prentice hall grade 6 writing and grammar, handbook ... · writing and grammar, handbook edition...

Prentice Hall Writing and Grammar, Handbook Edition Grade 6, 8th Edition © 2008

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

Mississippi Language Arts Frameworks 2006Grade 6

G r a d e 6

Prentice Hall Writing and Grammar, Handbook, Grade 6, 8E © 2008Correlated to:

Mississippi Language Arts Frameworks 2006(Grade 6)

Mississippi Language Arts Frameworks 2006

PAGE(S) WHERE TAUGHT(If submission is not a text, cite

appropriate resource(s))

a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en) to determine the meaning of multi-syllabic words.

SE/TE: Prefixes, 481, 487; Suffixes, 223, 230, 384, 385, 386, 387, 482; Root Words, 480, 547

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

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

COMPETENCIES and Objectives

SIXTH GRADE

Each competency and objective assumes the student has mastered the competencies and objectives inthe previous grades. New skills and objectives are bold-faced throughout the document; however,teachers should review previously taught skills and objectives with a focus on increasing complexity.State level assessments may reflect skills and objectives covered in kindergarten through grade six.The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment ofspoken or written language available for description or analysis.” For the purposes of this document,text may include written materials, teacher read or taped passages, visual images, or film.Sixth graders should read accurately instructional level materials (texts in which no more thanapproximately 1 in 10 words are difficult for the reader) with an appropriate reading rate. (A sixthgrader should read between 170 and 195 words per minute by the end of sixth grade.)

While competencies for grades 4 - 8 remain identical, objectives require an extension of knowledgeand broader, deeper application of skills. A critical component at each grade level is text complexity.Text complexity is indicated by such elements as sophistication of language, content, and syntax. Asstudents move from grade four to grade eight, texts should require a greater cognitive involvement bythe student in order for the student to appreciate and comprehend the meaning and beauty inherentin language.In sixth grade, students are presented with a wide, rich variety of texts that are read to, listened to,read by, or viewed by students and then discussed. Sixth grade students are expected to engageactively in language activities involving text as they continue to grow as fluent readers and writers.

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

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

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






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

SE/TE: Developing Vocabulary, 473–476; Studying Words Systematically, 477–479; Studying Word Parts and Origins, 480–483; Revising: Word Choice, 13, 43, 57, 73, 92, 109, 123, 138, 153, 170, 182; Speaking and Listening Skills, 453; Using Informal Speaking Skills, 453–454; Using Formal Speaking Skills, 455–456



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

SE/TE: Synonyms and Antonyms, 479; Homophones, 492, 549; Using Other Reference Works, 526–527



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

SE/TE: Using Context Clues, 474–475; Dictionary, 522–525; Context Clues, 548










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

SE/TE: Context Clues, 474–475; Spelling, 484–493; Understand Figurative Language, 510

TR: Teaching Resources: Vocabulary and Spelling Practice Book: Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

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

SE/TE: Developing Your Vocabulary, 473–476; Studying Words Systematically, 477–479; Studying Word Parts and Origins, 480–483; Dictionary, 522–525; Using Other Reference Works, 526–527; Revising: Word Choice, 13, 43, 57, 73, 92, 109, 123, 138, 153, 170, 182


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

SE/TE: Vocabulary and Spelling, 472; Developing Vocabulary, 473–476; Studying Words Systematically, 477–479; Studying Word Parts and Origins, 480–483; Spelling, 484–493. Using Formal and Informal English, 31; Speaking and Listening Skills, 453; Using Informal Speaking Skills, 453–454; Using Formal Speaking Skills, 455–456. See also: Editing and Proofreading, 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, 183









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

SE/TE: Using Features in Textbooks, 496; Using Graphic Organizers, 499–500; Viewing and Representing Skills: Interpreting Maps, Graphs, and Photographs, 459–461

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


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

SE/TE: Using Sections in Textbooks, 495



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

SE/TE: Reading Skills: Reading Methods and Tools, 495–500; Reading Nonfiction Critically, 501–506; Reading Literary Writing, 507–511; Reading from Varied Sources, 512–513



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

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








1) Identify and infer the main idea or topic in literary text, literary nonfiction, and informational text of increasing length and difficulty citing text-based evidence.

SE/TE: Main Ideas, 11, 21–23, 181; Main Points, 456, 457. Student Work in Progress, pp. 95–97; See also: Reading Skills: Reading Methods and Tools, 495–500; Reading Nonfiction Critically, 501–506; Reading from Varied Sources, 512–513



2) Apply knowledge of transitions and cue words to identify and sequence events in narrative text including text containing flashbacks and events in non-sequential order.

SE/TE: Transitions, 28–29, 56, 182; Revising, 11–13, 40–43, 54–58, 61, 70–74, 88–92, 106–109, 120–123, 134–138, 150–153, 166–170, 181–182, 185; Student Work in Progress, 77–79



3) Infer cause and effect based on sequence of events and predict outcomes.

SE/TE: Cause-and-Effect Essay, 112–125; Reading Skills: Reading Methods and Tools, 495–500; Reading Nonfiction Critically, 501–506; Reading from Varied Sources, 512–513



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








4) Synthesize information stated in the text with prior knowledge and experience to draw valid conclusions with supporting evidence including text-based evidence.

SE/TE: Reading Skills: Reading Methods and Tools, 495–500; Reading Nonfiction Critically, 501–506; Reading Literary Writing, 507–511; Reading from Varied Sources, 512–513



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

SE/TE: Predicting Outcomes, 507, 508, 511



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

SE/TE: Summaries, 123, 147, 163, 179, 456, 457, 495, 508, 538; Reading Methods and Tools, 495–500; Reading Nonfiction Critically, 501–506; Reading from Varied Sources, 512–513



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

SE/TE: Characters, 507, 508; Setting, 507, 508; Plot, 82, 96; Reading Skills: Reading Skills: Reading Methods and Tools, 495–500; Reading Literary Writing, 507–511; Response to Literature, 156–173TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment

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









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

SE/TE: Description, 62–79; Persuasive Essay, 80–97; Comparison-and Contrast Essay, 98–111; Cause-and-Effect Essay, 112–125; How-to Essay, 126–141; Reading Nonfiction Critically, 501–506



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

SE/TE: Reading Skills: Reading Skills: Reading Methods and Tools, 495–500; Reading Literary Writing, 507–511; Figurative Language, 63, 163, 474; Poem, 446, 509



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

SE/TE: Figurative Language, 63, 163, 474; Poem, 446, 509



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

SE/TE: Reading Skills: Reading Skills: Reading Methods and Tools, 495–500; Reading Nonfiction Critically, 501–506; Reading Literary Writing, 507–511; Reading from Varied Sources, 512–513










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

SE/TE: Facts vs. Opinions, 463, 502; Reading Nonfiction Critically, 501–506; Reading from Varied Sources, 512–513TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


2) Analyze use of tools of persuasion (e.g. name calling, endorsement, repetition, air and rebut the other side’s point of view, association, stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references).

SE/TE: Persuasive Essay , 80–94; Viewing Information Media Critically, 462–463



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

SE/TE: Prewriting, 5, 6, 7, 9, 17, 19, 34, 35, 36, 37, 48, 49, 50, 51, 64, 65, 66, 67, 82, 83, 84, 85, 100, 101, 102, 103, 114, 115, 116, 117, 128, 129, 130, 131, 144, 145, 146, 147, 158, 159, 160, 161, 162, 163, 176, 177, 178TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment

e. The student will identify and analyze facts, opinions, or tools of persuasion in written and visual texts.

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

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

1) Planning









• Draft with increasing fluency. SE/TE: Drafting: Shaping Your Writing, 38, 52, 68, 86, 104, 118, 132, 148, 164, 179; Providing Elaboration, 39, 53, 69, 87, 105, 119, 133, 149, 165, 180

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


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

SE/TE: Revising, 11–13, 40–43, 54–58, 61, 70–74, 88–92, 106–109, 120–123, 134–138, 150–153, 166–170, 181–182, 185

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


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

SE/TE: Editing and Proofreading, 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, 183



2) Drafting

3) Revising

4) Editing








• Share writing with others formally and informally.

SE/TE: Publishing and Presenting, 15, 45, 60, 61, 76, 94, 111, 125, 140, 155, 172, 173, 184, 185



b. The student will compose descriptive texts using sensory details and vivid language.

SE/TE: A Walk Through the Writing Process, 12–27; Description, 98–123



1) Stories or retellings SE/TE: A Walk Through the Writing Process, 4–15; Autobiographical Writing, 22–45; Short Story, 46–61

TR: Teaching Resources: Writing Support Transparencies; Formal Assessment


2) Narrative poems SE/TE: Opportunities to address this standard may be found on the following pages: 509



5) Publishing/Sharing

c. The students will compose narrative text utilizing effective organization and vivid word choice containing multiple events with specific details.








3) Plays SE/TE: Connected Assignment: Drama, 61–62



4) Video narratives SE/TE: For related information see Connected Assignment: Drama, 61–62

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

5) PowerPoint presentations SE/TE: Media and Technology Skills: Developing a Multimedia Presentation, 468

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

1) Essays SE/TE: Paragraphs in Essays and Other Compositions, 27–28; Persuasive Essay, 80–97; Comparison-and Contrast Essay, 98–111; Cause-and-Effect Essay, 112–125; How-to Essay, 126–141

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

d. The student will compose informational text clearly expressing a main idea with supporting details, including but not limited to, text containing chronological order, cause and effect, compare and contrast, or informal problem and solution.








2) Presentations SE/TE: Media and Technology Skills: Developing a Multimedia Presentation, 468


3) Poems SE/TE: For related information see Poem page 509



4) Functional texts SE/TE: Letters, 81, 157, 172, 410–411, 566–567


1) Letters SE/TE: Letters, 81, 157, 172, 410–411, 566–567


e. The student will compose persuasive text clearly expressing a main idea with supporting details, utilizing effective word choice and organization for a specific purpose and audience.








2) Speeches SE/TE: Persuasive Speech, 81, 455


3) Advertisement SE/TE: For related information see: Viewing Information Media Critically, 462–463



1) Generate questions. SE/TE: Research Report, 142–155; Response to Literature, 156–173; Writing for Assessment, 174–185TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

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

SE/TE: Research Report, 142–155; Response to Literature, 156–173; Writing for Assessment, 174–185; Reading Nonfiction Critically, 501–506; Reading Literary Writing, 507–511; Reference Skills, 518–528; Internet Research Handbook, 573–575TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

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








2) Identify and paraphrase important information from sources.

SE/TE: Research Report, 142–155; Response to Literature, 156–173; Citing Sources and Preparing Manuscript, 568–572



3) Compare and contrast important findings and select sources to support central ideas, concepts, and themes.

SE/TE: Comparison-and Contrast Essay, 98–111


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

SE/TE: Research Report, 142–155; Response to Literature, 156–173; Writing for Assessment, 174–185; Creating Graphic Organizers, 465–466


5) Reflect on and evaluate the process.

SE/TE: Reflecting on Your Writing, 155, 172, 184










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

SE/TE: Nouns and Pronouns, 43, 44, 188–189; Nouns, 190–195; Pronoun-Antecedent Agreement, 110

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


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

SE/TE: Verbs, 57, 204–205; Action Verbs and Linking Verbs, 206–211; Helping Verbs, 212–215



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

SE/TE: Verb Tense, 122, 544; Using Verbs, 336–359



4. The student will apply Standard English.

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








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

SE/TE: Making Words Agree, 368–369; Subject and Verb Agreement, 109, 546, 370–377



5) Articles and conjunctions SE/TE: Conjunctions and Interjections, 242–243; Conjunctions, 244–249, 543; Articles, 42, 220–221TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


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

SE/TE: Adjectives and Adverbs, 216–217; Adjectives, 73, 218–227; Using Modifiers, 382–391



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

SE/TE: Nouns and Pronouns, 188–189; Pronouns, 300–307, 542; Using Pronouns, 196–203










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

SE/TE: Adjectives and Adverbs, 216–217; Adverbs, 340–344; Using Modifiers, 382–391



9) Interjections SE/TE: Conjunctions and Interjections, 242–243; Interjections, 250–251



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

SE/TE: End Marks, 93, 398–403. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.


TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web SiteSE/TE: Abbreviations Guide, 548–551. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.

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










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

SE/TE: Commas, 75, 139, 404–413, 555. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.



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

SE/TE: Punctuating and Formatting Dialogue, 59, 171; Quotation Marks and Underlining, 154, 418–425. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


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

SE/TE: Semicolons and Colons, 414–417. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.










6) Capitalization SE/TE: Capitalization, 436–449, 551. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.



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

SE/TE: Vocabulary and Spelling, 472; Developing Vocabulary, 473–476; Studying Words Systematically, 477–479; Studying Word Parts and Origins, 480–483; Spelling, 484–493, 550. See also all Proofreading pages 5, 14, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, and 183.



8) Produce legible text. SE/TE: Publishing and Presenting, 15, 45, 60, 61, 76, 94, 111, 125, 140, 155, 172, 173, 184, 185; Styles for Business and Friendly Letters, 534–535; Citing Sources and Preparing Manuscript, 536–540



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

SE/TE: Compound Sentences, 169; Sentence Combining, 17–20; Basic Sentence Parts, 252–283; Effective Sentences, 302–330; Revising: Sentences, 42, 56, 72, 91, 108, 122, 136, 152, 168, 182

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










2) Compose simple, compound, and complex sentences.

SE/TE: Sentence Combining, 17–20; Basic Sentence Parts, 252–283; Effective Sentences, 302–330; Revising: Sentences, 42, 56, 72, 91, 108, 122, 136, 152, 168, 182



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

SE/TE: Appositives, 291–292; Prepositions, 234–240; Using Modifiers, 382–391; Revising: Sentences, 42, 56, 72, 91, 108, 122, 136, 152, 168, 182



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

SE/TE: Appositives, 291–292; Prepositions, 234–240; Using Modifiers, 382–391; Revising: Sentences, 42, 56, 72, 91, 108, 122, 136, 152, 168, 182





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