California State Standards Alignments Grades Six through Eight Read Now Power Up!, Renaissance, Renaissance Learning, and the Renaissance Learning logo, are trademarks of Renaissance Learning, Inc. and its subsidiaries, registered, common law, or pending registration, in the United States and in other countries. P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 Phone: (715) 424-3636 • Fax: (715) 424-4242 www.renlearn.com
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California State Standards Alignments Grades Six through Eight
Read Now Power Up!, Renaissance, Renaissance Learning, and the Renaissance Learning logo, are trademarks of Renaissance Learning, Inc. and its subsidiaries, registered, common law, or pending registration, in the United States and in other countries.
Copyright 2008, Renaissance Learning Inc. and Harcourt, Inc., all rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc.
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California State Standards Alignments
Standards List with Aligned Product Skills
The Standards list with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.
Copyright 2008, Renaissance Learning Inc. and Harcourt, Inc., all rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc.
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Note to Educator: Thank you for your interest in a Read Now Power Up! Standards Alignment. Read Now Power Up! is a key component of the Renaissance School Improvement Process. The attached document contains the alignment between Read Now Power Up! and the skills, objectives, and outcomes described in California's Content Standards Framework as summarized by the California Department of Education. Renaissance Learning and Steck-Vaughn have developed this alignment to ensure that educators who are using the programs effectively will help students take charge of their own learning, as well as demonstrate what they have learned on state accountability reports. We recognize the impact that the standards-based reform movement and high-stakes standardized testing are having on schools and shares the concerns of educators and administrators that students perform well on high-stakes assessments. Renaissance Learning hopes that this alignment answers your questions regarding the success and suitability of Learning Information Systems and the Renaissance School Improvement Process in meeting your state standards. Sincerely, Renaissance Sales and Funding Staff
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
RN OP04 - Building vocabulary knowledge and confidence OP06 - Measuring reading level and comprehension OP11 - Improving confidence with reading OP12 - Developing fluency TS01 - Measuring baseline of own fluency performance GR01 - Differentiating between phrases and sentences, including dialogue VA01 - Reading and understanding grade-level material FP01 - Reading text from left to right and top to bottom FP02 - Developing a rhythm of reading FP06 - Monitoring oral reading rates FP10 - Using punctuation to determine where to place emphasis or pause FP11 - Reading fluently at a prescribed wpm rate, reading level, and word count FP12 - Reading text aloud smoothly naturally, accurately, and with expression LO04 - Orally imitating pronunciation and modulation of modeled readings LO07 - Oral Reading of grade-level appropriate passage
Vocabulary and Concept Development PU Student Edition
1.2 Identify and interpret figurative language and words with multiple meanings.
RN OP06 - Measuring reading level and comprehension OP14 - Writing in a variety of forms OP15 - Acquiring word analysis and decoding strategies
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.2 Identify and interpret figurative language and words with multiple meanings.
RN VA03 - Developing vocabulary VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words WA07 - Interpreting Figurative Language
PU Teacher’s Edition ESL: pg.: 19
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. RN OP04 - Building vocabulary knowledge and
confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.
RN OP02 - Engaging in independent reading activities OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA09 - Using knowledge of syntax to identify word meanings VA10 - Using context clues to infer the meaning of unfamiliar words RS32 - Monitoring comprehension WA01 - Using Context Clues
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Words, Words, Words: pg. 49 Teacher’s Resource Binder Introducing Word Skills: pg. 89 Black Line Master: pg 94 Reading Chapter 3: pg. 153
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA04 - Discussing meanings of words VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials
PU Teacher’s Edition ESL 152
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information. RN OP01 - Reading for a variety of purposes
OP02 - Engaging in independent reading activities VA19 - Extending knowledge and skills to increasingly complex reading tasks RS22 - Using text features to locate information
PU N/A 2.2 Analyze text that uses the compare-and-contrast organizational pattern. RN VA19 - Extending knowledge and skills to
increasingly complex reading tasks RS15 - Comparing and contrasting
Comprehension and Analysis of Grade-Level-Appropriate Text PU Student Edition
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
RN RS08 - Making connections with prior knowledge RS10 - Identifying main idea and details
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities RS28 - Summarizing information by noting main idea and important details WF04 - Writing Summaries
PU N/A 2.5 Follow multiple step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
Expository Critique PU N/A 2.6 Determine the adequacy and appropriateness of the
evidence for an author’s conclusions. RN RS08 - Making connections with prior knowledge PU Teacher’s Edition
After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher’s Resource Binder Black Line Masters: pg. 49-53, 65-68, 80-83, 95-99, 113-116, 128-132, 144-147, 159-162
2.7 Make reasonable assertions about a text through accurate, supporting citations.
RN OP02 - Engaging in independent reading activities RS05 - Using research skills and strategies
PU N/A 2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text. RN VA19 - Extending knowledge and skills to
increasingly complex reading tasks 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
3.1 Identify the forms of fiction and describe the major characteristics of each form.
RN N/A
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Student Edition Think-Along Question: pg. 4 Thinking About the Selection: pg. 9 Teacher’s Edition Fiction Reading Strategy: pg. 65 Think-Along Questions: pg. 4-8 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 107 Black Line Master: pg. 110
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
3.3 Analyze the influence of setting on the problem and its resolution.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU N/A 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
RN GR01 - Differentiating between phrases and sentences, including dialogue WA07 - Interpreting Figurative Language FP02 - Developing a rhythm of reading FP10 - Using punctuation to determine where to place emphasis or pause
PU N/A 3.5 Identify the speaker and recognize the difference between first− and third-person narration (e.g., autobiography compared with biography).
RN RS20 - Determining point of view
PU Teacher’s Edition Fiction Reading Strategy: pg. 89 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 138 Reinforcing the Fiction Strategy: pg. 139 Black Line Master: pg. 141
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
RN RS03 - Identifying theme RS29 - Identifying characterization RS31 - Visualizing what is read through words that appeal to the five senses
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher’s Resource Binder Introducing Word Skills: pg. 138 ESL pg. 42, 73, 74 Black Line Master: pg. 143
Continued 3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.
RN N/A Literary Criticism
PU N/A 3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
RN OP02 - Engaging in independent reading activities
Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
PU Student Edition A Plan for Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
Continued 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
RN RS25 - Recognizing Sequence; using chronological order to recall events
Research and Technology PU N/A 1.4 Use organizational features of electronic text (e.g.,
bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):
a. State the thesis or purpose. b. Explain the situation. c. Follow an organizational pattern appropriate to the
type of composition. d. Offer persuasive evidence to validate arguments and
conclusions as needed. RN WF01 - Writing Informational Essays
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
PU Teacher’s Resource Binder Writing Option 2: pg. 60
2.3 Write research reports: a. Pose relevant questions with a scope narrow enough
to be thoroughly covered. b. Support the main idea or ideas with facts, details,
examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).
2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant
evidence. c. Anticipate and address reader concerns and
counterarguments.
RN WF07 - Writing Persuasive Essays Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.
RN GR01 - Differentiating between phrases and sentences, including dialogue
Grammar PU N/A 1.2 Identify and properly use indefinite pronouns and
present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.
RN N/A
Punctuation PU N/A 1.3 Use colons after the salutation in business letters,
semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Capitalization
RN RS14 - Using capitalization and punctuation to improve comprehension
Spelling PU N/A 1.5 Spell frequently misspelled words correctly (e.g., their,
they’re, there). RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 107 ESL: pg. 31 Teacher’s Resource Binder Theme 1 Closer: pg. 103
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).
1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 107 ESL: pg. 31
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 95 Teacher’s Resource Binder Theme 1 Closer: pg. 103
1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
RN N/A Analysis and Evaluation of Oral and Media Communications
PU N/A 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
RN N/A
PU N/A 1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information. RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.3 Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading,
understanding, and insight. b. Organize the selected interpretation around several
clear ideas, premises, or images. c. Develop and justify the selected interpretation
through sustained use of examples and textual evidence.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 139, 154
2.4 Deliver persuasive presentations: a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the
proposition or proposal. RN N/A
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Resource Binder Writing Option 1: pg. 75
2.5 Deliver presentations on problems and solutions: a. Theorize on the causes and effects of each problem
and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
RN N/A
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition
PU Teacher’s Edition Group Sharing: pg. 11, 71, 83 Reading Aloud: pg. 10, 22, 34, 46, 70, 82. 94, 106
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
RN OP04 - Building vocabulary knowledge and confidence OP06 - Measuring reading level and comprehension OP11 - Improving confidence with reading OP12 - Developing fluency TS01 - Measuring baseline of own fluency performance GR01 - Differentiating between phrases and sentences, including dialogue VA01 - Reading and understanding grade-level material FP01 - Reading text from left to right and top to bottom FP02 - Developing a rhythm of reading FP06 - Monitoring oral reading rates FP10 - Using punctuation to determine where to place emphasis or pause FP11 - Reading fluently at a prescribed wpm rate, reading level, and word count FP12 - Reading text aloud smoothly naturally, accurately, and with expression LO04 - Orally imitating pronunciation and modulation of modeled readings LO07 - Oral Reading of grade-level appropriate passage
Vocabulary and Concept Development PU Student Edition
1.2 Identify and interpret figurative language and words with multiple meanings.
RN OP06 - Measuring reading level and comprehension OP14 - Writing in a variety of forms OP15 - Acquiring word analysis and decoding strategies
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.2 Identify and interpret figurative language and words with multiple meanings.
RN VA03 - Developing vocabulary VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words WA07 - Interpreting Figurative Language
PU Teacher’s Edition Reteaching: pg. 44
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. RN OP04 - Building vocabulary knowledge and
confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.
RN OP02 - Engaging in independent reading activities OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA09 - Using knowledge of syntax to identify word meanings VA10 - Using context clues to infer the meaning of unfamiliar words RS32 - Monitoring comprehension WA01 - Using Context Clues
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
PU Student Edition Words, Words, Words: pg. 25 Teacher’s Edition Words, Words, Words: pg. 25 Teacher’s Resource Binder Introducing Word Skill: pg. 59 Back Line Master: pg 64 Reading Chapter 2: pg. 75
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA04 - Discussing meanings of words VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials
PU N/A 2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities VA19 - Extending knowledge and skills to increasingly complex reading tasks RS22 - Using text features to locate information
PU Student Edition Strategy: pg. 14 Teacher’s Edition Strategy: pg. 14 Teacher’s Resource Binder Introducing the Reading Strategy: pg. 58
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
RN VA19 - Extending knowledge and skills to increasingly complex reading tasks RS15 - Comparing and contrasting
Comprehension and Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition
Reinforcing the Theme: pg. 86 Meeting Individual Needs: pg. 90
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
RN RS08 - Making connections with prior knowledge RS10 - Identifying main idea and details
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text Continued 2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities RS28 - Summarizing information by noting main idea and important details WF04 - Writing Summaries
PU N/A 2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
Expository Critique PU N/A 2.6 Determine the adequacy and appropriateness of the
evidence for an author’s conclusions. RN RS08 - Making connections with prior knowledge PU Teacher’s Edition
2.7 Make reasonable assertions about a text through accurate, supporting citations.
RN OP02 - Engaging in independent reading activities RS05 - Using research skills and strategies
PU N/A 2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text. RN VA19 - Extending knowledge and skills to
increasingly complex reading tasks 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
3.1 Identify the forms of fiction and describe the major characteristics of each form.
RN N/A
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Student Edition Thinking About the Selection: pg. 9, 33 Think-Along Question: pg. 31 Teacher’s Edition Fiction Reading Strategy: pg. 5 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Black Line Master: pg. 46
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
PU Student Edition Strategy: pg. 62 Thinking About the Selection: pg. 69 Wrap Up: pg. 114 Teacher’s Edition Fiction Reading Strategy: pg. 65 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 110 Reinforcing the Fiction Strategy: pg. 111 Blackline Master: pg. 113
3.3 Analyze the influence of setting on the problem and its resolution.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU N/A 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
RN GR01 - Differentiating between phrases and sentences, including dialogue WA07 - Interpreting Figurative Language FP02 - Developing a rhythm of reading FP10 - Using punctuation to determine where to place emphasis or pause
3.5 Identify the speaker and recognize the difference between first− and third-person narration (e.g., autobiography compared with biography).
RN RS20 - Determining point of view
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher’s Edition Fiction Reading Strategy: pg. 89 Strategy: pg. 2 Teacher’s Resource Binder Theme 1 Closer: pg. 106 Introducing the Fiction Strategy: pg. 142 Meeting Individual Needs: pg. 143 Black Line Master: pg. 145
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
RN RS03 - Identifying theme RS29 - Identifying characterization RS31 - Visualizing what is read through words that appeal to the five senses
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.
RN N/A Literary Criticism
PU N/A 3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
RN OP02 - Engaging in independent reading activities
Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
RN OP14 - Writing in a variety of forms WF03 - Writing Letters WF05 - Writing Instructions WF06 - Writing Reviews WF07 - Writing Persuasive Essays WF08 - Writing a Speech
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. RN WF03 - Writing Letters
WF04 - Writing Summaries PU Student Edition
A Plan for Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher’s Resource Binder Writing Options 1-2: pg. 44, 60, 76, 93, 111, 127, 143, 159
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
RN RS25 - Recognizing Sequence; using chronological order to recall events
Research and Technology PU Teacher’s Edition
Nonfiction Reading Strategy: pg. 41 Teacher’s Resource Binder Introducing the Nonfiction Strategy: pg. 92 Black Line Master: pg. 95 Theme 1 Closer: pg. 106 Theme 2 Closer: pg. 172
1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant
evidence. c. Anticipate and address reader concerns and
counterarguments.
RN WF07 - Writing Persuasive Essays
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
RN RS14 - Using capitalization and punctuation to improve comprehension
Spelling PU N/A 1.5 Spell frequently misspelled words correctly (e.g., their,
they’re, there). RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 71 Teacher’s Resource Binder ESL: pg. 157
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 23 Teacher’s Resource Binder Teaching Opportunity: Writing Option 1: pg. 60
1.3 Restate and execute multiple-step oral instructions and directions.
RN RS13 - Understanding what is heard or read LO01 - Following oral instructions
Organization and Delivery of Oral Communication PU Teacher’s Edition
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
RN N/A Analysis and Evaluation of Oral and Media Communications
PU N/A 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
RN N/A
PU N/A 1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information. RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Deliver narrative presentations: a. Establish a context, plot, and point of view. b. Include sensory details and concrete language to
develop the plot and character. c. Use a range of narrative devices (e.g., dialogue,
tension, or suspense). RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Group Sharing: pg. 107 Teacher’s Resource Binder Teaching Opportunity Writing Option 2: pg. 93
2.2 Deliver informative presentations: a. Pose relevant questions sufficiently limited in scope
to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and
2.4 Deliver persuasive presentations: a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the
proposition or proposal. RN N/A PU Teacher’s Resource Binder
Teacher Opportunity Writing Option 1: pg. 159
2.5 Deliver presentations on problems and solutions: a. Theorize on the causes and effects of each problem
and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
RN OP04 - Building vocabulary knowledge and confidence OP06 - Measuring reading level and comprehension OP11 - Improving confidence with reading OP12 - Developing fluency TS01 - Measuring baseline of own fluency performance GR01 - Differentiating between phrases and sentences, including dialogue VA01 - Reading and understanding grade-level material FP01 - Reading text from left to right and top to bottom FP02 - Developing a rhythm of reading FP06 - Monitoring oral reading rates FP10 - Using punctuation to determine where to place emphasis or pause FP11 - Reading fluently at a prescribed wpm rate, reading level, and word count FP12 - Reading text aloud smoothly naturally, accurately, and with expression LO04 - Orally imitating pronunciation and modulation of modeled readings LO07 - Oral Reading of grade-level appropriate passage
Vocabulary and Concept Development 1.2 Identify and interpret figurative language and words with multiple meanings.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
PU Teacher’s Resource Binder ESL: pg. 43, 73, 109, 110, 124, 125, 141, 156 Introducing Word Skills: pg. 74, 141 Black Line Master: pg. 77, 78, 112, 145
Continued 1.2 Identify and interpret figurative language and words with multiple meanings.
RN OP06 - Measuring reading level and comprehension OP14 - Writing in a variety of forms OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words WA07 - Interpreting Figurative Language
PU Teacher’s Edition ESL: pg. 7
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. RN OP04 - Building vocabulary knowledge and
confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.
RN OP02 - Engaging in independent reading activities OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA09 - Using knowledge of syntax to identify word meanings VA10 - Using context clues to infer the meaning of unfamiliar words RS32 - Monitoring comprehension WA01 - Using Context Clues
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
PU Teacher’s Edition Vocabulary Extension: pg. 15 ESL: Pg. 67
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA04 - Discussing meanings of words VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities VA19 - Extending knowledge and skills to increasingly complex reading tasks RS22 - Using text features to locate information
PU Teacher’s Edition Before Reading: pg. 64 Strategy Tip: pg. 65 Reteaching: pg. 68 Teacher’s Resource Binder ESL: pg. 140
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
RN VA19 - Extending knowledge and skills to increasingly complex reading tasks RS15 - Comparing and contrasting
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text
PU Student Edition Strategy: pg. 62, 74 Teacher’s Edition Getting Ready to Read: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up: pg. 50, 110 Introducing the Theme: pg. 60 Strategy/Introducing the Strategy: pg. 62, 74 Before Reading / During Reading: pg. 64, 76 Reteaching: pg. 96 Teacher's Resource Binder Introducing the reading Strategy: pg. 108, 124 Theme 2 Opener: pg. 106
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
RN RS08 - Making connections with prior knowledge RS10 - Identifying main idea and details
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities RS28 - Summarizing information by noting main idea and important details WF04 - Writing Summaries
PU N/A 2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
Expository Critique PU Student Edition
Strategy: pg. 86, 98 Teacher’s Edition Strategy/Introducing the Strategy: pg. 86, 98 Teacher's Resource Binder Black Line Master: pg 69, 112, 127
2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions.
RN RS08 - Making connections with prior knowledge
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Expository Critique
2.7 Make reasonable assertions about a text through accurate, supporting citations.
RN OP02 - Engaging in independent reading activities RS05 - Using research skills and strategies
PU Teacher’s Edition Group Sharing: pg. 23
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
RN VA19 - Extending knowledge and skills to increasingly complex reading tasks
3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU Teacher’s Edition Before Reading: pg. 4 Selection at a Glance: pg. 64 Meeting Individual Needs: pg. 66 Reteaching: pg. 96 Teacher’s Resource Binder Reading Selection Ch. 1: pg. 42 ESL: pg. 42, 108 Meeting Individual Needs: pg. 74
3.1 Identify the forms of fiction and describe the major characteristics of each form.
RN N/A
Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
PU Student Edition Think-Along Question: pg. 65, 66, 68 Thinking About the Selection: pg. 69 Strategy Workout: pg. 72 Teacher’s Edition Strategy Workout: pg. 72 During Reading: pg. 64 (Q1) Strategy Tip: pg. 65
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 109 Introducing the Fiction Strategy: pg. 109, 110 Meeting Individual Needs: pg. 110, 142 Black Line Master: pg. 112, 114-119, 136
Continued 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
3.3 Analyze the influence of setting on the problem and its resolution.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU N/A 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
RN GR01 - Differentiating between phrases and sentences, including dialogue WA07 - Interpreting Figurative Language FP02 - Developing a rhythm of reading FP10 - Using punctuation to determine where to place emphasis or pause
PU Teacher’s Edition Before Reading: pg. 88 Teacher’s Resource Binder Meeting Individual Needs: pg. 141
3.5 Identify the speaker and recognize the difference between first− and third-person narration (e.g., autobiography compared with biography).
RN RS20 - Determining point of view 3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
RN OP02 - Engaging in independent reading activities Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus Continued 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
RN OP14 - Writing in a variety of forms WF03 - Writing Letters WF05 - Writing Instructions WF06 - Writing Reviews WF07 - Writing Persuasive Essays WF08 - Writing a Speech
1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
RN RS25 - Recognizing Sequence; using chronological order to recall events
Research and Technology PU Teacher’s Edition
ESL: pg. 91 Teacher’s Resource Binder Reinforcing the Nonfiction Strategy: pg. 157 Black Line Master: pg. 159
1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
RN N/A
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
PU Student Edition Writing: pg. 83 Teacher’s Edition During Writing: pg. 82 Vocabulary Extension: pg. 87 Teacher’s Resource Binder Writing: (Option 2): pg. 44, 75, 110 Theme 2 Opener: pg. 106 Writing: (Option 1): pg. 126 Check and Reflect: (On Your Own): pg. 138
2.1 Write narratives: a. Establish and develop a plot and setting and present
a point of view that is appropriate to the stories. b. Include sensory details and concrete language to
develop plot and character. c. Use a range of narrative devices (e.g., dialogue,
suspense).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined)
2.3 Write research reports: a. Pose relevant questions with a scope narrow enough
to be thoroughly covered. b. Support the main idea or ideas with facts, details,
examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).
c. Include a bibliography. RN RS05 - Using research skills and strategies
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant
evidence. c. Anticipate and address reader concerns and
counterarguments.
RN WF07 - Writing Persuasive Essays Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher’s Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.
RN GR01 - Differentiating between phrases and sentences, including dialogue
Grammar 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.
PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar
PU Teacher's Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157
Continued 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.
1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).
RN OP05 - Repeating missed words on quizzes for mastery
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Organization and Delivery of Oral Communication
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
RN N/A Analysis and Evaluation of Oral and Media Communications
PU N/A 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 23, 95
1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.
RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Family Involvement: pg. 82 Group Sharing: pg. 83
2.1 Deliver narrative presentations: a. Establish a context, plot, and point of view. b. Include sensory details and concrete language to
develop the plot and character. c. Use a range of narrative devices (e.g., dialogue,
tension, or suspense).
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Group Sharing: pg. 47, 71 Teacher’s Resource Binder Theme 1 Closer: pg. 105
2.2 Deliver informative presentations: a. Pose relevant questions sufficiently limited in scope
to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and
explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).
2.3 Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading,
understanding, and insight. b. Organize the selected interpretation around several
clear ideas, premises, or images. c. Develop and justify the selected interpretation
through sustained use of examples and textual evidence.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 23 2.4 Deliver persuasive presentations:
a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the
proposition or proposal.
RN N/A
PU Teacher’s Edition Meeting Individual Needs: pg. 30 Family Involvement: pg. 70, 82 Group Sharing: pg. 107 Teacher’s Resource Binder Theme 2 Closer: pg. 170
2.5 Deliver presentations on problems and solutions: a. Theorize on the causes and effects of each problem
and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
RN OP04 - Building vocabulary knowledge and confidence OP06 - Measuring reading level and comprehension OP11 - Improving confidence with reading OP12 - Developing fluency TS01 - Measuring baseline of own fluency performance GR01 - Differentiating between phrases and sentences, including dialogue VA01 - Reading and understanding grade-level material FP01 - Reading text from left to right and top to bottom FP02 - Developing a rhythm of reading FP06 - Monitoring oral reading rates FP10 - Using punctuation to determine where to place emphasis or pause FP11 - Reading fluently at a prescribed wpm rate, reading level, and word count FP12 - Reading text aloud smoothly naturally, accurately, and with expression LO04 - Orally imitating pronunciation and modulation of modeled readings LO07 - Oral Reading of grade-level appropriate passage
Vocabulary and Concept Development PU Student Edition
1.2 Identify and interpret figurative language and words with multiple meanings.
RN OP06 - Measuring reading level and comprehension OP14 - Writing in a variety of forms OP15 - Acquiring word analysis and decoding strategies
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.2 Identify and interpret figurative language and words with multiple meanings.
RN VA03 - Developing vocabulary VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words WA07 - Interpreting Figurative Language
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.
RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.
RN OP02 - Engaging in independent reading activities OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA09 - Using knowledge of syntax to identify word meanings VA10 - Using context clues to infer the meaning of unfamiliar words RS32 - Monitoring comprehension WA01 - Using Context Clues
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
PU Student Edition Words, Words, Words: pg. 25 Teacher’s Edition Words, Words, Words: pg. 25 Reteaching: pg. 25 Teacher's Resource Binder Meeting Individual Needs: pg. 59 Introducing Word Skills: pg. 60 Black Line Masters: pg. 64
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA04 - Discussing meanings of words VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities VA19 - Extending knowledge and skills to increasingly complex reading tasks RS22 - Using text features to locate information
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials
PU Student Edition Strategy: pg. 14 Teacher’s Edition Strategy: pg. 14 Teacher’s Resource Binder Introducing the Reading Strategy: pg. 59 Black Line Masters: pg. 62
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
RN VA19 - Extending knowledge and skills to increasingly complex reading tasks RS15 - Comparing and contrasting
Comprehension and Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities RS28 - Summarizing information by noting main idea and important details WF04 - Writing Summaries
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text
PU Teacher’s Edition Teaching opportunity Before Writing: pg. 22 Teacher's Resource Binder Teaching opportunity Introducing the Nonfiction Strategy: pg. 60 Reinforcing the Nonfiction Strategy: pg. 61 Blackline Master: pg. 63
2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
2.7 Make reasonable assertions about a text through accurate, supporting citations.
RN OP02 - Engaging in independent reading activities RS05 - Using research skills and strategies
PU Teacher’s Edition Strategy: pg. 98 Teacher's Resource Binder Introducing the Reading Strategy: pg. 158 Theme 1 Opener: pg. 40
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
RN VA19 - Extending knowledge and skills to increasingly complex reading tasks
3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature 3.1 Identify the forms of fiction and describe the major characteristics of each form.
PU Student Edition (Reading Selection): pg. 100-104 Teacher’s Edition Strategy Tip: pg. 29 Before Reading: pg. 100 ESL: pg. 103
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43, 77, 111, 144
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
PU Student Edition Strategy Workout: pg. 36 Thinking About the Selection: pg. 69 Teacher’s Edition Strategy: pg. 26 Strategy Workout: pg. 36 Reteaching: pg. 36 Thinking About the Selection: pg. 69(Q6) Teacher’s Resource Binder Introducing the Reading Strategy: pg. 76 Introducing the Fiction Strategy: pg. 77 Reinforcing the Fiction Strategy: pg. 78 Blackline Master: pg. 80
3.3 Analyze the influence of setting on the problem and its resolution.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU N/A 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
RN GR01 - Differentiating between phrases and sentences, including dialogue WA07 - Interpreting Figurative Language FP02 - Developing a rhythm of reading FP10 - Using punctuation to determine where to place emphasis or pause
PU Student Edition Thinking About the Selection: pg. 93 Teacher’s Edition Strategy Tip: pg. 77 Meeting Individual Needs: pg. 90
3.5 Identify the speaker and recognize the difference between first− and third-person narration (e.g., autobiography compared with biography).
RN RS20 - Determining point of view PU Student Edition
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Literary Criticism
PU Teacher’s Edition Teaching opportunity Strategy: pg. 2 After Reading: pg. 104 Teacher's Resource Binder ESL: pg. 92
3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).
RN OP02 - Engaging in independent reading activities Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.
RN RS25 - Recognizing Sequence; using chronological order to recall events
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
2.1 Write narratives: a. Establish and develop a plot and setting and present
a point of view that is appropriate to the stories. b. Include sensory details and concrete language to
develop plot and character. c. Use a range of narrative devices (e.g., dialogue,
suspense).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined)
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant
evidence. c. Anticipate and address reader concerns and
counterarguments.
RN WF07 - Writing Persuasive Essays Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.
RN GR01 - Differentiating between phrases and sentences, including dialogue
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure Grammar
PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Practice Opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160
1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.
RN N/A Punctuation
PU N/A 1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
RN RS14 - Using capitalization and punctuation to improve comprehension
Spelling PU Student Edition
Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Reteaching: pg. 13 Teacher's Resource Binder Introducing Word Skills: pg. 43 Black Line Masters: pg. 47
1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).
RN OP05 - Repeating missed words on quizzes for mastery
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 71, 83 Reinforcing the Theme: pg. 74 After Reading: pg. 80 Teacher's Resource Binder Theme 2 Closer: pg. 173
1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Organization and Delivery of Oral Communication
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
RN N/A Analysis and Evaluation of Oral and Media Communications
PU N/A 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 71, 83 Teacher's Resource Binder Theme 1 Opener: pg. 40 Writing: pg. 112, 129
1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.
RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.3 Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading,
understanding, and insight. b. Organize the selected interpretation around several
clear ideas, premises, or images. c. Develop and justify the selected interpretation
through sustained use of examples and textual evidence.
RN N/A
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GRADE SIX
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Group Sharing: pg. 71, 83 Reteaching: pg. 80 Teacher's Resource Binder Theme 2 Closer: pg. 173
2.4 Deliver persuasive presentations: a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the
proposition or proposal. RN N/A PU Teacher’s Edition
Group Sharing: pg. 83 2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
RN OP06 - Measuring reading level and comprehension OP07 - Building comprehension VA01 - Reading and understanding grade-level material WA07 - Interpreting Figurative Language
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA05 - Using root words to determine the meaning of unknown words VA06 - Recognizing prefixes VA07 - Recognizing suffixes WA06 - Using Prefixes, Suffixes, and Roots of Words FP14 - Identifying unfamiliar vocabulary based on word structure, or letter sounds
A Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
RN OP03 - Acquiring automaticity with 400 vocabulary words OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA03 - Developing vocabulary VA04 - Discussing meanings of words VA16 - Using reference books to develop vocabulary VA17 - Using resources and references to confirm definitions and pronunciations
2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
RN FP17 - Reading a variety of different fiction, non-fiction texts
PU N/A 2.2 Locate information by using a variety of consumer, workplace, and public documents. RN OP01 - Reading for a variety of purposes
OP02 - Engaging in independent reading activities PU N/A 2.3 Analyze text that uses the cause and effect
organizational pattern. RS16 - Identifying cause and effect
Comprehension and Analysis of Grade-Level-Appropriate Text PU N/A 2.4 Identify and trace the development of an author’s
argument, point of view, or perspective in text. RN RS19 - Recognizing author's purpose RS20 - Determining point of view
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text
PU N/A 2.5 Understand and explain the use of a simple mechanical device by following technical directions. RN OP01 - Reading for a variety of purposes
OP02 - Engaging in independent reading activities VA01 - Reading and understanding grade-level material VA19 - Extending knowledge and skills to increasingly complex reading tasks
Expository Critique PU N/A 2.6 Assess the adequacy, accuracy, and appropriateness of
the author's evidence to support claims and assertions, noting instances of bias and stereotyping.
RN OP01 - Reading for a variety of purposes VA19 - Extending knowledge and skills to increasingly complex reading tasks
3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).
RN VA02 - Reading from a variety of genres Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
PU Student Edition Strategy: pg. 26 Teacher’s Edition Fiction Reading Strategy: pg. 5 Strategy: pg. 26 After Reading: pg. 32 Teacher's Resource Binder Introducing the Reading Strategy: pg. 73 Introducing the Fiction Strategy: pg. 43, 73 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46, 76
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text Continued 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU Student Edition Think-Along Questions: pg. 4, 5, 6,8 Thinking About the Selection: pg. 9 Teacher’s Edition Fiction Reading Strategy: pg. 65 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 107 Black Line Master: pg. 49-53, 110
3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization RS30 - Drawing conclusions about characters' feelings
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
RN RS03 - Identifying theme RS04 - Selecting books/resources for a theme
PU N/A 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.
RN RS15 - Comparing and contrasting RS20 - Determining point of view
3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.
RN RS20 - Determining point of view
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.
1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.
RN N/A Research and Technology
PU Teacher's Resource Binder Writing Option 2: pg. 60
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
RN WF01 - Writing Informational Essays PU Teacher's Resource Binder
Teaching Opportunity: Writing Option 2: pg. 60
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
RN WF01 - Writing Informational Essays PU Student Edition
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
RN N/A
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Evaluation and Revision
1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning,
conflict, rising action, climax, and denouement) and point of view.
b. Develop complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). RN OP14 - Writing in a variety of forms
WF02 - Writing Narratives (stories, real or imagined) RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
2.2 Write responses to literature: a. Develop interpretations exhibiting careful reading,
understanding, and insight. b. Organize interpretations around several clear ideas,
premises, or images from the literary work. c. Justify interpretations through sustained use of
examples and textual evidence.
RN OP14 - Writing in a variety of forms WF06 - Writing Reviews FP13 - Exhibiting reading comprehension through assessment
PU Teacher's Resource Binder Writing Option 2: pg. 60
2.3 Write research reports: a. Pose relevant and tightly drawn questions about the
topic. b. Convey clear and accurate perspectives on the
subject. c. Include evidence compiled through the formal
research process (e.g., use of a card catalog, Reader''s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).
d. Document reference sources by means of footnotes and a bibliography.
RN OP14 - Writing in a variety of forms WF01 - Writing Informational Essays WA08 - Using Reference Materials
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student's own words, except for
quotations. c. Reflect underlying meaning, not just the
superficial details.
RN OP14 - Writing in a variety of forms RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
PU N/A 1.1 Place modifiers properly and use the active voice. RN N/A
Grammar PU N/A 1.2 Identify and use infinitives and participles and make
clear references between pronouns and antecedents. RN N/A PU N/A 1.3 Identify all parts of speech and types and structure of
sentences. RN GR01 - Differentiating between phrases and sentences, including dialogue
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
Punctuation 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.
PU Teacher’s Edition N/A
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Punctuation Continued 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
RN RS14 - Using capitalization and punctuation to improve comprehension
Spelling PU N/A 1.7 Spell derivatives correctly by applying the spellings of
bases and affixes. RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 95
1.1 Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 107 1.2 Determine the speaker's attitude toward the subject.
1.3 Respond to persuasive messages with questions, challenges, or affirmations..
RN N/A Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154
1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience.
N/A
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154
1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 107 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. RN N/A Analysis and Evaluation of Oral and Media Communications
PU Teacher’s Edition Group Sharing: pg. 107
1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener. RN N/A
PU N/A 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a
beginning, conflict, rising action, climax, and denouement), and point of view.
b. Describe complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action RS29 - Identifying characterization
2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the
subject. c. Include evidence generated through the formal
research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).
d. Cite reference sources appropriately.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Group Sharing: pg. 95, 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154
2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of an
argument or proposal. b. Describe the points in support of the argument and
employ well-articulated evidence. RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
RN OP06 - Measuring reading level and comprehensionOP07 - Building comprehension VA01 - Reading and understanding grade-level material WA07 - Interpreting Figurative Language
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA05 - Using root words to determine the meaning of unknown words VA06 - Recognizing prefixes VA07 - Recognizing suffixes WA06 - Using Prefixes, Suffixes, and Roots of Words FP14 - Identifying unfamiliar vocabulary based on word structure, or letter sounds
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
RN OP03 - Acquiring automaticity with 400 vocabulary words OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA03 - Developing vocabulary VA04 - Discussing meanings of words VA16 - Using reference books to develop vocabulary VA17 - Using resources and references to confirm definitions and pronunciations
2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
RN FP17 - Reading a variety of different fiction, non-fiction texts
PU Teacher’s Edition Reteaching: pg. 41 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 92 Reinforcing the Nonfiction Strategy: pg. 93 Blackline Master: pg. 95
2.2 Locate information by using a variety of consumer, workplace, and public documents.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
PU Student Edition Strategy: pg. 38 Teacher’s Edition Strategy/Introducing the Strategy: pg. 38 Teacher's Resource Binder Introducing the Reading Strategy: pg. 91 Blackline Master: pg. 77, 94
2.3 Analyze text that uses the cause and effect organizational pattern.
RS16 - Identifying cause and effect
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text
PU Teacher’s Edition Strategy: pg. 98 Teacher's Resource Binder Introducing the Reading Strategy: pg. 157 Blackline Master: pg. 160
2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.
RN RS19 - Recognizing author's purpose RS20 - Determining point of view
PU N/A 2.5 Understand and explain the use of a simple mechanical device by following technical directions. RN OP01 - Reading for a variety of purposes
OP02 - Engaging in independent reading activities VA01 - Reading and understanding grade-level material VA19 - Extending knowledge and skills to increasingly complex reading tasks
Expository Critique PU N/A 2.6 Assess the adequacy, accuracy, and appropriateness of
the author's evidence to support claims and assertions, noting instances of bias and stereotyping.
RN OP01 - Reading for a variety of purposes VA19 - Extending knowledge and skills to increasingly complex reading tasks
3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).
RN VA02 - Reading from a variety of genres Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher's Resource Binder Introducing the Reading Strategy: pg. 74 Introducing the Fiction Strategy: pg. 75 Meeting Individual Needs: pg. 76 Reinforcing the Fiction Strategy: pg. 76 Blackline Master: pg. 55, 78, 189
Continued 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU Student Edition Think-Along Question: pg. 6 Thinking About the Selection: pg. 9 Teacher’s Edition Fiction Reading Strategy: pg. 5 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Black Line Master: pg. 46
3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization RS30 - Drawing conclusions about characters' feelings
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
RN RS03 - Identifying theme RS04 - Selecting books/resources for a theme
PU Teacher’s Edition Strategy: pg. 86 Teacher's Resource Binder Introducing the Reading Strategy: pg. 141
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.
RN RS15 - Comparing and contrasting RS20 - Determining point of view
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Literary Criticism
3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.
RN RS20 - Determining point of view Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.
1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.
RN N/A Research and Technology
PU Teacher’s Edition Nonfiction Reading Strategy: pg. 41 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 92 Black Line Master: pg. 95 Theme 1 Closer: pg. 106 Theme 2 Closer: pg. 172
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
RN WF01 - Writing Informational Essays
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology
PU N/A 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning,
conflict, rising action, climax, and denouement) and point of view.
b. Develop complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined) RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
PU N/A 2.3 Write research reports: a. Pose relevant and tightly drawn questions about
the topic. b. Convey clear and accurate perspectives on the
subject. c. Include evidence compiled through the formal
research process (e.g., use of a card catalog, Reader''s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).
d. Document reference sources by means of footnotes and a bibliography.
RN OP14 - Writing in a variety of forms WF01 - Writing Informational Essays WA08 - Using Reference Materials
2.5 Write summaries of reading materials: a. Include the main ideas and most significant
details. b. Use the student's own words, except for
quotations. c. Reflect underlying meaning, not just the
superficial details.
RN OP14 - Writing in a variety of forms RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
PU N/A 1.1 Place modifiers properly and use the active voice. RN N/A
Grammar PU N/A 1.2 Identify and use infinitives and participles and make
clear references between pronouns and antecedents. RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar
PU N/A 1.3 Identify all parts of speech and types and structure of sentences. RN GR01 - Differentiating between phrases and
sentences, including dialogue PU Teacher’s Edition
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
Punctuation PU N/A 1.5 Identify hyphens, dashes, brackets, and semicolons
and use them correctly. RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
RN RS14 - Using capitalization and punctuation to improve comprehension
Spelling PU N/A 1.7 Spell derivatives correctly by applying the spellings
of bases and affixes. RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 23, 35, 71, 83, 95, 107
1.1 Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 23, 35, 71, 83, 95, 107 1.2 Determine the speaker's attitude toward the subject.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 35, 71, 83, 95
1.3 Respond to persuasive messages with questions, challenges, or affirmations..
RN N/A Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 71 Teacher's Resource Binder Writing Option 1: pg. 111 Writing Option 2: pg. 60
1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience.
1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 71 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. RN N/A Analysis and Evaluation of Oral and Media Communications
PU Teacher’s Edition Group Sharing: pg. 71
1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener. RN N/A
PU N/A 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a
beginning, conflict, rising action, climax, and denouement), and point of view.
b. Describe complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action RS29 - Identifying characterization
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and
the most significant details. b. Use the student's own words, except for material
quoted from sources. c. Convey a comprehensive understanding of
sources, not just superficial details.
RN N/A PU N/A 2.3 Deliver research presentations:
a. Pose relevant and concise questions about the topic.
b. Convey clear and accurate perspectives on the subject.
c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).
2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of
an argument or proposal. b. Describe the points in support of the argument
and employ well-articulated evidence. RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
RN OP06 - Measuring reading level and comprehension OP07 - Building comprehension VA01 - Reading and understanding grade-level material WA07 - Interpreting Figurative Language
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA05 - Using root words to determine the meaning of unknown words VA06 - Recognizing prefixes VA07 - Recognizing suffixes WA06 - Using Prefixes, Suffixes, and Roots of Words FP14 - Identifying unfamiliar vocabulary based on word structure, or letter sounds
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
Continued 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
RN OP03 - Acquiring automaticity with 400 vocabulary words OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA03 - Developing vocabulary VA04 - Discussing meanings of words VA16 - Using reference books to develop vocabulary VA17 - Using resources and references to confirm definitions and pronunciations
2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
RN FP17 - Reading a variety of different fiction, non-fiction texts
2.2 Locate information by using a variety of consumer, workplace, and public documents.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
PU Teacher’s Edition Thinking About the Selection: pg. 9, 21, 45 Strategy: pg. 38 Theme Wrap-up: pg. 119 Teacher's Resource Binder Meeting Individual Needs: pg. 125
2.3 Analyze text that uses the cause and effect organizational pattern.
RN RS16 - Identifying cause and effect Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text Continued 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.
PU RS19 - Recognizing author's purpose RS20 - Determining point of view
PU N/A 2.5 Understand and explain the use of a simple mechanical device by following technical directions. RN OP01 - Reading for a variety of purposes
OP02 - Engaging in independent reading activities VA01 - Reading and understanding grade-level material VA19 - Extending knowledge and skills to increasingly complex reading tasks
Expository Critique PU Teacher’s Edition
Strategy: pg. 86, 98 Introducing the Strategy: pg. 86 Teacher's Resource Binder Black Line Master: pg 69, 112, 127
2.6 Assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping.
RN OP01 - Reading for a variety of purposes VA19 - Extending knowledge and skills to increasingly complex reading tasks
3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU Teacher’s Edition Before Reading: pg. 4 Selection at a Glance: pg. 64 Meeting Individual Needs: pg. 66 Reteaching: pg. 96 Teacher's Resource Binder ESL: pg. 42, 108 Meeting Individual Needs: pg. 74
3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).
RN VA02 - Reading from a variety of genres Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
PU Student Edition Strategy Workout: pg. 12 Strategy: pg. 14, 26 Thinking About the Selection: pg. 21 Teacher’s Edition Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Strategy Tip: pg. 29 Reteaching: pg. 32
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46 Theme 2 Opener: pg. 106
Continued 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization RS30 - Drawing conclusions about characters' feelings
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
RN RS03 - Identifying theme RS04 - Selecting books/resources for a theme
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher’s Edition Before Reading: pg. 88 Strategy Tip: Pg. 89 Teacher's Resource Binder Meeting Individual Needs: pg. 141
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.
RN RS15 - Comparing and contrasting RS20 - Determining point of view
3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.
RN RS20 - Determining point of view Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.
1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
RN RS05 - Using research skills and strategies
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
RN WF01 - Writing Informational Essays PU Student Edition
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning,
conflict, rising action, climax, and denouement) and point of view.
b. Develop complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined) RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
2.4 Write persuasive compositions: a. State a clear position or perspective in support of a
proposition or proposal. b. Organize the interpretation around several clear
ideas, premises, or images. c. Anticipate and address reader concerns and
counterarguments. RN OP14 - Writing in a variety of forms
WF07 - Writing Persuasive Essays
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student's own words, except for
quotations. c. Reflect underlying meaning, not just the
superficial details. RN OP14 - Writing in a variety of forms
RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
Punctuation PU N/A 1.5 Identify hyphens, dashes, brackets, and semicolons and
use them correctly. RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Capitalization
1.7 Spell derivatives correctly by applying the spellings of bases and affixes.
RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
1.2 Determine the speaker's attitude toward the subject.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications
1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener.
RN N/A PU N/A 1.8 Analyze the effect on the viewer of images, text, and
sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Family Involvement: pg. 82 Group Sharing: pg. 83
2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a
beginning, conflict, rising action, climax, and denouement), and point of view.
b. Describe complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action RS29 - Identifying characterization
2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and
the most significant details. b. Use the student's own words, except for material
quoted from sources. c. Convey a comprehensive understanding of
sources, not just superficial details. RN N/A
PU Teacher’s Edition Group Sharing: pg. 47, 71 Teacher's Resource Binder Theme 1 Closer: pg. 105
2.3 Deliver research presentations: a. Pose relevant and concise questions about the
topic. b. Convey clear and accurate perspectives on the
subject. c. Include evidence generated through the formal
research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).
d. Cite reference sources appropriately.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 23
2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of
an argument or proposal. b. Describe the points in support of the argument
and employ well-articulated evidence.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.
RN OP06 - Measuring reading level and comprehension OP07 - Building comprehension VA01 - Reading and understanding grade-level material WA07 - Interpreting Figurative Language
1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.
RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA05 - Using root words to determine the meaning of unknown words VA06 - Recognizing prefixes VA07 - Recognizing suffixes WA06 - Using Prefixes, Suffixes, and Roots of Words FP14 - Identifying unfamiliar vocabulary based on word structure, or letter sounds
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development
1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.
RN OP03 - Acquiring automaticity with 400 vocabulary words OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA03 - Developing vocabulary VA04 - Discussing meanings of words VA16 - Using reference books to develop vocabulary VA17 - Using resources and references to confirm definitions and pronunciations
2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials
PU Teacher's Resource Binder Introducing the Reading Strategy: pg. 59, 92 Meeting Individual Needs: pg. 92, 129 Introducing the Nonfiction Strategy: pg. 128 Reinforcing the Nonfiction Strategy: pg. 128 Blackline Masters: pg. 63, 131 Theme 1 Closer: pg. 107
Continued 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).
RN FP17 - Reading a variety of different fiction, non-fiction texts
2.2 Locate information by using a variety of consumer, workplace, and public documents.
RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities
PU Student Edition Strategy: pg. 26 Thinking About the Selection: pg. 33 Teacher’s Edition Thinking About the Selection: pg. 9, 33, 69, 93 During Reading: pg. 28, 40 Reteaching: pg. 32 Strategy: pg. 38 Strategy Tip: pg. 41 Meeting Individual Needs: pg. 42 Discussing the Responses: pg. 44 Theme Wrap-Up: pg. 59, 114 Teacher's Resource Binder Introducing the Reading Strategy: pg. 76, 92 Reading Selection Scene 1: pg. 76 Meeting Individual Needs: pg. 76, 78, 92 Blackline Masters: pg. 79, 95 Reading Selection Chapter 1: pg. 92
2.3 Analyze text that uses the cause and effect organizational pattern.
RN RS16 - Identifying cause and effect
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text
PU Student Edition Strategy: pg. 86 Think-Along Question: pg. 88, 104 Thinking About the Selection: pg. 105 Teacher’s Edition Strategy: pg. 86, 98 Applying the Strategy: pg. 88, 100 After Reading: pg. 92, 104 Thinking About the Selection: pg. 105(Q5) Theme Wrap-up: pg. 119(Q6) Teacher's Resource Binder Introducing the Reading Strategy: pg. 143, 158 Blackline Masters: pg. 146, 161
2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.
RN RS19 - Recognizing author's purpose RS20 - Determining point of view
PU N/A 2.5 Understand and explain the use of a simple mechanical device by following technical directions. RN OP01 - Reading for a variety of purposes
OP02 - Engaging in independent reading activities VA01 - Reading and understanding grade-level material VA19 - Extending knowledge and skills to increasingly complex reading tasks
2.6 Assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping.
RN OP01 - Reading for a variety of purposes VA19 - Extending knowledge and skills to increasingly complex reading tasks
3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
Continued 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).
RN VA02 - Reading from a variety of genres Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher’s Edition Strategy: pg. 2, 26 Applying the Strategy: pg. 4, 28 Discussing the Responses: pg. 8, 32 Fiction Strategy Workout: pg. 72 Teacher's Resource Binder Introducing the Reading Strategy: pg. 42, 76 Introducing the Fiction Strategy: pg. 111 Reinforcing the Fiction Strategy: pg. 112 Blackline Master: pg. 114
3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.
PU Student Edition Think-Along Question: pg. 5, 6, 7, 8 Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Teacher’s Edition Strategy: pg. 2 Strategy Tip: pg. 5, 65, 89 Applying the Strategy: pg. 4 After Reading: pg. 8, 68, 92 Thinking About the Selection: pg. 9, 33, 69, 93 Strategy Workout: pg. 12 Meeting Individual Needs: pg. 30, 90 Teacher's Resource Binder Introducing/ Reinforcing the Fiction Strategy: pg. 43 Blackline Master: pg. 46
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text Continued 3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization RS30 - Drawing conclusions about characters' feelings
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
RN RS03 - Identifying theme RS04 - Selecting books/resources for a theme
PU Teacher’s Edition Before Reading: pg. 28 Strategy: pg. 86 Strategy Tip: pg. 77, 89 Reciprocal Teaching: pg. 91 Reteaching: pg. 92 Thinking About the Selection: pg. 93(Q6) Teacher's Resource Binder Meeting Individual Needs: pg. 144
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.
RN RS15 - Comparing and contrasting RS20 - Determining point of view
3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.
RN RS20 - Determining point of view
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
RN WF01 - Writing Informational Essays
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning,
conflict, rising action, climax, and denouement) and point of view.
b. Develop complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined) RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU Teacher’s Edition Fiction Strategy Workout: pg. 12, 72, 96 Reteaching: pg. 36 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43, 111 Reinforcing the Fiction Strategy: pg. 43, 112
2.2 Write responses to literature: a. Develop interpretations exhibiting careful reading,
understanding, and insight. b. Organize interpretations around several clear ideas,
premises, or images from the literary work. c. Justify interpretations through sustained use of
examples and textual evidence. RN OP14 - Writing in a variety of forms WF06 - Writing Reviews FP13 - Exhibiting reading comprehension through assessment
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student's own words, except for
quotations. c. Reflect underlying meaning, not just the
superficial details. RN OP14 - Writing in a variety of forms RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
PU N/A 1.1 Place modifiers properly and use the active voice. RN N/A
Grammar PU N/A 1.2 Identify and use infinitives and participles and make
clear references between pronouns and antecedents. RN N/A PU N/A 1.3 Identify all parts of speech and types and structure of
sentences. RN GR01 - Differentiating between phrases and sentences, including dialogue
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar Continued 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
Punctuation PU Teacher's Resource Binder
ESL: pg. 143 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.
RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension
1.7 Spell derivatives correctly by applying the spellings of bases and affixes.
RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
1.1 Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension
1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.
RN N/A Analysis and Evaluation of Oral and Media Communications
PU Teacher’s Edition Group Sharing: pg. 71, 83 Teacher's Resource Binder Theme 2 Closer: pg. 173
1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener.
RN N/A
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GRADE SEVEN
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING (RN)
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications
PU N/A 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a
beginning, conflict, rising action, climax, and denouement), and point of view.
b. Describe complex major and minor characters and a definite setting.
c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions). RN RS24 - Recognizing story elements, i.e. characters,
setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action RS29 - Identifying characterization
PU Teacher's Resource Binder Reciprocal Teaching: pg. 7, 67
2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the
most significant details. b. Use the student's own words, except for material
quoted from sources. c. Convey a comprehensive understanding of sources,
2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the
subject. c. Include evidence generated through the formal
research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).
d. Cite reference sources appropriately.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 71, 83 Reteaching: pg. 80 Teacher's Resource Binder Theme 2 Closer: pg. 173
2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of an
argument or proposal. b. Describe the points in support of the argument and
employ well-articulated evidence. RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development
1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.
RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words VA10 - Using context clues to infer the meaning of unfamiliar words VA16 - Using reference books to develop vocabulary
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials
PU N/A 2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).
RN OP01 - Reading for a variety of purposes RS15 - Comparing and contrasting FP17 - Reading a variety of different fiction, non-fiction texts
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials
PU N/A 2.2 Analyze text that uses proposition and support patterns. RN N/A
Comprehension and Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition
2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.
RN OP01 - Reading for a variety of purposes PU N/A 2.5 Understand and explain the use of a complex mechanical
device by following technical directions. RN OP01 - Reading for a variety of purposes PU N/A 2.6 Use information from a variety of consumer, workplace,
and public documents to explain a situation or decision and to solve a problem.
2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.
RN N/A 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU N/A 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
RN FP17 - Reading a variety of different fiction, non-fiction texts
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Student Edition Strategy: pg. 26 Teacher’s Edition Strategy: pg. 26 Fiction Reading Strategy: pg. 5 After Reading: pg. 32 Teacher's Resource Binder Introducing the Reading Strategy: pg. 73 Introducing the Fiction Strategy: pg. 43, 73 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46, 76
3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU Student Edition Thinking About the Selection: pg. 105
3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. RN RS15 - Comparing and contrasting
RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
PU Student Edition Thinking About the Selection: pg. 93 Teacher’s Edition Fiction Reading Strategy: pg. 29 Teacher's Resource Binder Blackline Master: pg. 77
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.
RN N/A 3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text Continued 3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.
RN VA01 - Reading and understanding grade-level material RS03 - Identifying theme FP17 - Reading a variety of different fiction, non-fiction texts
3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.
RN WA07 - Interpreting Figurative Language Literary Criticism
PU N/A 3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)
RN VA01 - Reading and understanding grade-level material
Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas..
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer's attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined)
2.2 Write responses to literature: a. Exhibit careful reading and insight in their
interpretations. b. Connect the student's own responses to the writer's
techniques and to specific textual references. c. Draw supported inferences about the effects of a
literary work on its audience. d. Support judgments through references to the text,
other works, other authors, or to personal knowledge.
RN OP14 - Writing in a variety of forms RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
PU Teacher's Resource Binder Writing Option 2: pg. 60
2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct
quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.
RN OP14 - Writing in a variety of forms WF01 - Writing Informational Essays
2.4 Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning
to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
RN OP14 - Writing in a variety of forms WF07 - Writing Persuasive Essays VA11 - Supporting interpretations with examples drawn from text
PU N/A 2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and
meet the needs of the intended audience. b. Follow the conventional format for the type of
document (e.g., letter of inquiry, memorandum).
RN OP14 - Writing in a variety of forms WF03 - Writing Letters
PU N/A 2.6 Write technical documents: a. Identify the sequence of activities needed to design a
system, operate a tool, or explain the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.
RN OP14 - Writing in a variety of forms WF05 - Writing Instructions
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.
RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
PU N/A 1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.
RN N/A
PU N/A 1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas. RN N/A Grammar
RN GR02 - Recognizing the function of punctuation marks
Spelling PU N/A 1.6 Spell derivatives correctly by applying the spellings of
bases and affixes. RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Comprehension
1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener.
RN OP09 - Listening to modeled reading and repeated oral reading LO02 - Observing and listening to books read aloud
PU Teacher’s Edition Group Sharing: pg. 107
1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose. RN N/A Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.
RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154
1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 107 1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations. RN N/A
PU Teacher’s Edition Group Sharing: pg. 107
1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations.
RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.
PU Teacher’s Edition Group Sharing: pg. 107
1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the organizational structure or
plan. b. Rearrange words and sentences to clarify the
meaning.
RN N/A
Analysis and Evaluation of Oral and Media Communications PU Teacher’s Edition
Group Sharing: pg. 107 1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).
RN N/A PU N/A 1.9 Interpret and evaluate the various ways in which visual
image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.2 Deliver oral responses to literature: a. Interpret a reading and provide insight. b. Connect the student's own responses to the writer's
techniques and to specific textual references. c. Draw supported inferences about the effects of a
literary work on its audience. d. Support judgments through references to the text,
other works, other authors, or personal knowledge.
RN N/A
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct
quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and record information on charts, maps, and graphs.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 95, 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154
2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments
with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and
counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.
d. Maintain a reasonable tone.
RN N/A
PU N/A 2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.
RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 2 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development
1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.
RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words VA10 - Using context clues to infer the meaning of unfamiliar words VA16 - Using reference books to develop vocabulary
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials
PU N/A 2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).
RN OP01 - Reading for a variety of purposes RS15 - Comparing and contrasting FP17 - Reading a variety of different fiction, non-fiction texts
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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials
PU N/A 2.2 Analyze text that uses proposition and support patterns. RN N/A
Comprehension and Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition
2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.
RN OP01 - Reading for a variety of purposes PU N/A 2.5 Understand and explain the use of a complex mechanical
device by following technical directions. RN OP01 - Reading for a variety of purposes PU N/A 2.6 Use information from a variety of consumer, workplace,
and public documents to explain a situation or decision and to solve a problem.
RN OP01 - Reading for a variety of purposes
Expository Critique PU Teacher’s Edition
Strategy: pg. 14, 38 Group Sharing: pg. 23 Teacher's Resource Binder Introducing the Reading Strategy: pg. 58, 91
2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.
RN N/A 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU N/A 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
RN FP17 - Reading a variety of different fiction, non-fiction texts
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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Teacher’s Edition Strategy: pg. 26 Fiction Reading Strategy: pg. 29 Teacher's Resource Binder Introducing the Reading Strategy: pg. 74 Introducing the Fiction Strategy: pg. 75 Reinforcing the Fiction Strategy: pg. 76 Black Line Master: pg. 78
3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU Student Edition Think-Along Question: pg. 76, 77, 79, 80 Thinking About the Selection: pg. 81
3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
RN RS15 - Comparing and contrasting RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
PU Teacher’s Edition Fiction Reading Strategy: pg. 65 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 110 Reinforcing the Fiction Strategy: pg. 111 Blackline Master: pg. 113
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.
3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.
RN VA01 - Reading and understanding grade-level material RS03 - Identifying theme FP17 - Reading a variety of different fiction, non-fiction texts
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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Strategy: pg. 86 Teacher's Resource Binder Introducing Word Skills: pg. 43 Introducing the Strategy: pg. 141 ESL: pg. 42, 59, 74, 75, 110, 141, 142, 158 Black Line Master: pg. 48
3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.
RN WA07 - Interpreting Figurative Language Literary Criticism
PU Teacher’s Edition Strategy: pg. 86 Teacher's Resource Binder Introducing the Strategy: pg. 141
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)
RN VA01 - Reading and understanding grade-level material
Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.
RN N/A
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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology
1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas..
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer's attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined)
2.2 Write responses to literature: a. Exhibit careful reading and insight in their
interpretations. b. Connect the student's own responses to the writer's
techniques and to specific textual references. c. Draw supported inferences about the effects of a
literary work on its audience. d. Support judgments through references to the text,
other works, other authors, or to personal knowledge. RN OP14 - Writing in a variety of forms
RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions
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Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
PU N/A 2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct
quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and display information on charts, maps, and graphs.
RN OP14 - Writing in a variety of forms WF01 - Writing Informational Essays
2.4 Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning
to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
RN OP14 - Writing in a variety of forms WF07 - Writing Persuasive Essays VA11 - Supporting interpretations with examples drawn from text
PU Student Edition Writing: pg. 35 Teacher’s Edition During Writing: pg. 34
2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and
meet the needs of the intended audience. b. Follow the conventional format for the type of
document (e.g., letter of inquiry, memorandum). RN OP14 - Writing in a variety of forms
WF03 - Writing Letters PU Student Edition
Writing: pg. 35 Teacher’s Edition During Writing: pg. 34
2.6 Write technical documents: a. Identify the sequence of activities needed to design a
system, operate a tool, or explain the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.
RN OP14 - Writing in a variety of forms WF05 - Writing Instructions
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.
A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
RN GR02 - Recognizing the function of punctuation marks
Spelling PU N/A 1.6 Spell derivatives correctly by applying the spellings of
bases and affixes. RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Comprehension
PU Teacher’s Edition Group Sharing: pg. 11
1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener. RN OP09 - Listening to modeled reading and repeated
oral reading LO02 - Observing and listening to books read aloud
PU Teacher’s Edition Group Sharing: pg. 71
1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose. RN N/A
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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Organization and Delivery of Oral Communication
PU Teacher’s Edition Group Sharing: pg. 71 Teacher's Resource Binder Writing Option 1: pg. 111 Writing Option 2: pg. 60
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.
1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.
1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.
RN N/A PU Teacher’s Edition
Group Sharing: pg. 71 1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations.
RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.
PU Teacher’s Edition Group Sharing: pg. 71
1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the organizational structure or
plan. b. Rearrange words and sentences to clarify the meaning.
RN N/A
Analysis and Evaluation of Oral and Media Communications PU Teacher’s Edition
Group Sharing: pg. 71 1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).
RN N/A PU N/A 1.9 Interpret and evaluate the various ways in which visual
image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Deliver narrative presentations: a. Relate a clear, coherent incident, event, or situation by
using well-chosen details. b. Reveal the significance of, and the subject's attitude
about, the incident, event, or situation. c. Employ narrative and descriptive strategies (e.g.,
relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).
RN N/A
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Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments
with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and
counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.
d. Maintain a reasonable tone.
RN N/A
PU N/A 2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.
RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.
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Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development
1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.
RN WA07 - Interpreting Figurative Language PU N/A 1.2 Understand the most important points in the history of
English language and use common word origins to determine the historical influences on English word meanings.
RN OP15 - Acquiring word analysis and decoding strategies
1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development Continued 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.
RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words VA10 - Using context clues to infer the meaning of unfamiliar words VA16 - Using reference books to develop vocabulary
2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials
2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).
RN OP01 - Reading for a variety of purposes RS15 - Comparing and contrasting FP17 - Reading a variety of different fiction, non-fiction texts
PU Teacher’s Edition\ Strategy: pg. 14, 38, 74, 98 Teacher's Resource Binder Introducing the Reading Strategy: pg. 58, 91, 125, 157 Reading Selection Chapter 1: pg. 58, 91, 125, 157 Meeting Individual Needs: pg. 108 Black Line Master: pg. 127
2.2 Analyze text that uses proposition and support patterns.
RN N/A Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.
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CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.
RN OP01 - Reading for a variety of purposes PU N/A 2.5 Understand and explain the use of a complex mechanical
device by following technical directions. RN OP01 - Reading for a variety of purposes PU Teacher’s Edition
2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.
RN N/A
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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU N/A 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
RN FP17 - Reading a variety of different fiction, non-fiction texts
Narrative Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition
3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
PU Teacher’s Edition Thinking About the Selection: pg. 9, 33, 69, 93 During Reading: pg. 64 Strategy Tip: pg. 65 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 109 Reinforcing the Fiction Strategy: pg. 109, 110 Meeting Individual Needs: pg. 110 Blackline Master: pg. 112
3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
RN RS15 - Comparing and contrasting RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.
RN N/A
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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.
RN WA07 - Interpreting Figurative Language Literary Criticism
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)
RN VA01 - Reading and understanding grade-level material
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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas..
RN N/A
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Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer's attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). RN OP14 - Writing in a variety of forms
WF02 - Writing Narratives (stories, real or imagined)PU Teacher’s Edition
2.2 Write responses to literature: a. Exhibit careful reading and insight in their
interpretations. b. Connect the student's own responses to the writer's
techniques and to specific textual references. c. Draw supported inferences about the effects of a
literary work on its audience. d. Support judgments through references to the text, other
works, other authors, or to personal knowledge. RN OP14 - Writing in a variety of forms
RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions
2.4 Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning
to support arguments, differentiating between facts and opinion.
c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
RN OP14 - Writing in a variety of forms WF07 - Writing Persuasive Essays VA11 - Supporting interpretations with examples drawn from text
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Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and
meet the needs of the intended audience. b. Follow the conventional format for the type of
document (e.g., letter of inquiry, memorandum). RN OP14 - Writing in a variety of forms
2.6 Write technical documents: a. Identify the sequence of activities needed to design a
system, operate a tool, or explain the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.
RN OP14 - Writing in a variety of forms WF05 - Writing Instructions
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.4 Edit written manuscripts to ensure that correct grammar is used.
RN N/A
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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Punctuation and Capitalization
PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Check and Reflect: (On Your Own): pg. 57, 74, 90, 106, 125, 141, 156, 172
1.5 Use correct punctuation and capitalization.
RN GR02 - Recognizing the function of punctuation marks
1.6 Spell derivatives correctly by applying the spellings of bases and affixes.
RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Comprehension
1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.
RN N/A
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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Organization and Delivery of Oral Communication
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.
RN N/A PU Teacher’s Edition
A Plan for Writing: pg. 95 Teacher's Resource Binder Writing: pg. 142, 157 Blackline Master: pg. 152
1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.
1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.
1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the organizational structure or
plan. b. Rearrange words and sentences to clarify the
meaning.
RN N/A
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A Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications
1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.
RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Family Involvement: pg. 82 Group Sharing: pg. 83
2.1 Deliver narrative presentations: a. Relate a clear, coherent incident, event, or situation by
using well-chosen details. b. Reveal the significance of, and the subject's attitude
about, the incident, event, or situation. c. Employ narrative and descriptive strategies (e.g.,
relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).
2.2 Deliver oral responses to literature: a. Interpret a reading and provide insight. b. Connect the student's own responses to the writer's
techniques and to specific textual references. c. Draw supported inferences about the effects of a
literary work on its audience. d. Support judgments through references to the text,
other works, other authors, or personal knowledge.
RN N/A
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A Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 3 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Group Sharing: pg. 47, 71 Teacher's Resource Binder Theme 1 Closer: pg. 105
2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct
quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and record information on charts, maps, and graphs.
RN N/A
PU Teacher’s Edition Group Sharing: pg. 23
2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments
with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and
counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.
2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.
RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development
1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.
RN WA07 - Interpreting Figurative Language PU Teacher’s Edition
Meeting Individual Needs: pg. 66 1.2 Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings. RN OP15 - Acquiring word analysis and decoding
1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.
RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words VA10 - Using context clues to infer the meaning of unfamiliar words VA16 - Using reference books to develop vocabulary
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade−level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials
2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).
RN OP01 - Reading for a variety of purposes RS15 - Comparing and contrasting FP17 - Reading a variety of different fiction, non-fiction texts
PU Teacher’s Edition\ Strategy: pg. 38 Teacher's Resource Binder Introducing the Reading Strategy: pg. 92
2.2 Analyze text that uses proposition and support patterns.
RN N/A Comprehension and Analysis of Grade-Level-Appropriate Text
2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.
RN OP01 - Reading for a variety of purposes PU N/A 2.5 Understand and explain the use of a complex mechanical
device by following technical directions. RN OP01 - Reading for a variety of purposes
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Comprehension and Analysis of Grade-Level-Appropriate Text
PU Teacher's Resource Binder Theme 1 Closer: pg. 107
2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem. RN OP01 - Reading for a variety of purposes Expository Critique
2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.
RN N/A 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature
PU N/A 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).
RN FP17 - Reading a variety of different fiction, non-fiction texts
Narrative Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition
Strategy: pg. 2, 26 Applying the Strategy: pg. 4, 28 Discussing the Responses: pg. 8, 32 Fiction Strategy Workout: pg. 72 Teacher's Resource Binder Introducing the Reading Strategy: pg. 42, 76 Introducing the Fiction Strategy: pg. 111 Reinforcing the Fiction Strategy: pg. 112 Blackline Master: pg. 114
3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved.
RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
RN RS15 - Comparing and contrasting RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization
PU Teacher’s Edition Strategy: pg. 26 Strategy Workout: pg. 36 Reteaching: pg. 36 Thinking About the Selection: pg. 69(Q6) Teacher's Resource Binder Introducing the Reading Strategy: pg. 76 Introducing the Fiction Strategy: pg. 77 Reinforcing the Fiction Strategy: pg. 78 Blackline Master: pg. 80
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.
3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.
RN VA01 - Reading and understanding grade-level material RS03 - Identifying theme FP17 - Reading a variety of different fiction, non-fiction texts
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text
3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.
RN WA07 - Interpreting Figurative Language Literary Criticism
PU Teacher’s Edition Strategy/ Introducing the Strategy: pg. 98 Applying the Strategy: pg. 100 After Reading: pg. 104 Thinking About the Selection: pg. 105(Q5) Teacher's Resource Binder Theme 2 Opener: pg. 108
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)
RN VA01 - Reading and understanding grade-level material
Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.
RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology
1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas..
RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.1 Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer's attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).
RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined)
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
PU Teacher’s Edition Fiction Strategy Workout: pg. 12, 72, 96 Reteaching: pg. 36 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43, 111 Reinforcing the Fiction Strategy: pg. 43, 112
2.2 Write responses to literature: a. Exhibit careful reading and insight in their
interpretations. b. Connect the student's own responses to the writer's
techniques and to specific textual references. c. Draw supported inferences about the effects of a
literary work on its audience. d. Support judgments through references to the text,
other works, other authors, or to personal knowledge.
RN OP14 - Writing in a variety of forms RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions
2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and
meet the needs of the intended audience. b. Follow the conventional format for the type of
document (e.g., letter of inquiry, memorandum).
RN OP14 - Writing in a variety of forms WF03 - Writing Letters
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
2.6 Write technical documents: a. Identify the sequence of activities needed to design a
system, operate a tool, or explain the bylaws of an organization.
b. Include all the factors and variables that need to be considered.
c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.
RN OP14 - Writing in a variety of forms WF05 - Writing Instructions
Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.
1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.
RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar
PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Check and Reflect: (On Your Own): pg. 57, 74, 90, 106, 125, 141, 156, 172
1.4 Edit written manuscripts to ensure that correct grammar is used.
RN N/A Punctuation and Capitalization
PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Check and Reflect: (On Your Own): pg. 57, 74, 90, 106, 125, 141, 156, 172
1.5 Use correct punctuation and capitalization.
RN GR02 - Recognizing the function of punctuation marks
1.6 Spell derivatives correctly by applying the spellings of bases and affixes.
RN OP05 - Repeating missed words on quizzes for mastery
Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Comprehension
1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.
RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Organization and Delivery of Oral Communication
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.
1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.
1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.
1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the organizational structure or
plan. b. Rearrange words and sentences to clarify the
meaning.
RN N/A
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GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications
1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).
RN N/A PU N/A 1.9 Interpret and evaluate the various ways in which visual
image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.
RN N/A
2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct
quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate.
c. Use a variety of primary and secondary sources and distinguish the nature and value of each.
d. Organize and record information on charts, maps, and graphs.
RN N/A
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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)
GRADE EIGHT
CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 4 AND RENAISSANCE LEARNING
Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
PU Teacher’s Edition Group Sharing: pg. 71, 83 Reteaching: pg. 80 Teacher's Resource Binder Theme 2 Closer: pg. 173
2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a
clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments
with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and
counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.
2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.
RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.