Prentice Hall Grade 8 Writing and Grammar, Handbook Edition Grade 8…assets.pearsonschool.com/correlations/ADOPT_MS_WAG... · 2016. 6. 10. · Activity Book; Reading Support Practice

Prentice Hall Writing and Grammar, Handbook Edition Grade 8, 8th Edition © 2008

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

Mississippi Language Arts Frameworks 2006Grade 8

G r a d e 8

Prentice Hall Writing and Grammar, Handbook, Grade 8, 8E © 2008Correlated to:

Mississippi Language Arts Frameworks 2006(Grade 8)

Mississippi Language Arts Frameworks 2006PAGE(S) WHERE TAUGHT

(If submission is not a text, cite appropriate resource(s))

a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, after-, auto-, con-, mid-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance,-ence, -ive, -en, -ative, -tive, -ible, -ty, -ation, -ition, -al, -ial) to infer meaning of unfamiliar words in novel texts.

SE/TE: Prefixes, 459, 515, 522; Suffixes, 516, 521, 522; Root Words, 514

TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM; Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

While competencies for grades 4 - 8 remain identical, objectives require an extension of knowledgeand broader, deeper application of skills. A critical component at each grade level is text complexity.Text complexity is indicated by such elements as sophistication of language, content, and syntax. Asstudents move from grade four to grade eight, texts should require a greater cognitive involvement bythe student in order for the student to appreciate and comprehend the meaning and beauty inherentin language.

In eighth grade, students are presented with a wide, rich variety of texts which are read to, listenedto, read by, or viewed by students and then discussed. Eighth grade students are expected to engageactively in language activities involving text as they continue to grow as fluent readers and writers.

COMPETENCIES and Objectives1. The student will use word recognition and vocabulary (word meaning) skills to communicate.

EIGHTH GRADEEach competency and objective assumes the student has mastered the competencies and objectives inthe previous grades. New skills and objectives are bold-faced throughout the document; however,teachers should review previously taught skills and objectives with a focus on increasing complexity.State level assessments may reflect skills and objectives covered in kindergarten through grade eight.

The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment ofspoken or written language available for description or analysis.” For the purposes of this document,text may include written materials, teacher read or taped passages, visual images, or film.

Eighth graders should read accurately instructional level materials (texts in which no more thanapproximately 1 in 10 words are difficult for the reader) with an appropriate reading rate. (An eighthgrader should read between 235 and 240 words per minute by the end of eighth grade.)

1SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology

The TE book is aligned with the Handbook. The relevant Handbook page number appears at the bottom of the corresponding TE page.





b. The student will develop and apply expansive knowledge of words and word meaning to communicate.

SE/TE: Vocabulary and Spelling, 506; Developing Your Vocabulary, 507–510; Studying Words Systematically, 511–513; Studying Word Parts and Origins, 514–517; Improving Your Spelling, 518–527; Revising: Word Choice, 44, 59, 78, 94, 111, 126, 141, 158, 176



c. The student will apply knowledge of synonyms, antonyms, and homonyms to evaluate word choices in a variety of texts (e.g., analyzing author’s craft, revising writing, peer editing).

SE/TE: Synonym Finder, 513. See also: Studying Words Systematically, 511–513



d. The student will use context clues to infer the meanings of unfamiliar words or phrases in unfamiliar grade level appropriate text.

SE/TE: Context Clues, 508–509, 510









e. The student will apply knowledge of figurative language (e.g., simile, metaphor, personification, hyperbole, idiom, humor) to evaluate author’s intent.

SE/TE: Figurative Language, 508, 544



f. The student will apply knowledge of reference materials (e.g., dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing) and to determine and infer meaning.

SE/TE: Dictionary, 513, 557–560; Thesaurus, 44, 513, 561, 578, 579 610-611; Revising: Word Choice, 44, 59, 78, 94, 111, 126, 141, 158, 176



g. The student will analyze and evaluate vocabulary usage based on appropriatenessfor context and purpose (e.g., formal and informal language).

SE/TE: Vocabulary and Spelling, 506; Developing Your Vocabulary, 507–510; Studying Words Systematically, 511–513; Studying Word Parts and Origins, 514–517; Improving Your Spelling, 518–527; Revising: Word Choice, 44, 59, 78, 94, 111, 126, 141, 158, 176; Proofreading Strategies, 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, 188









1) Text features - bold-faced print, italics, headings, subheadings, numberings, captions, illustrations, graphs, diagrams, maps, icons, pull down menus, key word searches

SE/TE: Using Features of Textbooks, 530; Interpreting Maps, Graphs, 494–496; Creating Visual Aids, 500–501; Use Formatting Features, 502

TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


2) Parts of a book - appendix, footnotes SE/TE: Using Sections in Textbooks, 529



3) Text structures - compare/contrast, order of importance

SE/TE: Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading Literary Writing, 541–545; Reading from Varied Sources, 546–547


2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.

a. The student will apply knowledge of text features, parts of a book, and text structures to understand, gain information from, respond to, analyze, compare, synthesize, or evaluate texts.








1) Infer the implied main idea from one or more related texts.

SE/TE: Main Points, 21–22, 90–91, 489, 535; Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading from Varied Sources, 546–547



2) Justify inferences about main idea by providing supporting details.

SE/TE: Main Points, 21–22, 90–91, 489, 535; Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading from Varied Sources, 546–547



3) Evaluate author’s use of sequence for its effect on the text.

SE/TE: Chronological Order, 72; Reading Skills: Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading from Varied Sources, 546–547


b. The student will infer, justify, evaluate, draw conclusions, predict outcomes, synthesize, and evaluate information.








4) Infer how the sequence of events may have contributed to cause and effect relationships in a text.

SE/TE: Chronological Order, 72; Reading Skills: Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Cause and Effect, 114-129 Reading from Varied Sources, 546–547



5) Apply knowledge of cause and effect relationships to infer logical causes and/or effects.

SE/TE: Cause and Effect, 114–129; Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading from Varied Sources, 546–547



6) Synthesize information stated in one or more texts with prior knowledge and experience to draw valid conclusions with supporting evidence including text based-evidence.

SE/TE: Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading Literary Writing, 541–545; Reading from Varied Sources, 546–547; Research Report, 146-161









7) Predict a logical outcome based upon information stated in a text and confirm or revise based upon subsequent text.

SE/TE: Opportunities to address this standard appear on the following pages: Reading Methods and Tools, 529–534



c. The student will evaluate or revise a summarization or paraphrasing of the events or ideas in one or more literary texts, literary nonfiction and informational texts of increasing length and difficulty citing text-based evidence.

SE/TE: Response to Literature, 162–179; Writing for Assessment, 180–189; Summarizing, 543, 551, 572–573; Paraphrasing, 544, 572



1) Story Elements (e.g., setting, characters, character traits, plot, resolution, point of view),

SE/TE: Student Model, 63-65; Plot, 38, 54; Characters, 37, 53, 55, 57, 542; Point of View, 541; Reading Literary Writing, 541–545



2) Text structures (e.g., description, sequential order, procedural, cause/effect, compare/contrast, order of importance),

SE/TE: Description, 66–81; Persuasive Essay, 82–99; Comparison-and Contrast Essay, 100–113; Cause-and-Effect Essay, 114–129, 128

d. The student will respond to, interpret, compare, critique, or evaluate increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence.









3) Literary devices (e.g., imagery, exaggeration, dialogue, irony, sarcasm),

SE/TE: Reading Literary Writing, 541–545; Autobiographical Writing, 32–47; Short Story, 48–65; Response to Literature, 162-179



4) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance), and

SE/TE: Opportunities to address this standard appear on the following pages: Reading Literary Writing, 541–545; Figurative Language, 508, 544. See also: Response to Literature, 162-179



5) Author’s purpose (e.g., inform, entertain, persuade).

SE/TE: Student Model, 97-99; Reading Skills: Reading Methods and Tools, 529–534; Reading Nonfiction Critically, 535–540; Reading Literary Writing, 541–545; Reading from Varied Sources, 546–547









1) Evaluate the author’s use of and distinguish between fact and opinion.

SE/TE: Fact and Opinion, 492, 498. See also Student Model, 97-99



2) Evaluate use of tools of persuasion (e.g., association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, glittering generalities, false syllogisms, etc).

SE/TE: Persuasive Essay, 82–96; Persuasive Techniques, 498; See also Student Model, 97-99



• Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing).

SE/TE: Prewriting Strategies, 6–9, 34–37, 50–53, 68–71, 84–87, 102–105, 116–119, 132–135, 148–151, 164–169, 182–183

e. Evaluate the author’s use of facts, opinions, or tools of persuasion to determine author’s purpose and consider the effect of persuasive text on the intended audience.

3. The student will express, communicate, evaluate, or exchange ideas effectively.

a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length.

1) Planning







TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Draft with increasing fluency. SE/TE: Drafting Strategies, 10, 38–39, 54–55, 72–73, 88–89, 106–107, 120–121, 136–137, 152–153, 170–171, 184–185

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM; Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

• Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric.

SE/TE: Revising Strategies, 11–13, 40–45, 56–60, 74–79, 90–94, 108–111, 122–126, 138–142, 154–158, 172–177, 186–187

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence structure.

SE/TE: Editing and Proofreading, 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, 188


2) Drafting

3) Revising

4) Editing








• Share writing with others formally and informally.

SE/TE: Publishing, 15, 47, 62, 81, 96, 113, 128, 144, 161, 179, 189



b. The student will incorporate descriptive details into texts including, but not limited to, narrative, expository, or persuasive.

SE/TE: A Walk Through the Writing Process, 4–15; Description, 48–62; Exposition, 100-101; Persuasive Essay, 82-99



1) Stories or retellings SE/TE: Autobiographical Writing, 32–47; Short Story, 48–65

TR: Teaching Resources: Writing Support Transparencies; Formal Assessment


2) Narrative poems SE/TE: Opportunities to address this standard appear on the following pages: Autobiographical Writing, 32–47; Short Story, 48–65; Poetry, 543–544


c. The student will compose narrative text utilizing effective organization, transitions, vivid word choices and specific supporting details, containing multiple events with a clear problem and solution.

5) Publishing/Sharing








3) Plays SE/TE: Opportunities to address this standard appear on the following pages: Drama, 542–543



4) Video narratives SE/TE: Connected Assignment: Documentary Video Script, 129



5) PowerPoint presentations SE/TE: Working With Multimedia, 503



1) Essays SE/TE: Persuasive Essay, 82–99; Comparison-and Contrast Essay, 100–113; Cause-and-Effect Essay, 114–129; How-to Essay, 130–145


d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to, texts containing chronological order, cause and effect, compare and contrast, informal problem and solution, or order of importance.








2) Presentations SE/TE: Documentary Video Script, 129; Working With Multimedia, 503


3) Poems SE/TE: Opportunities to address this standard appear on the following pages: Poetry, 543–544



4) Functional texts SE/TE: Letter to an Author, 163; Business Letter, 568



1) Letters SE/TE: Letter to an Author, 163; Business Letter, 568 600


e. The student will compose persuasive text with a clear problem and solution utilizing effective organization, transitions, vivid word choices, and specific supporting details.








2) Speeches SE/TE: Speech, 83, 488, 489


3) Advertisements SE/TE: Opportunities to address this standard appear on the following pages: Viewing Information Media Critically, 497–498



1) Generate questions. SE/TE: Research Report, 146–161; Response to Literature, 162–179; Writing for Assessment, 180–190


2) Locate sources (e.g., books, interviews, Internet, reference materials, on-line data bases) and gather relevant information from multiple sources.

SE/TE: Research Report, 146–161; Reference Skills, 552–562 Response to Literature, 162–179; Writing for Assessment, 180–190; Reading Nonfiction Critically, 535–540; Reading Literary Writing, 541–545;. See also: Reading from Varied Sources, 546–547

f. The student will compose texts a variety of modes based on inquiry and research.








3) Take notes on important information from sources.

SE/TE: Research Report, 146–161; Response to Literature, 162–179; Writing for Assessment, 288–304 184-185; Citing Sources, 762 602-606



4) Synthesize and evaluate important findings and select sources to support central ideas, concepts, and themes.

SE/TE: Research Report, 146–161; Response to Literature, 162–179; Writing for Assessment, 180–190; Reading Nonfiction Critically, 535–540; Reading Literary Writing, 541–545; Reading from Varied Sources, 546–547; Reference Skills, 552–562; Citing Sources, 570–574 602-606



5) Present the results using a variety of communication techniques.

SE/TE: Research Report, 146–161; Response to Literature, 162–179; Writing for Assessment, 180–190; Reading Nonfiction Critically, 535–540; Reading Literary Writing, 541–545; Reading from Varied Sources, 546–547; Reference Skills, 552–562









6) Reflect on and evaluate the process.

SE/TE: Reflecting on Your Writing, 161, 179, 190189



1) Nouns (e.g., singular, plural, irregular plural, common, proper, singular possessive, plural possessive, concrete, abstract, compound, collective)

SE/TE: Nouns and Pronouns, 192–193; Nouns, 194–199

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


2) Verbs (e.g., helping verbs, irregular, transitive, and intransitive verbs)

SE/TE: Verbs, 208–221


4. The student will apply Standard English to communicate.

a. The student will use Standard English grammar in composing or editing.








3) Verb tense (e.g., present, past, future, perfect)

SE/TE: Using Verbs, 358–387



4) Subject verb agreement in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases.

SE/TE: Making Words Agree, 398–399; Subject and Verb Agreement, 400–407



5) Subordinate and coordinate conjunctions

SE/TE: Conjunctions and Interjections, 252–253; Conjunctions, 254–259









6) Adjectives (e.g., descriptive, comparative, superlative, nominative, objective, reflexive, possessive)

SE/TE: Adjectives and Adverbs, 222–223; Adjectives, 224–235; Using Modifiers, 414–429



7) Pronouns (e.g., subject, object, reflexive, possessive, demonstrative, interrogative, indefinite)

SE/TE: Nouns and Pronouns, 192–193; Pronouns, 200–207



8) Use adverbs correctly (e.g., comparative forms)

SE/TE: Adjectives and Adverbs, 222–223; Adverbs, 236–243; Using Modifiers, 414–429



9) Infinitives, gerunds, and participles

SE/TE: Infinitives, 307–308; Gerunds, 305; Participles, 301–302









1) End punctuation (e.g., period, question mark, exclamation point)

SE/TE: End Marks, 432–435. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.



2) Periods in common abbreviations (e.g., titles of address, days of the week, months of the year)

SE/TE: Abbreviations, 582–583 614-617. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.



3) Commas (e.g., dates, series, addresses, greetings and closings of letters, quotations, introductory phrases, appositives)

SE/TE: Commas, 436–445. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.


b. The student will use Standard English mechanics to compose or edit.








4) Quotation marks (e.g., quotations, titles of poems)

SE/TE: Quotation Marks, 450–458. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.



5) Colons (e.g., time, complex sentences, business letters)

SE/TE: Semicolon and Colons, 446–449. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.



6) Capitalization SE/TE: Capitalization, 468–483. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.









7) Spell words commonly found in eighth grade level text.

SE/TE: Vocabulary and Spelling, 506; Developing Your Vocabulary, 507–510; Studying Words Systematically, 511–513; Studying Word Parts and Origins, 514–517; Improving Your Spelling, 518–527. See also all Proofreading pages 14, 46, 61, 80, 95, 112, 127, 143, 159, 178, and 188.



8) Produce legible text. SE/TE: Publishing, 15, 47, 62, 81, 96, 113, 128, 144, 161, 179, 189; Styles for Business and Friendly Letters, 568–569; Citing Sources and Preparing Manuscript, 570–574 602-603



1) Analyze the structure of sentences (e.g., simple, compound, complex).

SE/TE: Sentence Combining, 17–20; Basic Sentence Parts, 264–293; Effective Sentences, 324–357; Revising: Sentences, 43, 58, 77, 93, 110, 124, 140, 156, 174, 187



c. The student will apply knowledge of sentence structure in composing or editing to achieve a purpose.







2) Compose simple, compound, and complex sentences.

SE/TE: Sentence Combining, 17–20; Basic Sentence Parts, 264–293; Effective Sentences, 324–357; Revising: Sentences, 43, 58, 77, 93, 110, 124, 140, 156, 174, 187



3) Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases, appositives and modifiers.

SE/TE: Using Modifiers, 414–429; Prepositions, 244–251; Appositives, 299, 300, 441; Revising: Sentences, 43, 58, 77, 93, 110, 124, 140, 156, 174, 187



4) Compose sentences using descriptive adjectives, adverbs, prepositional phrases, appositives, and modifiers.

SE/TE: Using Modifiers, 414–429; Prepositions, 244–251; Appositives, 299, 300, 441; Revising: Sentences, 43, 58, 77, 93, 110, 124, 140, 156, 174, 187









5) Analyze sentences containing parallel structures to present items in a series and items juxtaposed for emphasis.

SE/TE: Parallel Sentences, 93; Parallelism, 77, 89; Revising: Sentences, 43, 58, 77, 93, 110, 124, 140, 156, 174, 187



6) Compose sentences containing parallel structures to present items in a series and items juxtaposed for emphasis.

SE/TE: Parallel Sentences, 93; Parallelism, 77, 89; Revising: Sentences, 43, 58, 77, 93, 110, 124, 140, 156, 174, 187





Documents

Prentice Hall Grade 8 Writing and Grammar, Handbook Edition Grade 8…assets.pearsonschool.com/correlations/ADOPT_MS_WAG... · 2016. 6. 10. · Activity Book; Reading Support Practice