Writing and Grammar, Grade 7, 8th Edition © 2008 - Pearson · PDF fileWriting and Grammar, Grade 7, 8th Edition © 2008 ... Practice Book; Academic and ... Prentice Hall Writing and

Prentice Hall Writing and Grammar,Grade 7, 8th Edition © 2008

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

Mississippi Language Arts Frameworks 2006Grade 7

G r a d e 7

Prentice Hall Writing and Grammar, Student Edition, Grade 7, 8E © 2008Correlated to:

Mississippi Language Arts Frameworks 2006(Grade 7)

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-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words.

SE/TE: Prefix, 619, 699, 706, 770; Suffix, 619, 700, 705, 787; Studying Word Roots, 698

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

SEVENTH 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 gradeseven.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.

Seventh 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. (A seventhgrader should read 195 and 235 words per minute by the end of seventh grade.)

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 seventh 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. Seventh grade students are expected toengage actively in language activities involving text as they continue to grow as fluent readers andwriters.COMPETENCIES and Objectives

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

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





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

SE/TE: Vocabulary and Spelling, 690; Developing Vocabulary, 691–693; Studying Words Systematically, 695–697; Studying Word Parts and Origins, 698–701; Improving Your Spelling, 702–712; Revising: Word Choice, 21, 61, 87, 112, 138, 164, 188, 212, 209, 237, 263, 282, 297; Speaking and Listening Skills, 669–673

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

c. The student will use grade level appropriate synonyms, antonyms, and homonyms.

SE/TE: Synonyms, 138, 213, 238, 697, 749, 773; Antonyms, 697, 749; Homophones, 710, 774



d. The student will use context to determine the meanings of unfamiliar or multiple meaning words.

SE/TE: Recognizing Context Clues, 692; Standardized Test Preparation Workshop: Using Context to Determine Word Meaning, 712–713; For related information: Using Dictionaries, 746–747



e. The student will use context to determine the figurative meanings (e.g., simile, metaphor, personification, hyperbole, idiom) of words and to communicate.

SE/TE: Context Clues, 692; Using Context to Determine Word Meaning, 712–713








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 meaning.

SE/TE: Vocabulary and Spelling, 690; Developing Vocabulary, 691–693; Studying Words Systematically, 695–697; Studying Word Parts and Origins, 698–701; Using Dictionaries, 746–747; Using Other Print and Electronic References, 748–749; Revising Your Word Choice, 112, 138, 237



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, 690; Developing Vocabulary, 691–693; Studying Words Systematically, 695–697; Studying Word Parts and Origins, 698–701; Improving Your Spelling, 702–711; Standardized Test Preparation Workshop, 712–173. Using Formal and Informal English, 43; Using Informal Speaking Skills, 669–670; Using Formal Speaking Skills, 671–672; See also: Editing and Proofreading, 26, 62, 63, 67, 71, 88, 93, 97, 114, 115, 118, 139, 140, 144, 149, 165, 169, 173, 189, 190, 193, 197, 214, 215, 217, 221, 239, 240, 264, 269, 273, 283, 287, 290, 291








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

SE/TE: Using Features of Textbooks, 716; Creating Graphic Organizers for Comprehension, 681; Interpreting Maps, Graphs, and Photographs, 675–677

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

2) Parts of a book - appendix, footnotes, etc.

SE/TE: Using Sections in Textbooks, 715


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

SE/TE: Types of Organization, 38; Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733

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


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

SE/TE: Model From Literature, 152–153, 224–227; Student Work in Progress, 141–143; Listening Effectively, 673–674; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733

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, interpret, respond to, or analyze text.

b. The student will analyze text to infer, justify, draw conclusions, synthesize, or evaluate information.








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

SE/TE: Model From Literature, 152–153; Listening Effectively, 673–674; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733



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

SE/TE: Sequential Relationships, 209; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733 Opportunities to address this standard may be found on the following pages: Models From Literature, 50–51, 74–77, 200-201


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

SE/TE: Sequential Relationships, 209; Cause-and-Effect Essay, 174–197; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733; Standardized Test Preparation Workshop: Make Inferences and Predictions, 734–735. Opportunities to address this standard may be found on the following pages: Models From Literature, 50–51, 74–77, 200-201








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

SE/TE: Cause-and-Effect Essay, 174–197; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733



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: See the Reading/Writing Connection for the following Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733



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

SE/TE: Model From Literature, 50–51; Distinguishing Fact From Opinion, 722, Applying Forms of Reasoning, 224; Predict, 731; Standardized Test Preparation Workshop: Make Inferences and Predictions, 734–735







c. The student will recognize or generate anappropriate summary of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence.

SE/TE: Summarizing, 257, 259, 268, 739; Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, 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

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

SE/TE: Characters, 50, 57, 85, 21, 257; Point of View, 49, 56, 122, 272, 729; Theme, 94–95, 96, 257, 272, 727; Plot, 82, 94, 96, 272; Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


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

SE/TE: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251; Description, 98–123; Persuasive Essay, 124–149; Comparison-and-Contrast Essay, 150–173; Cause-and-Effect Essay, 174–197.


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

SE/TE: Metaphors, 118, 816; Figurative Language, 257, 272, 692, 814; Connected Assignment, Poem, 118–119; Models From Literature: 50–51, 74–77


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







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

SE/TE: Alliteration, 812; Figurative Language, 257, 272, 692, 814; Connected Assignment, Poem, 118–119

TR: Teaching Resources: Reading Support Practice Book, Assessment; Workbooks: Reading Support; Transparencies


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

SE/TE: Reading Skills: Reading Methods and Tools, 715–720; Reading Nonfiction Critically, 721–726; Reading Literary Writing, 727–731; Reading From Varied Sources, 732–733. Opportunities to address this standard may be found on the following pages: Models From Literature: 50–51, 74–77, 100–101, 126–127, 152–153, 176–177, 200–201, 224–227, 250–251.



1) Evaluate use of and distinguish between fact and opinion.

SE/TE: Fact and Opinion, 147, 679, 722, 756, 757


2) Evaluate the author’s use of tools of persuasion (e.g., air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc).

SE/TE: Persuasive Essay, 124–149; Viewing Information Media Critically, 678–679; Persuasion, 12, 226, 228, 275, 277, 279; Persuasive Speech, 671; Evaluate Objectivity of News Reports, 147; Reading Nonfiction Critically, 721-726

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.








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

SE/TE: Prewriting Strategies, 14–17, 26– 27, 52– 55, 67, 71, 78–81, 93, 97, 102–105, 118, 128–131, 144, 149, 154–157, 169, 173, 178–181, 193, 197, 202–205, 217, 221, 228–231, 243, 252–257, 269, 270, 276–278, 287

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

• Draft with increasing fluency. SE/TE: Drafting, 13, 18, 56–57, 82–83, 106–107, 132–133, 158–159, 182–183, 206–207, 232–233, 258–259, 279–280


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

SE/TE: Revising, 19–21, 58–62, 67, 71, 84–87, 93, 97, 108–113, 118, 134–138, 144, 149, 160–164, 169, 173, 184–188, 193, 197, 206–213, 217, 221, 234–238, 243, 260–263, 269, 273, 281,282, 287

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 increasing complexity and length.

1) Planning

2) Drafting

3) Revising






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, 26, 62, 63, 67, 71, 88, 93, 97, 114, 115, 118, 139, 140, 144, 149, 165, 169, 173, 189, 190, 193, 197, 214, 215, 217, 221, 239, 240, 264, 269, 273, 283, 287, 290, 291



• Share writing with others formally and informally.

SE/TE: Publishing and Presenting, 23–27, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284



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

SE/TE: A Walk Through the Writing Process, 12–27; Autobiographical Writing, 57, 58; Narration, 81, 83; Description, 105, 107, 109; Persuasive Essay, 131, 133



4) Editing

5) Publishing/Sharing






1) Stories or retellings SE/TE: Autobiographical Writing, 48–71; Short Story, 72–97

TR: Teaching Resources: Writing Support Transparencies; 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

2) Narrative poems SE/TE: Opportunities to address this standard may be found on the following pages: Connected Assignment: Poem, 118–119

TR: Teaching Resources: Writing Support Transparencies; Formal Assessment


3) Plays SE/TE: Connected Assignment: Dramatic Scene, 93–94TR: Teaching Resources: Writing Support Transparencies; Formal Assessment


4) Video narratives SE/TE: Connected Assignment: Documentary Video Script, 193–194



5) PowerPoint presentations SE/TE: Media and Technology Skills: Create a Multimedia Interpretation, 271



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.






1) Essays SE/TE: Paragraphs in Essays and Other Compositions, 37–41; Persuasive Essay, 124–149; Comparison-and-Contrast Essay, 150–173; Cause-and-Effect Essay, 174–197; How-to Essay, 198–221


2) Presentations SE/TE: Advertisement, 144–145; I-Search Report, 243–244; Spotlights on the Humanities, 28, 44, 68, 94, 120, 146, 170, 194, 218, 244, 288; Media and Technology Skills, 29, 45, 69, 95, 121, 147, 171, 195, 219, 245, 271, 289


3) Poems SE/TE: Connected Assignment: Poem, 118–119


4) Functional texts SE/TE: Business Letter, 43, 604, 790; Friendly Letter, 43, 791; Other Letters, 8, 140, 249, 253, 596; Using Graphic Organizers, 719–720; Topic Bank, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment

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.







1) Letters SE/TE: Business Letter, 43, 604, 790; Friendly Letter, 43, 791; Other Letters, 8, 140, 249, 253, 596TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Academic and Workplace Skills Activity Book; Formal Assessment


2) Speeches SE/TE: Speeches, 45, 147, 271, 671, 672, 687

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Academic and Workplace Skills Activity Book; 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

3) Advertisements SE/TE: Advertisement, 144–145TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Academic and Workplace Skills Activity Book; Formal Assessment


1) Generate questions. SE/TE: Research Report, 222–247; Response to Literature, 248–273; Writing for Assessment, 274–291TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Academic and Workplace Skills Activity Book; Formal Assessment


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

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






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, 222–247; Response to Literature, 248–273; Writing for Assessment, 274–291; Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733; Reference Skills, 740–750; Internet Research Handbook, 797–799

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Academic and Workplace Skills Activity Book; Formal Assessment


3) Take notes on important information from sources.

SE/TE: Research Report, 222–247; Response to Literature, 248–273; Citing Sources and Preparing Manuscript, 792–796TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Academic and Workplace Skills Activity Book; 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

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

SE/TE: Research Report, 222–247; Response to Literature, 248–273; Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733; Reference Skills, 740–750; Citing Sources and Preparing Manuscript, 792–796; Internet Research Handbook, 797–799



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

SE/TE: Research Report, 222–247; Response to Literature, 248–273; Using Informal Speaking Skills, 669–670; Using Formal Speaking Skills, 671–672; Creating Graphic Organizers for Comprehension, 681–684; Reading Nonfiction Critically, 721–726; Reading From Varied Sources, 732–733; Reference Skills, 740–750








6) Reflect on and evaluate the process.

SE/TE: Reflecting on Your Writing, 240, 265, 284



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

SE/TE: Nouns and Pronouns, 294–295; Nouns, 61, 63, 296–300; Chapter Review, 310–311; Standardized Test Preparation Workshop, 312–313

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


2) Verbs, helping verbs, irregular, transitive, and intransitive verbs

SE/TE: Verbs, 87, 314–329; Chapter Review, 330–331; Standardized Test Preparation Workshop, 332–333



4. The student will apply Standard English to communicate.

a. The student will use Standard English grammar to compose or edit.






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

SE/TE: Using Verbs, 187, 490–513; Chapter Review, 514–515; Standardized Test Preparation Workshop, 516–517



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

SE/TE: Making Words Agree, 532–533; Subject and Verb Agreement, 163, 534–547; Chapter Review, 554–555; Standardized Test Preparation Workshop, 556–557



5) Articles and conjunctions SE/TE: Conjunctions and Interjections, 374–375; Conjunctions, 376–380; Chapter Review, 385–386; Standardized Test Preparation Workshop, 387; Articles, 338–339, 347, 356, 647, 715TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


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

SE/TE: Adjectives and Adverbs, 334–335; Adjectives, 113, 336–347; Chapter Review, 356–357; Standardized Test Preparation Workshop, 358–359; Using Modifiers, 558–571; Chapter Review, 572–573; Standardized Test Preparation Workshop, 574–575








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

SE/TE: Nouns and Pronouns, 294–295; Pronouns, 165, 301–309; Chapter Review, 310–311; Standardized Test Preparation Workshop, 312–313; Using Pronouns, 518–527; Chapter Review, 528–529; Standardized Test Preparation Workshop, 530–531



8) Adverbs (e.g., comparative forms)

SE/TE: Adverb Clauses and Adverb Phrases, 211; Adjectives and Adverbs, 334–335; Adverbs, 348–355; Chapter Review, 356–357; Standardized Test Preparation Workshop, 358–359; Using Modifiers, 558–571; Chapter Review, 572–573; Standardized Test Preparation Workshop, 574–575



9) Interjections SE/TE: Conjunctions and Interjections, 374–375; Interjections, 381–384; Chapter Review, 385–386; Standardized Test Preparation Workshop, 387








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

SE/TE: End Marks, 139, 580–584; Chapter Review, 630–631; Standardized Test Preparation Workshop, 632–633. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


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

SE/TE: Abbreviations, 580, 584, 632, 774–777. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.



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

SE/TE: Commas, 114, 585–599; Chapter Review, 630–631; Standardized Test Preparation Workshop, 632–633. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.



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






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

SE/TE: Punctuating Dialogue, 88; Quotation Marks, 239, 606–617; Chapter Review, 630–631; Standardized Test Preparation Workshop, 632–633. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.



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

SE/TE: Semicolons and Colons, 600–605; Chapter Review, 630–631; Standardized Test Preparation Workshop, 632–633. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.



6) Capitalization SE/TE: Capitalization, 634–649; Chapter Review, 650–651; Standardized Test Preparation Workshop, 652–653. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.








7) Spell words commonly found in seventh grade level text

SE/TE: Vocabulary and Spelling, 690; Developing Vocabulary, 691–693; Studying Words Systematically, 695–697; Studying Word Parts and Origins, 698–701; Improving Your Spelling, 702–712. See also all Proofreading pages 22, 63, 88, 114, 139, 165, 189, 214, 239, 264, and 283.



8) Produce legible text SE/TE: Publishing and Presenting, 23–27, 64, 89, 115, 140, 166, 190, 215, 240, 265, 284; Styles for Business and Friendly Letters, 758–759; Citing Sources and Preparing Manuscript, 760–764

TR: Teaching Resources: Academic and Workplace SkillsTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

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

SE/TE: Sentence Combining, 29–32, 263; Basic Sentence Parts, 390–419; Chapter Review, 420–421; Standardized Test Preparation Workshop, 422–423; Effective Sentences, 454–483; Chapter Review, 484–485; Standardized Test Preparation Workshop, 486–487; Revising: Sentences, , 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465



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, 29–32; Compound Sentences, 137; Basic Sentence Parts, 390–419; Chapter Review, 420–421; Standardized Test Preparation Workshop, 422–423; Effective Sentences, 454–483; Chapter Review, 484–485; Standardized Test Preparation Workshop, 486–487; Revising: Sentences, , 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465



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

SE/TE: Using Modifiers, 558–575; Prepositions, 360–373; Appositives, 434–435, 437, 593, 662, 780; Revising: Sentences, , 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465



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

SE/TE: Using Modifiers, 558–575; Prepositions, 360–373; Appositives, 434–435, 437, 593, 662, 780; Revising: Sentences, , 60, 86, 111, 137, 163, 186, 236, 262, 282, 353, 450, 465




Documents

Writing and Grammar, Grade 7, 8th Edition © 2008 - Pearson · PDF fileWriting and Grammar, Grade 7, 8th Edition © 2008 ... Practice Book; Academic and ... Prentice Hall Writing and