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Dear Colleagues,
The following Scope and Sequence for the new 2009 Glencoe Literature Series is the result of considerable attention to standards and the spiraling nature of English language arts instruction. The Scope and Sequence also allows for vertical and horizontal alignment of the curriculum as well as focused attention to the skills and strategies necessary for student learning. This document allows for backward planning of curriculum as we “begin with the end in mind” and scaffold students’ learning experiences.The Scope and Sequence for Glencoe Literature provides a structure that integrates content skills strands– emphasizing literary concepts, reading and thinking, writing, vocabulary and spelling, grammar and language, and listening, speaking, and viewing. In all, eight strands are addressed. Within each of these strands, specific skills are carefully delineated, and instruction is thoughtfully sequenced. The chart illustrates the depth and breadth of skill development throughout the Glencoe Literature Series.
This Scope and Sequence will not only assist you with instructional planning, but it will also provide structure for creating curriculum documents and direction for vertical alignment. We hope that this tool will help you make sound instructional decisions as you provide students with the foundation for literature appreciation, literacy achievement, and lifelong learning.
Sincerely,
Douglas FisherSenior Program ConsultantProfessor of Language and Literacy EducationSan Diego State UniversityCo-Director of the Center for the Advancement of Reading
1 = addressed
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
READING SKILLSActivate Prior Knowledge
Analyze
Build/Apply Background Knowledge
Clarify
Classify
Compare and Contrast
Connect
Determine Main Idea and Supporting Details
Discuss Diction
Distinguish Fact and Opinion
Draw Conclusions
Evaluate
Generalize
Identify Assumptions and Ambiguities
Identify Author’s Purpose
Identify Cause and Effect
Identify Character Traits
Identify Genre
Identify Literary and Text Elements
Identify Logical Fallacies
Identify Problem and Solution
Identify Sequence
Independent Reading
Infer
Interpret
Monitor Comprehension
Paraphrase and Summarize
Predict
Preview
Question
Recognize and Avoid Plagiarism
Recognize Author’s Purpose
Recognize Bias
Recognize Figurative Language
Recognize Symbolism
Respond
Review
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Set a Purpose for Reading
Skim and Scan
Summarize
Synthesize
Understand Cause and Effect
Understand Context
Understand Humor
Understand Media Elements
Understand Persuasive Techniques
Understand Text Structure
Use Graphic Organizers
Use Text Features
Visualize
LITERARY & TEXT ELEMENTSAct and Scene
Allegory
Alliteration
Allusion
Ambiguity
Analogy
Anecdote
Anthropomorphism
Archetype
Argument
Assonance
Author’s Purpose
Author’s Credibility
Author’s Perspective
Bias
Cause and Effect
Character/Characterization
Chronological Order
Compare and Contrast
Confl ict
Connotation
Couplet
Cultural or Historical Allusions/Cultural Context
Description
Dialect
Dialogue
Diary
Diction, Language, and Word Choice
2
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Set a Purpose for Reading
Skim and Scan
Summarize
Synthesize
Understand Cause and Effect
Understand Context
Understand Humor
Understand Media Elements
Understand Persuasive Techniques
Understand Text Structure
Use Graphic Organizers
Use Text Features
Visualize
LITERARY & TEXT ELEMENTSAct and Scene
Allegory
Alliteration
Allusion
Ambiguity
Analogy
Anecdote
Anthropomorphism
Archetype
Argument
Assonance
Author’s Purpose
Author’s Credibility
Author’s Perspective
Bias
Cause and Effect
Character/Characterization
Chronological Order
Compare and Contrast
Confl ict
Connotation
Couplet
Cultural or Historical Allusions/Cultural Context
Description
Dialect
Dialogue
Diary
Diction, Language, and Word Choice
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Direct Quotation
Elegy and Free Verse
Enjambment
Epic
Epiphany
Farce
Figurative Language
Figures of Speech
Flashback
Foil
Foreshadowing
Form and Structure
Genre
Haiku
Hero
Historical Infl uence
Humor/Satire
Hyperbole
Idioms
Imagery
Informational Text
Irony
Juxtaposition
Line and Stanza
Literary Time Periods and Movements
Lyric Poetry
Maxim
Media Elements
Media Ethics
Metaphor and Simile
Monologue, Soliloquy, and Aside
Mood
Moral
Motif
Motivation
Myth
Narrative Poetry
Narrator
Ode
Oral Tradition
Oxymoron
Paradox
3
4
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Parallelism
Parody
Personifi cation
Persuasive Techniques
Photos and Illustrations
Plot
Poetic Form and Structure
Point of View
Problem/Solution
Propaganda
Protagonist and Antagonist
Repetition
Rhetorical Strategies
Rhyme, Rhythm, and Meter
Satire
Sensory Details
Setting
Song
Sonnet
Sound Devices
Speaker
Stage Directions
Stereotypes
Style
Suspense
Symbolism
Text Features
Text Structure
Theme
Thesis
Titles and Heads
Tone
Tragic Flaw
Tragic Hero
Understanding Graphics
Voice
GENRESBallad
Biography, Autobiography, and Memoir
Blank Verse
Comedy
Drama
5
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Parallelism
Parody
Personifi cation
Persuasive Techniques
Photos and Illustrations
Plot
Poetic Form and Structure
Point of View
Problem/Solution
Propaganda
Protagonist and Antagonist
Repetition
Rhetorical Strategies
Rhyme, Rhythm, and Meter
Satire
Sensory Details
Setting
Song
Sonnet
Sound Devices
Speaker
Stage Directions
Stereotypes
Style
Suspense
Symbolism
Text Features
Text Structure
Theme
Thesis
Titles and Heads
Tone
Tragic Flaw
Tragic Hero
Understanding Graphics
Voice
GENRESBallad
Biography, Autobiography, and Memoir
Blank Verse
Comedy
Drama
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Epic
Essay
Farce
Folktales, Myths, and Legends
Free Verse
Functional Documents
Graphic Novel
Haiku
Historical Fiction and Nonfi ction
Informational Text
Journal or Diary
Letter
Magazine Article
Narrative Poem
Newspaper Article
Novel Excerpt
Parody
Persuasive Media
Poetry
Satire
Short Story
Song
Sonnet
Speech
Tragedy
LITERARY CRITICISMArtistic Approach
Biographical Approach
Cultural
Historical Approach
Philosophical
Political
Social
VOCABULARY SKILLSAcademic Vocabulary
Affi xes, Roots, and Base Words
Analogies
Compound Words
Context Clues
Denotation and Connotation
Dialect and Dialogue
Dictionary Skills
6
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Etymology
Figurative Language
Homonyms and Homophones
Idioms
Jargon
Multiple-Meaning Words
Prefi xes and Suffi xes
Synonyms and Antonyms
Using a Thesaurus
Word Origins
Word Usage
WRITING SKILLSWriting ProductsAutobiographical Narrative
Bibliography
Biographical Narrative
Blurb
Character Analysis
Character Sketch
Chart
Comic Strip
Comparison-Contrast Essay
Creative Fiction
Creative Nonfi ction
Descriptive Essay
Descriptive Narrative
Dialogue
Dramatic Scene
Editorial/Opinion
Expository Essay
Folktale
Functional Document
Graphic Story
Interview
Journal Entry
Letter
List
Literary Analysis
Literary Criticism
Memo
Monologue
Narrative
7
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Etymology
Figurative Language
Homonyms and Homophones
Idioms
Jargon
Multiple-Meaning Words
Prefi xes and Suffi xes
Synonyms and Antonyms
Using a Thesaurus
Word Origins
Word Usage
WRITING SKILLSWriting ProductsAutobiographical Narrative
Bibliography
Biographical Narrative
Blurb
Character Analysis
Character Sketch
Chart
Comic Strip
Comparison-Contrast Essay
Creative Fiction
Creative Nonfi ction
Descriptive Essay
Descriptive Narrative
Dialogue
Dramatic Scene
Editorial/Opinion
Expository Essay
Folktale
Functional Document
Graphic Story
Interview
Journal Entry
Letter
List
Literary Analysis
Literary Criticism
Memo
Monologue
Narrative
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
News Article
News Report
Outline
Paragraph
Personal Essay
Persuasive Essay/Speech
Poem
Proposal
Refl ective Essay
Research Report
Response to Literature
Review
Short Story
Skit
Speech
Stage Directions
Summary
Writing ProcessDrafting
Editing
Identify Plagiarism
Note Taking
Presenting/Publishing
Prewriting
Proofreading
Researching
Revising
Writing TraitsConventions
Fluency
Ideas
Organization
Presentation
Voice
Word Choice
GRAMMARActive Voice and Passive Voice
Adjectives
Adverbs
Appositives
Capitalization
Clauses
8
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Commas
Compound and Complex Sentences
Coordinating Conjunctions
Modifi ers
Nouns
Parallelism
Parts of Speech
Phrases, Clauses, and Sentences
Pronouns
Punctuation
Sentence Combining
Sentence Fragments
Sentence Types
Subjects and Predicates
Subject-Verb Agreement
Transitions and Transitional Expressions
Verbs
LISTENING, SPEAKING, AND VIEWINGActive Listening, and Group Discussion
Analyzing Media Messages
Debate
Interview
Literary Analysis
Literature Group
Multimedia Presentation
Narrative Presentation
Oral Interpretation
Oral Presentations
Oral Report
Oral Response to Literature
Oral Tradition
Performance
Persuasive Techniques
Reading Aloud
Refl ective Presentation
Research
Speech
Story Telling
Using Visuals
Viewing Art, Cartoons, and Photographs
Jeffrey D. Wilhelm, Ph.D. is Professor of English Education at Boise State University and Director of the Boise State Writing Project.
He specializes in reading and adolescent literacy and does research on ways to engage readers
and writers. A middle and high school teacher for thirteen years, Wilhelm is author or coauthor of eleven books, including the award-winning works You Gotta BE the Book and Reading Don’t Fix No Chevys.
Douglas Fisher, Ph.D. is Professor of Language and Literacy Education at San Diego State University. He is also Director of the
award-winning City Heights Educational Pilot, a project for improving urban adolescent literacy.
Fisher has published many articles on reading and literacy and has coauthored a number of books, including Improving Adolescent Literacy: Strategies that Work.
Beverly Ann Chin, Ph.D. is Professor of English, Director of the English Teaching Program, former Director of the Montana Writing Project, and former Director of
Composition at the University of Montana in Missoula. She currently serves as a Member at Large
of the Conference of English Leadership. Dr. Chin is a nationally recognized leader in English language arts standards, curriculum, and assessment. Formerly a high school teacher and an adult education reading teacher, Dr. Chin has taught in English language arts education at several universities and has received awards for her teaching and service.
Jacqueline Jones Royster, DA, is Professor of English and Senior Vice Provost and Executive Dean of the Colleges of Arts and Sciences at The Ohio State University. She is
currently on the Writing Advisory Committee of the National Commission on Writing and serves as chair for both the Columbus Literacy Council and the Ohioana Library Association. In addition to the teaching of writing, Dr. Royster’s professional interests include the rhetorical history of African American women and the social and cultural implications of literate practices. She has contributed to and helped to edit numerous books, anthologies, and journals.
Kathleen A. Hinchman, Ph.D. is Professor and Chair, Reading and Language Arts Center, School of Education, Syracuse
University. A former middle school English and reading teacher, Hinchman researches social
perspectives toward literacy. She is coauthor of three books on reading and literacy, including Principled Practices of a Literate America: A Framework for Literacy and Learning in the Upper Grades.
David G. O’Brien, Ph.D. is Professor of Literacy Education at the University of Minnesota and a former classroom teacher.
O’Brien’s research explores reading in content areas as well as ways to motivate learners to
engage in school-based literacy tasks. He is conducting studies on the use of technology-based literacy, using computers and related technology.
Taffy Raphael, Ph.D. is Professor of Literacy Education at the University of Illinois at Chicago (UIC). She does literacy research on
upper elementary and middle school students and has coauthored several books, including Book
Club: A Literature-Based Curriculum and Book Club for Middle School. She has received the International Reading Association (IRA) Outstanding Educator Award and is in the IRA Hall of Fame.
Cynthia Hynd Shanahan, Ed.D. is Professor in the Reading, Writing, and Literacy program at the University of Illinois at Chicago (UIC). She is also a consultant with the
Center for Literacy at UIC. Hynd Shanahan has been a classroom teacher and has taught reading
instruction to elementary-level through college-level teachers. She has authored a chapter in the book Engaged Reading, edited by John T. Guthrie and Donna Alverman.
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature
BritishLiterature
WorldLiterature
Commas
Compound and Complex Sentences
Coordinating Conjunctions
Modifi ers
Nouns
Parallelism
Parts of Speech
Phrases, Clauses, and Sentences
Pronouns
Punctuation
Sentence Combining
Sentence Fragments
Sentence Types
Subjects and Predicates
Subject-Verb Agreement
Transitions and Transitional Expressions
Verbs
LISTENING, SPEAKING, AND VIEWINGActive Listening, and Group Discussion
Analyzing Media Messages
Debate
Interview
Literary Analysis
Literature Group
Multimedia Presentation
Narrative Presentation
Oral Interpretation
Oral Presentations
Oral Report
Oral Response to Literature
Oral Tradition
Performance
Persuasive Techniques
Reading Aloud
Refl ective Presentation
Research
Speech
Story Telling
Using Visuals
Viewing Art, Cartoons, and Photographs