, 201, 203, 205, 207, 209, 213, 227, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Identifying author’s craft and technique for conveying intended message Examples: dialogue, exaggeration, alliteration, imagery, parallel structure, logical arguments

TE: 33, 59

30 Grade Four


Writing and Language 8. Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. TE: 24, 60, 62, 76, 94, 163, 234, 238

• Determining purpose and audience prior to writing Examples: purpose—writer addresses topic in correct mode; audience—writer uses appropriate tone and language TE: 20, 28, 32, 46, 50, 54, 68, 80, 98, 136, 146, 148, 154, 156, 231, 233, 241 • Demonstrating clarity and organization in a composition TE: 232, 237-240 • Composing expository texts using a main idea with three supporting details TE: 58, 106, 231, 240 • Composing narrative texts using a definite time frame, selected tone, and a clear sequence of events Examples: selected tone—sarcastic, angry, humorous, respectful TE: 58, 61, 124, 146, 154, 237 • Writing complex sentences to vary sentence structure TE: 235, 237-240 These pages explore sentence variety. • Correcting sentence fragments and run-on sentences in writing TE: 58, 243 • Demonstrating the process of prewriting, drafting, revising, editing, and publishing TE: 16, 20, 24, 28, 32, 42, 46, 50, 54, 58, 68, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 241-243 • Demonstrating usage of graphic organizers during prewriting TE: 241

31 Grade Four


• Spelling correctly in final written texts TE: 16, 20, 24, 28, 32, 42, 46, 50, 54, 58, 68, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 243 • Bulleting major ideas during prewriting TE: 102 On this page, students write numbered lists. • Utilizing figurative language to enhance written communication Examples: simile, metaphor, onomatopoeia, personification TE: 99, 234

9. Respond in writing to open-ended questions. TE: 141, 166

• Utilizing bullets to organize major details and ideas to support a topic

TE: 102, 110 On these pages, students create numbered lists and outlines.

10. Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions, underlining or italicizing of book titles, and commas to separate items in a series and in a physical address. TE: 20, 80, 162, 236

• Capitalizing proper adjectives and the first word in direct quotations TE: 120, 243 • Applying correct punctuation in a direct quotation, including quotation marks, commas, and end marks TE: 120 • Using commas correctly in a compound sentence TE: 58

32 Grade Four


• Using apostrophes with possessives TE: 80, 156A-156D, 156-159, 236 • Writing sentences without the use of double negatives TE: 128

11. Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of regular and irregular verb forms. Examples: subject-verb agreement—she walks, they walk; regular verb form—like, liked, liked; irregular verb form—draw, drew, drawn TE: 98, 158, 236, 243

• Differentiating among helping, linking, and action verbs TE: 234 • Demonstrating correct use of nouns, pronouns, conjunctions, adjectives, and adverbs TE: 24, 32, 72, 76, 107, 124, 236

Research and Inquiry 12. Organize information on a specific topic obtained from grade-appropriate reference materials. Examples: dictionaries, online resources, thesauruses, atlases, news and feature articles TE: 17, 29, 37, 43, 55, 73, 87, 88, 111, 113, 121, 141, 147, 167

• Formulating research questions TE: 88, 141 • Using paraphrasing to convey ideas from resources TE: 58 • Using note-taking skills to gather information TE: 205

33 Grade Four


Oral and Visual Communication 13. Demonstrate eye contact, articulation, and appropriate voice intonation with descriptive presentations. TE: 115, 140

• Using demonstrations with oral expository presentations TE: 35, 86, 89, 113, 114, 138 • Using figurative language to enhance oral communication Examples: simile, metaphor, onomatopoeia, personification TE: 99, 234 These pages explore figurative language in the context of writing and thus provide students with the opportunity to meet this objective. • Utilizing precise vocabulary in oral presentations Examples: leap instead of jump, miniature instead of little TE: 62, 89, 163, 234, 237-240 These pages explore precise vocabulary in the context of writing and thus provide students with the opportunity to meet this objective.

14. Identify strategies of a skillful listener, including attending to the listening task and assigning meaning to the message. TE: 35, 36, 86, 113, 115, 138, 139, 140, 141, 166 These Integrating Spelling features provide students with the opportunity to meet this objective.

34 Grade Four



Grade Five MINIMUM REQUIRED CONTENT Students will: Reading 1. Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words. TE: 108A-108D, 108-111

• Identifying word “chunks” or parts Example: mark, remark, or able in remarkable TE: 12-13, 15, 38-39, 41, 78A-78D, 78-81, 83, 122A-122D, 122-125, 126A-126D, 126-129, 130A-130D, 130-133, 160A-160D, 160-163, 171, 175 • Recognizing inflected endings Examples: ed, ing TE: 26A-26D, 26-29, 30A-30D, 30-33, 121 • Identifying possessives and contractions TE: 74A-74D, 74-77, 134A-134D, 134-137

2. Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. TE: 57, 79, 161, 183, 199, 207, 221, 237

• Determining sequence of events in recreational reading materials TE: 182, 190-191

35 Grade Five


• Comparing and contrasting to extend meaning TE: 33, 53, 112, 125, 171, 177, 183, 194, 197, 204, 219, 237 • Distinguishing fiction and nonfiction TE: 202-203, 204-205 • Using sentence structure and context to determine meaning TE: 25, 33, 51, 53, 59, 81, 83, 103, 123, 151, 157 • Using prior knowledge and experience to interpret meaning TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228 • Skimming passages to obtain primary message TE: 237 This page explores recognizing key words and thus provides students with the opportunity to meet this objective. • Inferring motive of characters TE: 47, 69, 81, 155, 173, 187, 217 On these pages, students make inferences.

3. Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. TE: 17, 177, 187, 219, 224

• Recognizing persuasive techniques TE: 16, 28, 146, 183 On these pages, students write or speak persuasively. • Identifying main idea and supporting details TE: 171, 175, 177, 181, 187, 207, 209, 213, 225, 227 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

36 Grade Five


• Recognizing use of personification TE: 171, 175, 177, 181, 187, 207, 209, 213, 225, 227 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. • Identifying implied purpose TE: 171, 175, 177, 181, 187, 207, 209, 213, 225, 227 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

4. Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. TE: 57, 79, 161, 177, 183, 187, 199, 207, 219, 221, 224, 237

• Determining sequence of events TE: 182, 190-191 • Determining cause and effect TE: 177 • Distinguishing fact from opinion TE: 16, 28, 146, 183 On these pages, students write or speak persuasively. • Using previewing and predicting skills to determine content TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228 • Using sentence structure and context to determine word meaning TE: 25, 33, 51, 53, 59, 81, 83, 103, 123, 151, 157 • Using prior knowledge and experience to interpret meaning TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

37 Grade Five


• Using self-monitoring for text understanding Examples: rereading, accessing prior knowledge and experiences TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228 • Using expanded vocabulary to determine word meaning TE: 17, 21, 25, 29, 33, 43, 47, 51, 55, 59, 69, 73, 77, 81, 85, 95, 99, 103, 107, 111, 121, 125, 129, 133, 137, 147, 151, 155, 159, 163 • Recognizing persuasive techniques TE: 16, 28, 146, 183 On these pages, students write or speak persuasively. • Skimming passages to understand significance of passage TE: 237 This page explores recognizing key words and thus provides students with the opportunity to meet the objective. • Using reference materials TE: 21, 36, 47, 69, 85, 87, 88, 95, 121, 140, 141, 151, 155, 159, 166, 167, 173, 177, 193, 195, 197, 207, 234, 236

Literature 5. Compare genre characteristics of autobiographies, biographies, and historical fiction, including multicultural literature. TE: 37, 73, 204-205, 206-207 6. Use text features, including indexes, tables, and appendixes, to guide interpretation of expository texts. Examples: social studies—interpreting a table comparing native American cultures; science—interpreting a table using everyday indicators that identify common acids and bases TE: 177, 187, 219, 224, 246-294, 295-310

38 Grade Five


Writing and Language 7. Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. TE: 20, 42, 46, 80, 102, 106, 165, 231, 241

• Determining purpose and audience prior to writing Examples: purpose—writer addresses topic in correct mode; audience—writer uses appropriate tone

TE: 20, 28, 42, 46, 50, 54, 76, 84, 98, 110, 132, 136, 158, 233 • Demonstrating clarity and organization in a composition TE: 232, 238-241 • Using appropriate transition words in a composition TE: 232 • Using appropriate prewriting strategies Examples: brainstorming, using graphic organizers TE: 242 • Composing persuasive texts, including a minimum of three reasons that support a stance or position TE: 16, 28, 146, 240 • Composing narrative texts using a definite time frame, a clear sequence of events, and a selected tone Examples: selected tone—sarcastic, humorous, respectful TE: 63, 160, 203, 238 • Composing descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion TE: 32, 115, 239

39 Grade Five


8. Express meaning through writing varied sentence structure, detailed paragraphs, and multiparagraph compositions in an organized manner. TE: 146, 232, 233, 235

• Editing writing for clarity of thought TE: 244-245 • Correcting awkward sentence construction, redundancy, fragments, and run-ons in written presentations TE: 16, 120, 245 • Utilizing precise vocabulary in oral and written presentations Examples: sauntered instead of walked, scurried instead of ran TE: 25, 43, 81, 85, 151, 233, 234, 238-241 • Bulleting major details and ideas to support a topic or subject TE: 58, 124 On these pages, students create numbered lists. • Responding in writing to open-ended questions TE: 62, 89, 114, 120, 171, 221, 225

9. Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. TE: 16, 50, 98, 236

• Using quotation marks with titles of short stories and poems TE: 236, 244-245 These pages explore conventions as a writing trait and student editing. • Capitalizing proper adjectives, titles of books, and works of art TE: 236, 244-245 These pages explore conventions as a writing trait and student editing.

40 Grade Five


• Using apostrophes with possessives TE: 58, 134A-134D, 134-137

10. Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. TE: 26A-26D, 26-29, 30A-30D, 30-33, 80, 82A-82D, 82-85, 102, 106, 121, 162, 244

• Writing sentences without the use of double negatives TE: 124 • Identifying homonyms, homophones, and homographs Examples: homonym—as in a bat and a ball, a bat in a cave; homophone—as in a bear in a forest, a bare spot in the lawn; homograph—as in a bass in a lake, a bass singing voice TE: 47, 51, 69, 108A-108D, 108-111 • Using irregular verbs in writing TE: 32 • Using adjectives, adverbs, conjunctions, nouns, and verbs in writing TE: 32, 80, 106, 244 • Demonstrating correct use of prepositions and interjections TE: 245

Research and Inquiry 11. Use search strategies in the research process to identify reliable current resources and computer technology to locate information. TE: 21, 36, 47, 69, 85, 87, 88, 95, 121, 140, 141, 151, 155, 159, 166, 167, 173, 177, 193, 195, 197, 207, 234, 236

41 Grade Five


Oral and Visual Communication 12. Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations. TE: 166, 175, 185, 219, 223

• Using dramatizations with oral persuasive presentations Examples: role play, Reader’s Theater TE: 179, 183, 189 • Using figurative language found in literature to enhance oral communication Examples: personification, idiom, metaphor, simile, hyperbole, onomatopoeia, alliteration, symbolism

TE: 17, 77, 99, 137, 159 These pages explore figurative language in the context of writing and thus provide students with the opportunity to meet this objective.

13. Apply strategies of a skillful listener, including maintaining eye contact, attending to the listening task, and assigning meaning to the message. TE: 35, 37, 89, 166, 175, 185, 219, 223 These Integrating Spelling features provide students with the opportunity to meet this objective.

42 Grade Five



Grade Six

MINIMUM REQUIRED CONTENT Students will: Reading 1. Apply strategies, including making complex predictions, interpreting characters’ behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. Examples: complex predictions—order of events, potential conflicts TE: 19, 49, 124, 175, 179, 201

• Identifying supporting details

TE: 207 This lesson on finding the main idea provides students with the opportunity to meet the objective. • Using context clues to determine meaning TE: 15, 23, 43, 53, 71, 81, 105, 119, 125, 135, 149, 161, 163 • Identifying sequence of events TE: 201 • Making generalizations from text information TE: 173, 219 On these pages, students make judgments.

2. Interpret literary elements and devices, including implied main idea, conflict, and personification. TE: 171, 185, 187, 189, 191, 195, 205, 209, 213, 217, 219, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

43 Grade Six


• Identifying the climax TE: 171, 185, 187, 189, 191, 195, 205, 209, 213, 217, 219, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective.

3. Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. Examples: complex predictions—results of actions, expected learning from a chapter or unit TE: 175, 179

• Drawing conclusions to extend meaning TE: 29, 57, 79, 103, 105, 133, 157, 223 • Making generalizations TE: 173, 219 On these pages, students make judgments. • Using context clues to determine meaning TE: 15, 23, 43, 53, 71, 81, 105, 119, 125, 135, 149, 161, 163 • Identifying sequence of events TE: 201 • Previewing text features before reading Example: headings TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

4. Recognize the use of text elements, including implied main idea, explicit cause-effect relationships, and persuasive techniques, in sixth-grade informational and functional reading materials. TE: 207

44 Grade Six


• Identifying details related to main idea TE: 207

Literature 5. Analyze short stories, novels, plays, myths, and nonfiction materials for distinguishing characteristics. TE: 17, 54, 89, 124, 140, 208-209, 216

• Identifying odes, ballads, epic poetry, and science fiction TE: 216 • Identifying figurative language in various literature selections

TE: 59, 103

6. Identify the author’s purpose as entertainment, information, or persuasion in selected works. TE: 171, 185, 187, 189, 191, 195, 205, 209, 213, 217, 219, 229 These Connections to BookFestival features suggest reading materials and thus provide students with the opportunity to meet this objective. 7. Identify examples of literary selections that illustrate linguistic and cultural diversity. Examples: The Keeping Quilt, The Watsons Go to Birmingham, Red Scarf Girl, Habibi, Romiette and Julio TE: 171, 185, 191, 205, 209, 219, 229 These Connections to BookFestival features suggest multicultural selections and thus provide students with the opportunity to fulfill this objective. Writing and Language 8. Compose in persuasive mode for a specific purpose and audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action. TE: 37, 42, 68, 80, 98, 150, 241

45 Grade Six


• Using the steps of the writing process, including prewriting, drafting, revising, editing, and publishing in all forms of written composition TE: 16, 20, 24, 28, 32, 42, 46, 50, 54, 58, 68, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162, 242-245 • Demonstrating use of graphic organizers for prewriting and drafting Examples: outlines, Venn diagrams, semantic webs, storyboards TE: 232, 235, 242 • Organizing content of paragraphs and other written compositions, including topic sentences, supporting sentences, and concluding sentences with varied sentence structure TE: 231, 232, 238-241, 244 • Using transitional words or phrases to help create coherence in compositions TE: 232, 235, 238, 239, 241 • Using tone appropriate to the topic, purpose, and audience TE: 231, 233, 238-241, 244

9. Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms, in writing. TE: 15, 21, 27, 33, 45, 47, 67, 73, 85, 97, 99, 121, 129, 145, 149, 151, 244 10. Use punctuation correctly in writing, including apostrophes to show possession and semicolons joining two independent clauses. Example: The Yankees won all of their games; the Cardinals lost only two games. TE: 52A-52D, 52-55, 106, 236

• Punctuating titles with quotation marks, underlining, and italics in writing TE: 63, 115, 124 The reports and assignments on these pages provide students with the opportunity to fulfill this objective. • Using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences in writing Example: We left late; however, we still arrived on time.

46 Grade Six


TE: 154, 235 • Using commas to set off nonessential appositives in writing TE: 236 • Identifying comma splice errors in writing TE: 236

11. Apply rules governing capitalization of proper adjectives, map directions and regions of the country, seasons, titles, words showing family relationships, subjects and courses, and divided quotations. TE: 13, 28, 50, 120, 244 12. Apply grammar conventions in writing with consistent verb tense; nominative, objective, and possessive pronouns; and subject-verb agreement when interrupted by a prepositional phrase. TE: 68, 72, 110, 124, 236, 244 Research and Inquiry 13. Utilize resource materials for supporting evidence in compositions. TE: 29, 35, 77, 88, 99, 121, 141, 155, 167, 173, 181, 195 14. Use organizing and paraphrasing in the research process. TE: 35, 88, 141, 167, 173, 181 The research assignments on these pages provide students with the opportunity to fulfill this objective.

• Taking notes to gather and summarize information TE: 54, 61, 76, 89, 115, 124, 141 • Determining details through questioning TE: 113, 139

47 Grade Six


Oral and Visual Communication 15. Recognize speech forms, including dialects and idioms. Examples: dialects—Appalachian, Gullah; idioms—“raining cats and dogs,” “in hot water” TE: 59, 159, 163 16. Demonstrate eye contact, articulation, and appropriate voice intonation with persuasive presentations. TE: 115 This page suggests a persuasive presentation and thus provides students with the opportunity to meet this objective. 17. Use listening skills for remembering significant details, directions, and sequences. TE: 35, 61, 87, 88, 112, 114

• Summarizing messages for content and purpose TE: 86, 138 • Practicing note-taking skills to gather and summarize information TE: 113 • Paraphrasing spoken messages to summarize or clarify TE: 61 • Recognizing propaganda as an art of persuasion in evaluating content and purpose TE: 42, 68, 80, 98, 139, 150 On these pages, students proofread persuasive writing.

48 Grade Six



Grade Seven

MINIMUM REQUIRED CONTENT Students will: Reading 1. Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

• Distinguishing factual from fictional materials TE: 218-219 These pages explore tales of the imagination. • Determining sequence of events TE: 177, 185 • Using specific context clues to determine meaning of unfamiliar words TE: 15, 29, 45, 49, 55, 57, 77, 79, 85, 101, 111, 125, 129, 137, 157, 163, 176, 202-203 • Applying self-monitoring strategies for text understanding TE: 214-215 These pages recommend selections that provide students with the opportunity to fulfill this objective. • Drawing conclusions to interpret unstated intent TE: 17, 33, 41, 53, 69, 99, 171, 183, 198, 211, 225, 227

Grade Seven 49


• Analyzing predictions, including confirming and refuting TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

2. Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. TE: 121, 159, 214

• Determining mood TE: 214-215 These pages recommend selections that provide students with the opportunity to fulfill this objective. • Recognizing use of flashback

TE: 214-215 These pages recommend selections that provide students with the opportunity to fulfill this objective.

3. Distinguish among the major genres, including poetry, short stories, novels, plays, biographies and autobiographies, and subgenres such as folktales, myths, parables, fables, and science fiction, based on their characteristics. TE: 35, 62, 214, 218 4. Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend seventh-grade informational and functional reading materials. TE: 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228

• Determining sequence of events to enhance text understanding TE: 177, 185 • Using specific context clues to determine meaning of unfamiliar words TE: 15, 29, 45, 49, 55, 57, 77, 79, 85, 101, 111, 125, 129, 137, 157, 163, 176, 202-203

50 Grade Seven


• Applying self-monitoring strategies for text understanding TE: 214-215 These pages recommend selections that provide students with the opportunity to fulfill this objective. • Drawing conclusions to determine unstated intent TE: 17, 33, 41, 53, 69, 99, 171, 183, 198, 211, 225, 227

5. Recognize the use of textual elements, including main idea and supporting details, to gain information from various text formats, including graphs. TE: 227 Literature 6. Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. TE: 35, 62, 214, 218

• Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution

TE: 215

7. Interpret the author’s message in various literary, informational, and functional texts. Examples: literary text—nonfiction, science fiction, suspense, fantasy, adventure informational and functional texts—laws, directions, newspapers, advertisements, Internet sources, pamphlets TE: 214-215 These pages recommend selections that provide students with the opportunity to fulfill this objective.

• Comparing various types of informational and functional texts TE: 170-171, 220-221

51 Grade Seven


8. Compare selections of culturally diverse literature and their characteristics. Examples: Native American, Hispanic, African American, Indian, European, Asian, Middle Eastern TE: 214-215 These pages recommend selections that provide students with the opportunity to fulfill this objective. Writing and Language 9. Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. TE: 16, 20, 24, 28, 32, 42, 46, 50, 54, 58, 68, 72, 76, 80, 84, 94, 98, 102, 106, 110, 120, 124, 128, 132, 136, 146, 150, 154, 158, 162

• Using transitional words and phrases for coherence TE: 232, 235, 238, 239 • Composing various genres of literature by imitating an author’s style, form, and purpose Examples: poetry, short story, folktale, tall tale, nonfiction, science fiction, suspense, fantasy, adventure, contemporary realistic fiction, legend, fable, myth TE: 37, 162 • Using figurative language when writing in various genres TE: 121, 159, 233, 234, 240

10. Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. TE: 20, 146, 154 These pages discuss commas and thus provide students with the opportunity to fulfill this objective.

52 Grade Seven


• Punctuating titles correctly using quotation marks, underlining, or italics Examples: quotation marks—short stories; underlining or italics—books, magazines, newspapers TE: 61, 214-215 The reports and reviews on these pages provide students with the opportunity to fulfill this objective. • Using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences TE: 46, 84, 244 • Demonstrating correct sentence structure by avoiding comma splices TE: 46 • Using commas to set off nonessential clauses and appositives TE: 20, 146, 154 These pages discuss commas and thus provide students with the opportunity to fulfill this objective.

11. Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. TE: 94, 128

• Identifying gerunds, infinitives, and participles in writing TE: 235, 238-241 These pages discuss sentences and thus provide student with the opportunity to fulfill this objective. • Using degrees of comparison in writing Examples: good, better, best; beautiful, more beautiful, most beautiful TE: 28

53 Grade Seven


• Identifying sentence patterns in writing

Examples: subject→verb (S→V) subject→action verb→direct object (S→AV→DO) subject→action verb→indirect object→direct object (S→AV→IO→DO) subject→linking verb→predicate nominative (S→LV→PN) subject→linking verb→predicate adjective (S→LV→PA)

TE: 235, 244 • Using compound and complex sentences in writing TE: 84

Research and Inquiry 12. Cite sources used in the research process. Examples: author, title, page numbers, date of publication, publisher or uniform resource locator (URL) TE: 87, 179, 185, 187, 195, 197, 209, 227, 229 These pages contain research assignments and thus provide students with the opportunity to fulfill this objective. 13. Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings. TE: 87, 179, 185, 187, 195, 197, 209, 227, 229 These pages contain research assignments and thus provide students with the opportunity to fulfill this objective.

• Taking notes to gather and summarize information TE: 185, 189, 209, 227, 229

Oral and Visual Communication 14. Present findings from inquiry and research using a variety of resources. Examples: projects, brochures, display boards, speeches, multimedia presentations TE: 63, 87, 185, 209, 227

54 Grade Seven


15. Demonstrate listening skills, including identifying the main idea, detail, purpose, and bias in group discussions, public speeches, and media messages. TE: 36, 61, 63, 185, 209, 227

55 Grade Seven



Grade Eight MINIMUM REQUIRED CONTENT Students will: Reading 1. Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. TE: 19, 25, 49, 55, 95, 97, 99, 101, 105, 123, 131, 135, 153

• Applying self-monitoring strategies for text understanding TE: 218-219 These pages explore selections that provide students with the opportunity to fulfill this objective. • Distinguishing fact from fiction to enhance understanding TE: 181 On this page, students distinguish fact from opinion. • Determining sequence in recreational reading materials TE: 170-171, 186-187, 193, 199, 211

2. Evaluate the impact of setting, mood, and characterization on theme in specific literary selections. TE: 219

• Identifying components of plot

TE: 219

56 Grade Eight


3. Distinguish among the subcategories of poetry, such as ballads, lyric poems, epics, haiku, and limericks, based on their characteristics. TE: 212-219 These cross-curricular lessons explore reading and thus provide the students with the opportunity to fulfill this objective.

• Identifying rhythm and rhyme scheme

TE: 15 On this page, students create rhymes.

4. Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. TE: 19, 25, 49, 55, 95, 97, 99, 101, 105, 123, 131, 135, 153

• Applying self-monitoring strategies for text understanding TE: 218-219 These pages explore selections that provide students with the opportunity to fulfill this objective. • Comparing predicted with actual content in informational and functional reading materials TE: 124 • Distinguishing fact from opinion in informational reading materials TE: 181 • Confirming author’s credentials TE: 181, 220-221

• Determining sequence of steps, events, or information TE: 170-171, 186-187, 193, 199, 211

57 Grade Eight


Literature 5. Explain distinguishing characteristics of odes, ballads, epic poetry, historical documents, essays, letters to the editor, and editorials. TE: 218-219 These pages explore selections that provide students with the opportunity to fulfill this objective. 6. Analyze works of literature for character motivation, mood, tone, theme, similarities across texts, and literary devices. TE: 85, 125, 218-219 Writing and Language 7. Compose a business letter, including heading, inside address, salutation, body, closing, and signature. TE: 110 8. Write in narrative, expository, and persuasive modes with attention to descriptive elements. Examples: descriptive elements—sensory detail, figurative language, spatial relationships TE: 16, 20, 24, 28, 32, 35, 36, 37, 42, 48, 54, 61, 62, 63, 68, 72, 76, 80, 84, 86, 88, 89, 94, 102, 106, 112, 113, 114, 115, 120, 124, 132, 138, 139, 140, 141, 146, 150, 154, 158, 159, 162, 164, 165, 166, 167, 234, 244 9. Apply mechanics in writing, including using quotation marks, underlining, and italics to punctuate titles and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences. TE: 20, 102, 121, 136, 244

• Demonstrating correct sentence structure by avoiding comma splices in writing TE: 20 • Using commas to set off nonessential clauses and appositives in writing TE: 128

58 Grade Eight


10. Use prepositional phrases and compound, complex, and compound-complex sentences to vary sentence structure. Example: determining variety in sentence structure by diagramming or identifying patterns in selected sentences TE: 235, 238-241

• Using gerunds, infinitives, and participles in writing TE: 235, 238-241, 244 These pages discuss sentences and thus provide students with the opportunity to fulfill the objective. • Recognizing active and passive voice in writing TE: 235, 238-241, 244 These pages discuss sentences and thus provide students with the opportunity to fulfill the objective. • Applying subject-verb agreement rules with collective nouns, nouns compound in form but singular in meaning, compound subjects joined by correlative and coordinating conjunctions, and subjects plural in form but singular in meaning TE: 68, 150

11. Write sentence patterns common to English construction. Examples: subject→verb (S→V) subject→action verb→direct object (S→AV→DO) subject→action verb→indirect object→direct object (S→AV→IO→DO) subject→linking verb→predicate nominative (S→LV→PN) subject→linking verb→predicate adjective (S→LV→PA)

TE: 234, 235 12. Identify the correct use of degrees of comparison, adjectives and adverb forms, and subject verb agreement with collective nouns when verb forms depend on the rest of the sentence and with compound subjects, including those joined by or with the second element as singular or plural. TE: 68, 132, 146, 150

59 Grade Eight


• Recognizing parallelism in phrases and clauses TE: 235, 238-241, 244 These pages discuss sentences and thus provide students with the opportunity to fulfill the objective.

Research and Inquiry 13. Combine all aspects of the research process to compose a report. Examples: outline, rough draft, editing, final copy, works-cited page TE: 35, 36, 62, 63, 140, 165, 167, 175, 199 These pages contain research assignments and thus provide students with the opportunity to fulfill the objective.

• Taking notes to gather and summarize information TE: 76, 80, 114 • Using paraphrasing and documentation of sources to avoid plagiarism TE: 35, 36, 62, 63, 140, 165, 167, 175, 199 These pages contain research assignments and thus provide students with the opportunity to fulfill the objective.

Oral and Visual Communication 14. Identify characteristics of spoken formal and informal language. Examples: formal – Standard English, no slang informal – dialect, slang TE: 233

60 Grade Eight

scott foresman spelling

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