Grade 7

EMC’s Mirrors & Windows Program Overview and Correlation to Illinois Learning Standards for English Language Arts Your Best Resource for Meeting the Illinois Learning Standards for English Language Arts

Help your students excel and develop the skills they need to meet the Illinois Learning Standards for English Language Arts with EMC’s Mirrors & Windows: Connecting with Literature. This new and innovative Grades 6–12 literature program also provides extensive and varied preparation opportunities and materials for Illinois ISAT and PSAE tests. By mastering and applying skills that are basic to all learning, critical to success in the workplace, and essential to life as productive citizens, students will become excellent communicators, team players, and problem-solvers.

©2009 by EMC Publishing, LLC All Rights Reserved

IL001_IL032_IL_ATE_FM_Gr07.indd IL1 1/19/09 2:11:14 PM Reading, Writing, and Communicating

You will have no problem meeting the English Language Arts benchmarks with Nonfiction Reading Model the Mirrors & Windows program. BEFORE READING Build Background Analyze Literature You need to apply two different types of A nonfiction writer uses different techniques background to read nonfiction effectively. One is depending on the type of nonfiction he or she is the selection’s historical, scientific, or cultural writing. The Analyze Literature feature draws context. Read the Build Background and Meet your attention to a key literary element. the Author to get this kind of information. The other type of background is the personal Use Reading Skills Read with Understanding and Fluency knowledge you bring to your reading. The Use Reading Skills feature will help you get the most out of your reading. Learn how to Set Purpose apply skills such as determining author’s purpose A nonfiction writer writes to inform, describe, and using context clues. Identify a graphic persuade, or entertain. Read Set Purpose to organizer that will help you apply the skill before decide what you want to get out of a selection. and while you read.

DURING READING

Use Reading Strategies Analyze Literature • A Reading Model for each genre applies • Ask questions about things that seem What literary elements stand out? Are the significant or interesting. descriptions vivid or interesting? As you read, • Make predictions about what’s going to consider how these elements affect your reading strategies and skills before, during, happen next. As you read, gather more clues enjoyment and understanding of the selection. to confirm or change your prediction. and after reading. • Visualize the information. Form pictures in Make Connections your mind to help you see what the writer is Notice where connections can be made between • The gradual release of responsibility model describing. the selection and your life. What feelings or • Make inferences, or educated guesses, thoughts do you have while reading? about what is not stated directly. uses a scaffolded approach to increase reading • Clarify, or check that you understand, what comprehension and guide students to you read. Reread any difficult parts. independent reading. AFTER READING Find Meaning Analyze Literature • Students are provided multiple opportunities Recall the important details of the selection, Review how the use of literary elements such as the sequence of events and setting. Use increased your understanding of the selection. this information to interpret, or explain, the For example, did the author use sensory details? in each unit to improve and expand their meaning of the selection. How did he or she help shape meaning? vocabulary skills within the context of the Make Judgments Extend Understanding • Analyze the text by examining significant Go beyond the text by exploring the selection’s literature selections. details and determining what they contribute ideas through writing or other creative projects. to the meaning. • Evaluate the text by making judgments about how the author creates meaning.

262 UNIT 3 NONFICTION

0258-0283_Lit3eG06_U03.indd 262 11/30/07 11:09:27 AM

Read, Understand, and Respond to Diverse Genre and Universal Themes

Apply the Model BEFORE READING DURING READING • Reader’s Context questions before reading The Jacket AFTER READING engage readers by asking questions that A Memoir by Gary Soto GUIDED READING GUIDED

Build Background Use Reading Skills But whole pieces still casually flew off my jacket when I played connect to students’ prior knowledge and Literary Context Although “The Jacket” reads like a short Identify Sequence of vi•cious (vi> sh@s) adj., hard, read quietly, or took vicious spelling tests at school. When it cruel, fierce 6 story, it is actually a memoir, a true story about something that Events Using a graphic became so spotted that my brother began to call me “camouflage,” happened to the author when he was in fifth and sixth grade. An organizer can help you I flung it over the fence into the alley. Later, however, I swiped the personal experience. autobiographical memoir is a primary, or eyewitness, account of achieve your purpose in jacket off the ground and went inside to drape it across my lap and events in the author’s life and how he or she felt about them. reading. Identifying the mope (m9p) v., be gloomy or mope. in low spirits Reader’s Context How does wearing a favorite item of sequence of events in a I was called to dinner: steam silvered my mother’s glasses as she • Mirrors & Windows questions after reading clothing affect you? How could your clothes influence the way story can help you better said grace; my brother and sister with their heads bowed made ugly you experience events? understand the plot and allows you to analyze the faces at their glasses of powdered milk. I gagged too, but eagerly ate big rips of buttered tortilla7 that held scooped-up beans. Finished, I ask essential questions about students’ Set Purpose possible meanings of the DURING READING events. Create a story strip went outside with my jacket across my arm. It was a cold sky. The Preview the memoir’s title and first paragraph. As you read, look Analyze Literature for ways Soto uses humor to reveal how the events affected him. to record the events in the Memoir How has Soto’s tone faces of clouds were piled up, hurting. I climbed the fence, jumping understanding of the literature selections. order in which they changed since the beginning down with a grunt. I started up the alley and soon slipped into my Analyze Literature happened. Note that not of the selection? jacket, that green ugly brother who breathed over my shoulder that Memoir A memoir is a piece of nonfiction writing that tells a all story events are of day and ever since. ✤ • Literature selections are paired with story from the writer’s life. Memoirs are about a person’s equal importance in the experiences and reactions to historical events. As you read “The plot. Decide which events 6. camouflage. Color pattern of green and brown shades designed to blend in with the background, Jacket,” decide whether Gary Soto is using the memoir to tell are significant enough to often used in military clothing and equipment 7. tortilla. Round, thin, flat bread usually eaten with meat or cheese

other texts to establish context and to about his own experiences or about a historical event that he be recorded.

lived through. Does knowing that the events actually happened W to the writer make the story funnier or more interesting to you? Soto wants Soto’s In this story, Soto says he blames the ugly jacket “for those bad years.” help students see relationships between a black leather mother buys him IRRORS Think of a time when you have felt that a situation or experience would jacket. an ugly vinyl INDOWS have been better if only one thing had been different. Why do you think jacket. W we allow ourselves to believe that about our pasts? literature and real-world topics or events. MeetM the Author GaryG Soto writes poetry, fiction, 268 UNIT 3 NONFICTION anda nonfiction. Soto was born in 19521 in Fresno, California, to a Mexican-AmericanM family. The family struggleds to make ends meet when he 0258-0283_Lit3eG06_U03.indd 268 11/30/07 11:09:33 AM wasw growing up. There were times when Preview Vocabulary SotoS had to wear cardboard in his shoes vi•nyl (v8> n’l) adj., tough, shiny plastic and pick grapes to make money. In college Soto discovered swoop (sw2p) v., descend quickly in a poetry. He began writing his own poems and soon won a sweeping movement national poetry award. Although Soto has written for adults, vi•cious (vi> sh@s) adj., cruel, fierce today he is best known for his writing for young people. mope (m9p) v., be gloomy or in low spirits

THE JACKET 263

0258-0283_Lit3eG06_U03.indd 263 3/19/08 9:34:08 AM IL2

IL001_IL032_IL_ATE_FM_Gr07.indd IL2 1/19/09 2:11:15 PM Across the Curriculum

Writing Workshop 1. PREWRITE Persuasive Writing Assignment: Write a persuasive essay in which I present and support a clearly stated Choosing Your Topic Deciding on Your Position opinion. Sometimes, your topic will be assigned to you. Before you begin to gather details and support, Persuasive Essay Goal: Persuade my audience to accept or act When you can choose your topic, select one that decide how you feel about your topic. State your Write to Communicate for a you care about. For example, you may care very on my opinion. opinion as clearly as you can in a single sentence. much about whether your town or city builds a Strategy: Present clear reasons for my skateboard park. You may have an idea for a way to opinion, support my reasons, and anticipate The town of Leesburg needs a improve the school bus or a strong opinion about a skateboard park. Variety of Purposes Reading and Writing and address counterarguments. new sports uniform or team name. In this unit, you read several pieces of persuasive Writing Rubric: My persuasive essay should writing. Topics ranged from personal advice, such as include the following: letting oneself be “found,” to political issues, such Gathering Information One of the best ways to gather information on a as bearing responsibility for life in a democracy. No • an introduction that clearly states my topic for persuasion is to read. For almost all topics, matter what the topic, writing that presents an opinion you can find information by reading newspaper and opinion or argument is persuasive writing. • reasons for my opinion magazine articles or editorials. If the topic is a local Standardized tests will often ask you to write • support for my reasons one, such as one having to do with your school or • Two postreading Writing Options after selections persuasively. You will also need persuasive skills in • thoughtful answers to counterarguments community, also consult your neighbors, classmates, other areas of your life—from getting what you want • a conclusion with a call to action or teachers for ideas and opinions. from a brother or sister to achieving success in the cover major writing modes such as creative, workplace. Before you begin to write, create a pro-and-con chart. State your opinion at the top of the chart. In this workshop, you will learn how to write a Then list arguments for your opinions (pros) and persuasive essay. You will present a clear opinion What Great To find a topic for persuasive writing, try glancing against your opinion (cons). Determine at least two technical, and persuasive writing. in a thesis or opinion statement and back it up Writers Do at the newspaper or listening to the news on the pros and one con. with reasons and support. You will also anticipate Mawi Asgedom came to the radio or television. Think about the issues. A major and address counterarguments, which are United States from issue such as support or opposition to a war might • Unit-based Writing Workshops contain detailed arguments that oppose your own. The following Ethiopia. In this passage, feel right to you if you know someone fighting. Opinion: We need a skateboard park in Leesburg. summary shows a typical persuasive essay he reflects on his journey Local issues, however, are often easier to write assignment. It includes requirements and standards and his mother’s wise about. Your school newspaper or morning Pros Cons examples and in-depth explanations for skills that might not always be stated in an assignment advice. What is his opinion? How does he announcements are good sources of these. but that you should consider when writing a support and explain it? Once you think you have a topic that interests you, • safety for • ‘ expensive to plan, persuasive essay. skateboarders build, and maintain My mother’s advice in childhood was to be sure it has two sides. That is, there should be a such as prewriting, drafting, revising, editing, and pull the covers over my head—that had reasonable argument both for and against whatever • place for teens to meet been the easy part. But her later advice situation or change you are considering. • fairness issue meant, I now realize, that I should know If your topic has two sides, ask yourself whether it writing the fi nal product. when to pull the covers down and stick is appropriate for your audience. For example, if you my neck out. That’s the hard part. Too are writing for your classmates, they would probably many of us go through life with the covers be interested in a change to the cafeteria menu over our heads. We want to reach out, but and already know a lot about the subject. On the we fear to make ourselves vulnerable. And other hand, you might have to do more explaining we are also busy....We race through a for the same audience if you choose to write about world of demands. And then we ask a place, rule, or situation that few of them know ourselves almost helplessly, “What can we anything about. do as individuals?”

— MAWI ASGEDOM, Of Beetles & Angels

362 UNIT 3 NONFICTION WRITING WORKSHOP 363

0362-0373_Lit3eG06_U03.indd 362 11/30/07 11:44:020362-0373_Lit3eG06_U03.indd AM 363 11/30/07 11:44:04 AM

Speaking & Listening Workshop

friends, earn extra money, or just relax instead of doing hours of homework.” Identify Your Audience Who are you trying to convince? Arguments you use to persuade fellow Listen and Speak Effectively in a students might be different from those you use to convince teachers or parents. After identifying your audience, ask yourself, “What kind of arguments will convince these people to agree with me and take Variety of Situations action?” Outline and Research Your Arguments Begin by outlining your arguments. Stating your opinion isn’t enough. What facts, statistics, expert opinions, anecdotes, examples, or other details will support your arguments? Consider your own point of view as well as possible arguments that those who disagree might use. Speaking Rubric Your presentation will be evaluated on these • Unit-based Speaking & Listening Workshops on Position: Teachers should give less homework. elements: Point 1: Describe hours spent getting ready for Delivering and school, getting to and from school, and at school as Content topics such as listening strategies, researching a percentage of waking hours. presentation is clear and well-organized Listening to a Point 2: Describe total hours of homework assigned by all teachers. How much time is left in arguments are strong and well-supported and presenting effective oral communication, the day? opposing arguments are addressed Persuasive Speech Point 3: Counterargument: homework is a necessary part of learning—why? Homework only Delivery and Presentation covers school subjects; we learn social skills by and incorporating multimedia into presentations. People are always trying to persuade you to do associating with others. tone is moderate and reasonable something. Food companies want you to eat or nonverbal communication effectively drink their products. Clothing makers want you to supports content wear their clothes. Now it’s your turn. The goal of a Plan Your Opening Grab your audience’s interest persuasive speech is to convince others to by telling a short dramatic story related to your questions are answered completely and believe, think, or do something. Actively listening to point of view; by asking the audience a question, politely persuasive speeches helps you make up your own such as “Should people spend all their waking hours mind based on facts, not emotion. working?”; or by using a metaphor (Feeding your mind only with schoolwork is like feeding your body Planning Your Persuasive Speech with only one kind of food). Listening Rubric Choose a Topic and Position Think about something you’d like to see changed. Is your As a peer reviewer or audience member, I weekend curfew too early? Should your teacher give should do the following: less homework? Select a topic on which people have different opinions. Sum up your position in a strong listen quietly and attentively statement, such as “Students who spend all day in maintain eye contact with speaker school should have time to socialize with family and ask appropriate questions (as peer reviewer) provide constructive 368 UNIT 3 NONFICTION feedback

0362-0373_Lit3eG06_U03.indd 368 11/30/07 11:44:14 AM

In addition to the textbook lessons, the 0362-0373_Lit3eG06_U03.inddMirrors 369 & Windows program includes 11/30/07 11:44:19 AM one-of-a-kind Meeting the Standards unit support customized for the Illinois standards.

IL3

IL001_IL032_IL_ATE_FM_Gr07.indd IL3 1/19/09 2:11:16 PM Provide Extensive Support for Meeting Illinois’ Learning Standards

Apply the Model Teach the Model BEFORE READING Review the Model DURING READING Mirrors & Windows provides instructional Use Reading Skills AFTER READING Find Meaning Identify Cause and Effect Point out 1. (a) He wants a jacket like a biker’s, that Soto thought he was unpopular black with lots of studs and belts. because of his ugly jacket. Ask: “Do Find Meaning Make Judgments (b) The narrator thinks the jacket is support for students of all ability levels you think that is the real reason he 1. (a) What kind of jacket does the narrator 3. (a) Why do you think the narrator teases his ugly and not at all like the biker’s was unpopular? For what other reasons want? (b) How does the jacket he receives dog? (b) Does teasing Brownie help the jacket he wanted. might a person feel unpopular?” Point compare to the jacket he wanted? situation? Explain. 2. (a) Answers may include he got Cs out that there can be many reasons. 2. (a) List some of the unfortunate things that 4. Why doesn’t the narrator tell his mother that and Ds on quizzes, was bullied and Have the class collaborate on a cause- happen to the narrator during the years he he does not like the jacket? stared at, and could not do his and learning styles. wears the jacket. (b) How many of these 5. At the end of the memoir, how have the and-effect chart brainstorming some homework. (b) It is unlikely that the things does the jacket cause? narrator’s feelings about the jacket changed? reasons a middle school student might jacket caused any of these things. not feel popular. Make Judgments Analyze Literature 3. (a) The narrator is unhappy Analyze Literature Memoir In autobiographical writing, an author about his jacket but does not feel he Memoir Answer: Students may say uses tone and word choice to express his or her “day-old detail can complain. He takes out his the tone has grown more accepting or feelings. How does Soto’s use of humor affect guacamole” • Differentiated Instruction activities in the unhappiness on his dog. (b) Teasing less angry. A the tone of this memoir? Use a cluster chart to record specific details or examples of Soto’s word Brownie made things worse because Tone

But whole pieces still casually flew off my jacket when I played choice that contribute to the tone. Record each the dog tore a hole in the jacket.

vi•cious (vi> sh@s) adj., hard, read quietly, or took vicious spelling tests at school. When it W detail or example in the outer circles, and write detail 4. Answers will vary. Students may You may cruel, fierce 6 detail Teacher’s Editions offer teaching ideas for became so spotted that my brother began to call me “camouflage,” in the center what you think is the overall tone. infer that he does not want to hurt IRRORS want to ask INDOWS I flung it over the fence into the alley. Later, however, I swiped the detail her feelings or that he knows she students to jacket off the ground and went inside to drape it across my lap and W can’t replace the jacket. write a mope (m9p) v., be gloomy or mope.p 5. The narrator still does not like his Reading Profi ciency, English Language journal entry or quick write, or in low spirits I was called to dinner: steam silvered my mother’s glasses as she jacket and sometimes tries to go divide students into discussion said grace; my brother and sister with their heads bowed made ugly without it, but he has accepted the groups or lead a whole-class faces at their glasses of powdered milk. I gagged too, but eagerly ate Extend Understanding Collaborative Learning 7 fact that it is in his life. discussion about this question. DURING READING big rips of buttered tortilla that held scooped-up beans. Finished, I Writing Options Compare Opinions Discuss as a class whether Learning, Enrichment, and Learning Styles the narrator of “The Jacket” would have felt Answer: Answers will vary. went outside with my jacket across my arm. It was a cold sky. The Creative Writing Imagine that you are the Analyze Literature Analyze Literature differently if his mother had given him an ugly Students may have experienced faces of clouds were piled up, hurting. I climbed the fence, jumping narrator in “The Jacket.” You have finally pair of pants. Form groups based on your Memoir Answer: Student charts may something that would have down with a grunt. I started up the alley and soon slipped into my outgrown your jacket. Write a diary entry opinion and debate your reasons. Consider the include examples of Soto’s use of totally changed their lives if it A jacket, that green ugly brother who breathed over my shoulder that explaining how you feel about getting rid of the (Audio, Visual, and Kinesthetic). other side’s reasoning as you listen. exaggeration and sensory details that day and ever since. ✤ jacket at last. Add your own sensory details had gone differently. The add to the humorous tone, such as reasons for this might include when describing the jacket and your feelings. Critical Literacy 6. camouflage. Color pattern of green and brown shades designed to blend in with the background, describing the color of the jacket as Expository Writing “The Jacket” vividly that we are often faced by often used in military clothing and equipment Read to Interpret In small groups, analyze like “day-old guacamole.”

choices that will lead us down 7. tortilla. Round, thin, flat bread usually eaten with meat or cheese re-creates events in Soto’s life and reveals his how the story’s meaning would change if the

personal feelings. Write a literary analysis of elements of humor were not present in the one path in life rather than W how Soto’s tone in this memoir reveals his true another. selection. What does Soto’s inclusion of humor

feelings about that time in his life. Support your indicate about his character and personality? thesis with details from your cluster chart. W

W W Go to www.mirrorsandwindows.com for more.

268 UNIT 3 NONFICTION THE JACKET 269

TEACHING NOTE Rubrics for Writing Options Expository Writing 0258-0283_Lit3eG06_U03.inddDifferentiated 268 Instruction Ask the Author 11/30/07 11:09:33 AM 0258-0283_Lit3eG06_U03.indd 269 11/30/07 11:09:37 AM You can adapt this as a checklist for students to ■ Does the paragraph indicate a grasp of how Divide the class into small groups. Have each use as they write. Soto’s tone reveals his feelings? Reading Proficiency group brainstorm and list some questions they ■ Does the paragraph give examples of how Soto Have students review their completed story strips. would like to ask Gary Soto. Have each group Creative Writing creates the humorous tone? Explain that the strips show details from the story. pass its questions to another group, which will ■ Is the diary clearly written from the perspective ■ Does the paragraph indicate that the narrator’s To be sure students have the big picture, help them then pretend to be the author and answer in the of a sixth grade boy? feelings may have changed over time? create a statement of the main idea of the memoir way they think Soto would. Have groups ■ Does the diary entry clearly set out the writer’s based on the story details they have recorded. share some of the questions and answers feelings about getting rid of his old jacket and with the class. Model a question: “What buying a new one? other clothing item have you owned ■ Does the diary entry include original examples that deeply affected your life?” of colorful language and hyperbole?

268 UNIT 3 NONFICTION THE JACKET 269

EMC_MW_ATE_G6_258-283.indd 268 5/6/08 9:49:07 AM EMC_MW_ATE_G6_258-283.indd 269 5/6/08 9:49:16 AM

• Differentiated Instruction resource books provide additional support for Developing Readers, English Language Learners, and Advanced Students.

IL4

IL001_IL032_IL_ATE_FM_Gr07.indd IL4 1/19/09 2:11:19 PM Ensure Success on Illinois’ Achievement Tests

The Mirrors & Windows program contains extensive opportunities and support materials to help prepare your students for succeeding on the ISAT, PSAE, and other high-stakes tests.

Assessment Guide and ExamView® Assessment Suite • Selection Test questions in ExamView® are labeled by level of diffi culty as Easy, Medium, or Diffi cult. • Assessment tools include lesson tests and unit exams, formative reading surveys, and oral reading fl uency tests.

Meeting the Standards • Meeting the Standards unit resource books are customized for Illinois’ standards and include an ISAT and PSAE practice test for each unit.

Exceeding the Standards • Exceeding the Standards: Test Practice resource book includes timed practice tests in formats most commonly found in standard achievement, state- specifi c, and high-stakes tests and exams.

• Additional help and practice is available at mirrorsandwindows.com.

IL5

IL001_IL032_IL_ATE_FM_Gr07.indd IL5 1/19/09 2:11:21 PM Selection Correlation to the Illinois

Unit 1 Fiction Illinois Learning Standards Meeting the Unexpected English Language Arts Grade 7

Introduction to Fiction 4 Reading 1.A.3b, 1.B.3d, 1.C.3c Literature 2.A.3b, 2.A.3c, 2.B.3a

Guided Reading Reading 1.A.3b, 1.B.3a, 1.C.3a, 1.C.3b, 1.C.3d, 1.C.3e, 1.C.3f Understanding Plot 6 Literature 2.A.3b, 2.A.3d, 2.B.3c

Fiction Reading Model 8 Reading 1.B.3b, 1.B.3c, 1.C.3b Literature 2.A.3a, 2.B.3a, 2.B.3c

After Twenty Years Reading 1.A.3b, 1.B.3c, 1.C.3a by O. Henry 9 Literature 2.A.3b Writing 3.B.3a Speaking and Listening 4.B.3a, 4.B.3b Research 5.C.3b, 5.C.3c

Vocabulary & Spelling Reading 1.A.3a, 1.A.3b Denotation and Connotation 16

Understanding Characters 17 Reading 1.B.3b, 1.C.3b Literature 2.A.3b

The 11:59 Reading 1.A.3b, 1.B.3b, 1.C.3a, 1.C.3b, 1.C.3e by Patricia McKissack 18 Literature 2.A.3a, 2.A.3b, 2.B.3a Speaking and Listening 4.B.3a Research 5.C.3c

Informational Text Connection Reading 1.A.3a, 1.B.3b, 1.C.3c from A Long Hard Journey: Literature 2.B.3b The Story of the Pullman Writing 3.B.3a, 3.C.3a Porter Speaking and Listening 4.B.3a by Patricia and Fredrick Research 5.B.3a, 5.C.3c McKissack 26

Understanding Setting 29 Reading 1.B.3b, 1.C.3e Literature 2.A.3b

The Inn of Lost Time Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3e by Lensey Namioka 30 Literature 2.A.3b, 2.B.3a Writing 3.B.3a, 3.C.3a, 3.C.3b Speaking and Listening 4.B.3a, 4.B.3b Research 5.B.3a, 5.C.3b, 5.C.3c

Grammar & Style Writing 3.B.3b Subject-Verb Agreement 48

Directed Reading Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3b, 1.C.3d The Portrait Literature 2.A.3b, 2.B.3a, 2.B.3c by Tomás Rivera 49 Writing 3.B.3a, 3.C.3b Research 5.A.3a, 5.B.3a, 5.C.3b

Grammar & Style Writing 3.B.3a, 3.B.3b Pronoun-Antecedent Agreement 56

IL6

IL001_IL032_IL_ATE_FM_Gr07.indd IL6 1/19/09 2:11:22 PM Learning Standards

Unit 1 Fiction Illinois Learning Standards Meeting the Unexpected English Language Arts

A Day’s Wait Reading 1.A.3b, 1.B.3b, 1.B.3d by Ernest Hemingway 57 Literature 2.A.3a, 2.A.3d, 2.B.3a, 2.B.3c Writing 3.B.3a, 3.C.3b Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3b, 5.C.3c

Primary Source Connection Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3d Mars Climate Orbiter Team Literature 2.B.3c Finds Likely Cause of Loss Writing 3.B.3a, 3.C.3a Press Release by NASA 61 Speaking and Listening 4.B.3a Research 5.A.3a, 5.C.3b

The War of the Wall Reading 1.A.3b, 1.B.3a, 1.B.3b, 1.C.3a, 1.C.3e by Toni Cade Bambara 63 Literature 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a Writing 3.B.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.B.3b

Grammar & Style Writing 3.B.3a, 3.B.3b Nominative and Objective Pronouns 72

The Foghorn Reading 1.A.3b, 1.B.3a, 1.C.3a, 1.C.3e by Ray Bradbury 73 Literature 2.A.3a, 2.A.3d Research 5.A.3a, 5.B.3a, 5.C.3a

Informational Text Connection Reading 1.B.3b, 1.C.3c The Aqualung Literature 2.A.3a, 2.A.3d by David Macauley 83 Writing 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.A.3b

Comparing Literature 85 Reading 1.A.3b, 1.B.3b, 1.C.3c Rikki-Tikki-Tavi Literature 2.A.3a, 2.A.3b, 2.A.3d by Rudyard Kipling 86 Writing 3.B.3a

The Green Mamba Reading 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.C.3a, 1.C.3c by Roald Dahl 98 Literature 2.A.3a, 2.A.3c, 2.A.3d Writing 3.B.3a, 3.C.3b Speaking and Listening 4.B.3a, 4.B.3d Research 5.B.3a

Independent Reading Reading 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3d, 1.C.3a Uncle Tony’s Goat Literature 2.A.3b, 2.B.3a by Leslie Marmon Silko 105 Writing 3.B.3a, 3.C.3a Research 5.C.3c

The Serial Garden Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3a by Joan Aiken 111 Literature 2.A.3a, 2.A.3b, 2.A.3d Writing 3.B.3a, 3.B.3b Speaking and Listening 4.B.3a, 4.B.3b Research 5.B.3a, 5.C.3b, 5.C.3c

IL7

IL001_IL032_IL_ATE_FM_Gr07.indd IL7 1/19/09 2:11:23 PM Selection Correlation to the Illinois

Unit 1 Fiction Illinois Learning Standards Meeting the Unexpected English Language Arts

For Your Reading List 125 Reading 1.B.3d, 1.C.3d Literature 2.A.3c Speaking and Listening 4.A.3a, 4.B.3d

Writing Workshop Literature 2.B.3a Expository Writing: Writing 3.A.3, 3.B.3a, 3.B.3b Responding to a Short Story 126

Speaking & Listening Workshop Reading 1.C.3d, 2.A.3b, 2.B.3a Giving and Actively Listening to Speaking and Listening 4.A.3a, 4.B.3a, 4.B.3d Oral Summaries 132

Test Practice Workshop Reading 1.C.3a Writing Skills: Literary Response Literature 2.B.3a from The Snow Goose Writing 3.A.3, 3.B.3a, 3.B.3b by Paul Gallico 134 Revising and Editing Skills 135

Reading Skills 136 Reading 1.A.3b, 1.B.3c, 1.B.3d, 1.C.3a The Dinner Party Literature 2.B.3a by Mona Gardner

Unit 2 Fiction Illinois Learning Standards Learning Values English Language Arts

Guided Reading Reading 1.B.3c, 1.C.3b Understanding Point of View 140 Literature 2.A.3d, 2.B.3a

Hollywood and the Pits Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3b by Cherylene Lee 141 Literature 2.A.3b, 2.A.2d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a, 5.B.3b

Understanding Theme 153 Reading 1.B.3c, 1.C.3a, 1.C.3b Literature 2.A.3b, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a

The Scholarship Jacket Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3b by Marta Salinas 154 Literature 2.A.3a, 2.A.2b, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a, 3.C.3b Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.C.3b

Grammar & Style Writing 3.B.3b Comma Use 162

IL8

IL001_IL032_IL_ATE_FM_Gr07.indd IL8 1/19/09 2:11:24 PM Learning Standards

Unit 2 Fiction Illinois Learning Standards Learning Values English Language Arts

Directed Reading Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3b Amigo Brothers Literature 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a by Piri Thomas 163 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a, 4.B.3a Research 5.B.3a, 5.C.3b, 5.C.3c

Informational Text Connection Reading 1.B.3b, 1.C.3c from The Greatest: Literature 2.B.3a Muhammad Ali Writing 3.B.3a, 3.C.3a by Walter Dean Myers 173 Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3b

Vocabulary & Spelling Reading 1.A.3a, 1.A.3b Prefi xes, Roots, and Suffi xes 176

Four Skinny Trees Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.B.3d by Sandra Cisneros 177 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a

The White Umbrella Reading 1.A.3a, 1.B.3b, 1.B.3c, 1.C.3b, 1.C.3c, 1.C.3e by Gish Jen 181 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3c

Grammar & Style Reading 1.B.3d Independent and Dependent Clauses 190

Comparing Literature 191 Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3c Jed’s Grandfather Literature 2.A.3a, 2.A.3b, 2.A.3d by Joseph Bruchac 192 Writing 3.B.3a, 3.C.3a

The Courage That My Reading 1.A.3b Mother Had Literature 2.A.3a, 2.A.3d, 2.B.3a by Edna St. Vincent Millay 197 Writing 3.B.3a, 3.C.3a, 3.C.3b Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3b, 5.C.3c

Antaeus Reading 1.A.3b, 1.B.3a, 1.B.3c, 1.C.3a by Borden Deal 199 Literature 2.A.3a, 2.A.3b, 2.B.3a, 2.B.3c Writing 3.B.3a Research 5.B.3a, 5.C.3b

Literature Connection Reading 1.B.3b, 1.B.3d, 1.C.3c in the inner city Literature 2.A.3a, 2.B.3a by Lucille Clifton 210 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a

IL9

IL001_IL032_IL_ATE_FM_Gr07.indd IL9 1/19/09 2:11:24 PM Selection Correlation to the Illinois

Unit 2 Fiction Illinois Learning Standards Learning Values English Language Arts

Seventh Grade Reading 1.A.3b, 1.B.3b, 1.C.3b by Gary Soto 212 Literature 2.A.3b, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a

Grammar & Style Writing 3.B.3b Consistent Verb Tense 219

Independent Reading Reading: 1.B.3d, 1.C.3b Papa’s Parrot Literature: 2.A.3b, 2.B.3a by Cynthia Rylant 220 Writing: 3.B.3a, 3.C.3a Research: 5.A.3a, 5.B.3a, 5.C.3c

The Smallest Dragonboy Reading 1.A.3b, 1.B.3a, 1.B.3c, 1.B.3d, 1.C.3a by Anne McCaffrey 224 Literature 2.A.3a, 2.A.3b, 2.B.3a Writing 3.C.3a Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a, 5.B.3b, 5.C.3c

For Your Reading List 237 Reading 1.B.3d, 1.C.3d Writing 3.B.3a

Writing Workshop Writing 3.A.3, 3.B.3a, 3.B.3b Narrative Writing: Speaking and Listening 4.B.3a Writing a Short Story 238

Speaking & Listening Workshop Speaking and Listening 4.A.3a, 4.B.3a, 4.B.3d Giving and Actively Listening to Literary Presentations 246

Test Practice Workshop Reading 1.C.3a Writing Skills: Literary Response 248 Literature 2.B.3a Revising and Editing Skills 249 Writing 3.B.3b

Reading Skills Reading 1.A.3b, 1.B.3d, 1.C.3a The Ground Is Always Damp, Literature 2.B.3a by Luci Tapahonso 250

Unit 3 Nonfi ction Illinois Learning Standards Experiencing the World English Language Arts

Introduction to Nonfi ction 254 Reading 1.B.3d Literature 2.A.3c

Guided Reading Reading 1.B.3a, 1.B.3c, 1.C.3a Nonfi ction Reading Model 256 Literature 2.A.3c, 2.B.3a

from An American Childhood Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3a, 1.C.3c by Annie Dillard 257 Literature 2.A.3b, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a

IL10

IL001_IL032_IL_ATE_FM_Gr07.indd IL10 1/19/09 2:11:27 PM Learning Standards

Unit 3 Nonfi ction Illinois Learning Standards Experiencing the World English Language Arts

Grammar & Style Writing 3.B.3b Phrases 264

Elizabeth I Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3a by Milton Meltzer 265 Literature 2.B.3a Speaking and Listening 4.B.3b Research 5.A.3a, 5.C.3b

Primary Source Connection Reading 1.A.3b, 1.B.3b, 1.C.3b from Queen Elizabeth’s Speech Literature 2.A.3b, 2.A.3c, 2.B.3a to Her Last Parliament 277 Writing 3.B.3a, 3.C.3a Written with a Diamond on Listening and Speaking 4.B.3a Her Window at Woodstock Research 5.B.3a, 5.C.3b, 5.C.3c Written in Her French Psalter from Letter to Mary, Queen of Scots, 1586 278

Vocabulary & Spelling Reading 1.A.3a, 1.A.3b Greek, Latin, and Anglo-Saxon Research 5.A.3a, 5.B.3a Roots 280

Understanding the Essay 281 Reading 1.B.3c Literature 2.A.3a, 2.A.3d

Names/Nombres Reading 1.A.3b, 1.B.3b, 1.C.3a, 1.C.3b, 1.C.3c by Julia Alvarez 282 Literature 2.A.3a, 2.A.3d, 2.B.3a

Literature Connection Reading 1.B.3b, 1.B.3d, 1.C.3e Face It Literature 2.A.3a, 2.A.3d, 2.B.3a by Janet S. Wong 289 Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3c

The Eternal Frontier Reading 1.A.3b, 1.B.3b, 1.C.3a, 1.C.3d by Louis L’Amour 291 Literature 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a, 3.C.3b Speaking and Listening 4.B.3b Research 5.A.3a, 5.A.3b, 5.B.3a

Grammar & Style Writing 3.B.3b Sentence Types 296

Directed Reading Reading 1.A.3b, 1.B.3b, 1.C.3a, 1.C.3b, 1.C.3e from Off the Court Literature 2.A.3b, 2.A.3d, 2.B.3a by Arthur Ashe 297 Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a, 5.C.3c

Informational Text Connection Reading 1.B.3b, 1.C.3c A Black Athlete Looks at Literature 2.A.3c, 2.A.3d, 2.B.3a Education Writing 3.B.3a, 3.C.3a by Arthur Ashe 310 Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.C.3b

IL11

IL001_IL032_IL_ATE_FM_Gr07.indd IL11 1/19/09 2:11:27 PM Selection Correlation to the Illinois

Unit 3 Nonfi ction Illinois Learning Standards Experiencing the World English Language Arts

Was Tarzan a Three-Bandage Reading 1.A.3b, 1.B.3b, 1.C.3e Man? Literature 2.A.3d, 2.B.3a by Bill Cosby 312 Writing 3.B.3a, 3.C.3b Research 5.B.3a, 5.C.3b, 5.C.3c

Fish Cheeks Reading 1.A.3b, 1.B.3b by Amy Tan 317 Literature 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3d Research 5.B.3a, 5.C.3c

Grammar & Style Writing 3.B.3b Fragments and Run-on Sentences 321

Comparing Literature 322 Reading 1.A.3b, 1.B.3b, 1.C.3c, 1.C.3e A Bittersweet Memoir Literature 2.A.3a, 2.A.3b, 2.A.3d by Jerry Izenberg 323 Writing 3.B.3a Speaking and Listening 4.B.3b Research 5.B.3a, 5.C.3b

Searching for January Reading 1.A.3b, 1.C.3c, 1.C.3e by W.P. Kinsella 333 Literature 2.A.3a, 2.A.3c, 2.A.3d Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a

Madam C. J. Walker Reading 1.A.3b, 1.B.3b, 1.C.3e by Jim Haskins 340 Literature 2.A.3a, 2.A.3d, 2.B.3a Speaking and Listening 4.B.3a, 4.B.3d Research 5.B.3a, 5.B.3b

Literature Connection Reading 1.A.3b, 1.B.3b The Sunfl ower Quilting Literature 2.A.3d, 2.B.3a Bee at Arles Writing 3.C.3a, 3.C.3b by Faith Ringgold 348 Research 5.A.3a, 5.B.3a

Independent Reading Reading 1.A.3b, 1.B.3a, 1.B.3c, 1.B.3d, 1.C.3a from Barrio Boy Literature 2.A.3d by Ernesto Galarza 352 Writing 3.C.3a Research 5.B.3a

The Night the Bed Fell Reading 1.A.3b, 1.B.3b, 1.B.3d by James Thurber 356 Literature 2.A.3b, 2.A.3d Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.C.3b

For Your Reading List 361 Reading 1.B.3c, 1.B.3d, 1.C.3a

Writing Workshop Writing 3.A.3, 3.B.3a, 3.B.3b Expository Writing: Cause-and-Effect Essay 362

IL12

IL001_IL032_IL_ATE_FM_Gr07.indd IL12 1/19/09 2:11:28 PM Learning Standards

Unit 3 Nonfi ction Illinois Learning Standards Experiencing the World English Language Arts

Speaking & Listening Workshop Speaking and Listening 4.A.3a, 4.A.3b, 4.A.3d, 4.B.3a, 4.B.3c, 4.B.3d Giving and Actively Listening to Informative Presentations 368

Test Practice Workshop Reading 1.C.3a Writing Skills: Expository Essay Literature 2.B.3a from Alone Across the Arctic Writing 3.B.3a, 3.B.3b by Pam Flowers 370 Revising and Editing Skills 371

Reading Skills Reading 1.A.3c, 1.B.3d, 1.C.3a from Flying Literature 2.B.3a by Reeve Lindbergh 372

Unit 4 Nonfi ction Illinois Learning Standards Responding to Nature English Language Arts

Introduction to Informational Text Reading 1.B.3b, 1.C.3c and Visual Media 376 Literature 2.A.3c Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a

Guided Reading Reading 1.A.3b, 1.B.3c, 1.C.3a, 1.C.3e The Size of Things Literature 2.A.3c, 2.A.3d by Robert Jastrow 378

Literature Connection Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3d Achieving Perspective 386 Literature 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a

Grammar & Style Writing 3.A.3, 3.B.3b Adjective and Adverb Clauses 389

from The Sibley Guide to Birds Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3a, 1.C.3e, 1.C.3f by David Allen Sibley 390 Literature 2.A.3a, 2.A.3c Research 5.A.3a, 5.B.3a

Informational Text Connection Reading 1.A.3b, 1.B.3b from “Wild Turkey” Literature 2.A.3a, 2.A.3d, 2.B.3a by John James Audubon 394 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.C.3c

Directed Reading Reading 1.A.3b, 1.B.3b, 1.C.3b, 1.C.3c Ships in the Desert Literature 2.A.3d, 2.B.3a by Al Gore 396 Writing 3.B.3a, 3.C.3a Research 5.B.3a, 5.C.3c

IL13

IL001_IL032_IL_ATE_FM_Gr07.indd IL13 1/19/09 2:11:29 PM Selection Correlation to the Illinois

Unit 4 Nonfi ction Illinois Learning Standards Responding to Nature English Language Arts

Informational Text Connection Reading 1.A.3b, 1.B.3b, 1.C.3c, 1.C.3d I Am a Native of North America Literature 2.A.3d, 2.B.3a by Chief Dan George 403 Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.A.3b, 5.B.3a, 5.C.3b

Grammar & Style Writing 3.B.3b Simple and Compound Subjects 407

Comparing Literature 408 Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3a, 1.C.3c Mute Dancers: How to Watch a Literature 2.B.3a Hummingbird Research 5.A.3a, 5.B.3a by Diane Ackerman 409

The Hummingbird That Lived Reading 1.A.3b, 1.C.3e Through Winter Literature 2.A.3a, 2.A.3c, 2.A.3d by William Saroyan 412 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a, 4.B.3d Research 5.A.3a, 5.B.3a, 5.C.3b

The Face of the Deep Is Frozen Reading 1.A.3b, 1.C.3b by Jennifer Armstrong 415 Literature 2.A.3b, 2.A.3d, 2.B.3a Writing 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3b

Literature Connection Reading 1.B.3b, 1.C.3d Fire and Ice Literature 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a by Robert Frost 421 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3d Research 5.B.3a, 5.C.3b, 5.C.3c

Vocabulary & Spelling Reading 1.A.3b Context Clues 423

Hmong Storycloth 424 Reading 1.C.3e Literature 2.A.3d, 2.B.3a

Primary Source Connection Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3b, 1.C.3c An Unforgettable Journey Literature 2.A.3c, 2.A.3d by Maijue Xiong 426 Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.B.3a, 5.B.3b, 5.C.3b, 5.C.3c

Dust Bowl Photographs 432 Reading 1.B.3c, 1.C.3d, 1.C.3a Literature 2.A.3c, 2.B.3a Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a, 5.C.3c

Informational Text Connection Reading 1.B.3b, 1.C.3a Dust Changes America Literature 2.A.3a, 2.A.3d, 2.B.3a by Margaret Bourke-White 436 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a, 5.C.3c

IL14

IL001_IL032_IL_ATE_FM_Gr07.indd IL14 1/19/09 2:11:30 PM Learning Standards

Unit 4 Nonfi ction Illinois Learning Standards Responding to Nature English Language Arts

Independent Reading Reading 1.B.3d, 1.C.3b, 1.C.3e Death in the Open Literature 2.A.3d, 2.B.3a by Lewis Thomas 440 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3d

Astonishing Animals Reading 1.A.3b, 1.B.3d by Tim Flannery and Peter Literature 2.A.3a, 2.A.3d 2.B.3a Schouten 443 Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3b

For Your Reading List 447 Reading 1.B.3d Writing 3.B.3a

Writing Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Descriptive Writing: Descriptive Essay 448

Viewing Workshop Speaking and Listening 4.A.3a, 4.B.3a, 4.B.3c, 4.B.3d Critical Viewing 454

Test Practice Workshop Reading 1.C.3a Writing Skills: Descriptive Essay 456 Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Revising and Editing Skills 457

Reading Skills Reading 1.B.3c, 1.B.3d, 1.C.3a from Beastly Behaviors Literature 2.B.3a by Janine Benyus 458

Unit 5 Poetry Illinois Learning Standards Appreciating Life English Language Arts

Introduction to Poetry 462 Reading 1.B.3d, 1.C.3a Literature 2.A.3a, 2.A.3c Writing 3.B.3a Speaking and Listening 4.B.3a

Guided Reading Reading 1.B.3d, 1.C.3e Understanding Imagery and Literature 2.A.3a, 2.A.3c, 2.A.3d Figurative Language 464

Poetry Reading Model 465 Reading 1.A.3b, 1.B.3b, 1.C.3a, 1.C.3c, 1.C.3d Literature 2.A.3a, 2.B.3a Speaking and Listening 4.A.3a

Gold Reading 1.A.3b, 1.B.3b, 1.C.3a, 1.C.3e by Pat Mora 466 Literature 2.A.3a, 2.A.3b, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3b, 5.C.3c

IL15

IL001_IL032_IL_ATE_FM_Gr07.indd IL15 1/19/09 2:11:31 PM Selection Correlation to the Illinois

Unit 5 Poetry Illinois Learning Standards Appreciating Life English Language Arts

Feel Like a Bird Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3a by May Swenson 469 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a

Understanding Sound Devices 473 Reading 1.B.3d Literature 2.A.3a, 2.A.3c Speaking and Listening 4.A.3a

Father William Reading 1.A.3b, 1.B.3d, 1.C.3a, 1.C.3e by Lewis Carroll 475 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a

Grammar & Style Writing 3.B.3b Personal and Possessive Pronouns 480

Blackberry Eating Reading 1.B.3b, 1.B.3d by Galway Kinnell 481 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a

Vocabulary & Spelling Reading 1.A.3b Synonyms and Antonyms 484 Research 5.B.3a

Directed Reading Reading 1.A.3b, 1.B.3b, 1.B.3d The Village Blacksmith Literature 2.A.3a, 2.A.3c, 2.B.3a by Henry Wadsworth Longfellow 485 Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3c

Grammar & Style Writing 3.B.3b Nouns: Proper, Plural, Possessive, and Collective 490

Mother to Son Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3d by Langston Hughes 491 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.C.3b

Under the Apple Tree Reading 1.A.3a, 1.A.3b, 1.B.3b, 1.B.3d by Diana Rivera 495 Literature 2.A.3a, 2.A.3c, 2.B.3a

Informational Text Connection Reading 1.B.3b, 1.B.3d, 1.C.3c from The Botany of Desire Literature 2.A.3a, 2.A.3c by Michael Pollan 498 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.C.3b

Grammar & Style Writing 3.B.3b Refl exive and Intensive Pronouns 501

IL16

IL001_IL032_IL_ATE_FM_Gr07.indd IL16 1/19/09 2:11:31 PM Learning Standards

Unit 5 Poetry Illinois Learning Standards Appreciating Life English Language Arts

The Tropics in New York Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3e by Claude McKay 502 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3b, 5.C.3c

Comparing Literature 505 Reading 1.B.3b, 1.B.3d, 1.C.3b, 1.C.3e Unfolding Bud Literature 2.A.3a, 2.B.3b by Naoshi Koriyama 506 Research 5.B.3a

How to Eat a Poem Reading 1.A.3b, 1.C.3b by Eve Merriam 508 Literature 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a, 4.B.3d Research 5.B.3a, 5.C.3c

Haiku Reading 1.B.3b, 1.B.3d by Matsuo Bashō, Yosa Buson, Literature 2.A.3a, 2.A.3c, 2.B.3a and Kobayashi Issa 510 Research 5.B.3a

Informational Text Connection Reading 1.A.3b, 1.B.3d, 1.C.3e from Lost in Translation Literature 2.A.3a, 2.A.3c by Steven Harvey 513 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a, 4.B.3d Research 5.B.3a

the sky was Reading 1.B.3b, 1.C.3e by E.E. Cummings 515 Literature 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a Research 5.B.3a

Independent Reading Reading 1.B.3d Two People I Want to Be Like Literature 2.A.3a, 2.B.3a by Eve Merriam 518 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a, 4.B.3a Research 5.C.3c

Miracles Reading 1.B.3d by Walt Whitman 520 Literature 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a Writing 2.B.3a

Early Song Reading 1.B.3d by Gogisgi 522 Literature 2.B.3a Writing 3.C.3a Speaking and Listening 4.B.3a

For Your Reading List 523 Reading 1.B.3d Literature 2.A.3c, 2.B.3a Speaking and Listening 4.A.3a, 4.B.3d

Writing Workshop Reading 1.B.3d Expository Writing: Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Compare-and-Contrast Essay 524 Speaking and Listening 4.A.3e

IL17

IL001_IL032_IL_ATE_FM_Gr07.indd IL17 1/19/09 2:11:32 PM Selection Correlation to the Illinois

Unit 5 Poetry Illinois Learning Standards Appreciating Life English Language Arts

Speaking & Listening Workshop Speaking and Listening 4.A.3a, 4.A.3b, 4.B.3a, 4.B.3d Giving and Actively Listening to Expository Presentations 530

Test Practice Workshop Reading 1.C.3c Writing Skills: Expository Essay Literature 2.A.3c, 2.B.3a Song Writing 3.A.3a, 3.B.3a, 3.B.3b, 3.C.3a by Robert Browning The Gardener (LXXXV) by Rabindranath Tagore 532 Revising and Editing Skills 533

Reading Skills Reading 1.A.3b, 1.B.3c, 1.B.3d Silver Literature 2.B.3a by Walter de la Mare 534

Unit 6 Poetry Illinois Learning Standards Searching Beneath the Surface English Language Arts

Guided Reading Reading 1.A.3b, 1.B.3c, 1.B.3d, 1.C.3a Understanding Meaning in Poetry 538 Literature 2.A.3c, 2.A.3d

Theme in Yellow Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3a, 1.C.3e by Carl Sandburg 539 Literature 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a, 5.C.3b, 5.C.3c

Grammar & Style Writing 3.A.3, 3.B.3b Simple, Compound, Complex, and Compound-Complex Sentences 543

Once by the Pacifi c Reading 1.B.3b, 1.C.3c, 1.C.3e by Robert Frost 544 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.B.3a, 5.C.3b

Directed Reading Reading 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3d, 1.C.3c Comparing Literature 547 Literature 2.A.3a, 2.A.3c, 2.B.3a Annabel Lee Speaking and Listening 4.A.3a by Edgar Allan Poe 548

The Highwayman Reading 1.A.3b, 1.B.3a, 1.B.3d by Alfred Noyes 551 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3b

The Filling Station Reading 1.A.3b, 1.B.3b, 1.B.3d by Elizabeth Bishop 557 Literature 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a

IL18

IL001_IL032_IL_ATE_FM_Gr07.indd IL18 1/19/09 2:11:33 PM Learning Standards

Unit 6 Poetry Illinois Learning Standards Searching Beneath the Surface English Language Arts

Vocabulary & Spelling Reading 1.A.3b Figurative Language 561 Literature 2.A.3a Writing 3.B.3a

Name Giveaway Reading 1.B.3b, 1.B.3d by Phil George 562 Literature 2.A.3a, 2.A.3c, 2.B.3a

Primary Source Connection Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3d from An Indian Boy’s Story Literature 2.A.3a, 2.A.3c, 2.B.3a by Ah-nen-la-de-ni 564 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a, 5.B.3b, 5.C.3b, 5.C.3c

Vocabulary & Spelling Writing 3.A.3, 3.B.3b Spelling by Syllables 567

Ancestors Reading 1.B.3d, 1.C.3b by Dudley Randall 568 Literature 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a, 3.C.3b Speaking and Listening 4.A.3a Research 5.A.3a, 5.B.3a

Grammar & Style Writing 3.A.3, 3.B.3b Simple, Complete, and Compound Predicates 571

The Lost Parrot Reading 1.B.3b, 1.B.2d, 1.C.3c by Naomi Shihab Nye 572 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a

For My Father Reading 1.B.3b, 1.B.3d by Janice Mirikitani 576 Literature 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3c

Money Order Reading 1.B.3b, 1.C.3c by Janet S. Wong 580 Literature 2.A.3c

Sisters Reading 1.B.3b, 1.B.3c, 1.C.3d by Janet S. Wong 582 Literature 2.A.3a, 2.B.3a Writing 3.B.3a, 3.C.3a

Independent Reading Reading 1.B.3d, 1.C.3d I’m Nobody Literature 2.A.3a, 2.A.3d, 2.B.3a by Emily Dickinson 584 Writing 3.B.3a Research 5.A.3a, 5.B.3a

Refugee Ship Reading 1.B.3c, 1.B.3d by Lorna Dee Cervantes 586 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.C.3a

IL19

IL001_IL032_IL_ATE_FM_Gr07.indd IL19 1/19/09 2:11:34 PM Selection Correlation to the Illinois

Unit 6 Poetry Illinois Learning Standards Searching Beneath the Surface English Language Arts

Loo Wit Reading 1.B.3c, 1.B.3d by Wendy Rose 588 Literature 2.A.3a, 2.B.3a Writing 3.B.3a Research 5.A.3a, 5.B.3a, 5.C.3c

The Pasture Reading 1.B.3d, 1.C.3a, 1.C.3e by Robert Frost 591 Literature 2.A.3a, 2.B.3a Writing 3.B.3a Speaking and Listening 4.B.3a

For Your Reading List 593 Reading 1.B.3d Literature 2.A.3c, 2.B.3a

Writing Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Narrative Writing: Speaking and Listening 4.A.3a Personal Narrative 594

Speaking & Listening Workshop Speaking and Listening 4.A.3a, 4.A.3d, 4.B.3a, 4.B.3d Giving and Actively Listening to Narrative Presentations 600

Test Practice Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Writing Skills: Personal Essay 602 Revising and Editing Skills 603

Reading Skills Reading 1.B.3c, 1.B.3d from The Song of Hiawatha Literature 2.B.3a by Henry Wadsworth Longfellow 604

Unit 7 Drama Illinois Learning Standards Facing Challenges English Language Arts

Introduction to Drama 608 Reading 1.B.3b, 1.C.3c Literature 2.A.3a, 2.A.3b, 2.A.3c

Guided Reading Reading 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3d Drama Reading Model 610 Literature 2.A.3b, 2.A.3d, 2.B.3a

A Defenseless Creature Reading 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3b, 1.C.3d, 1.C.3e by Neil Simon 611 Literature 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.A.3a, 5.B.3a

Grammar & Style Writing 3.A.3 Verbals: Participles, Gerunds, and Infi nitives 622

IL20

IL001_IL032_IL_ATE_FM_Gr07.indd IL20 1/19/09 2:11:35 PM Learning Standards

Unit 7 Drama Illinois Learning Standards Facing Challenges English Language Arts

Directed Reading Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3e A Christmas Carol: Scrooge and Literature 2.A.3a, 2.A.3b, 2.B.3a Marley, Act 1 Writing 3.C.3a by Israel Horovitz 623 Speaking and Listening 4.A.3a, 4.B.3c Research 5.A.3a, 5.B.3a, 5.C.3b

Informational Text Connection Reading 1.A.3b, 1.B.3b, 1.B.3d, 1.C.3b from What Jane Austen Ate Literature 2.A.3b, 2.A.3d, 2.B.3a and Charles Dickens Knew Writing 3.C.3a by Diana Pool 642 Speaking and Listening 4.A.3a, 4.B.3a Research 5.A.3a, 5.B.3a, 5.B.3b

A Christmas Carol: Scrooge and Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3e Marley, Act 2 Literature 2.A.3a, 2.A.3b, 2.B.3a by Israel Horovitz 645 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3b, 4.A.3d, 4.B.3d Research 5.A.3a, 5.B.3a

Primary Source Connection Reading 1.B.3b, 1.B.3c, 1.C.3a, 1.C.3e from A Christmas Carol Literature 2.A.3b, 2.B.3a by John Leech 665 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a, 5.B.3b, 5.C.3c

Vocabulary & Spelling Reading 1.A.3a, 1.A.3b Using Dictionaries and Research 5.A.3a, 5.B.3a Thesauruses 668

Let Me Hear You Whisper Reading 1.A.3a, 1.A.3b, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3e by Paul Zindel 669 Literature 2.A.3a, 2.A.3b, 2.B.3a Writing 3.B.3a Speaking and Listening 4.B.3a Research 5.A.3b, 5.B.3a

Informational Text Connection Reading 1.B.3b, 1.C.3a, 1.C.3d from Going Ape Over Language Literature 2.A.3c, 2.B.3a by Natalie Rosinsky 683 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3b, 5.B.3a, 5.C.3c

Comparing Literature 687 Reading 1.B.3b, 1.B.3d St. Crispian’s Day Speech Literature 2.A.3a, 2.A.3d, 2.B.3a by William Shakespeare 688

The Charge of the Light Brigade Reading 1.B.3b, 1.B.3d by Alfred, Lord Tennyson 690 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.C.3a Speaking and Listening 4.A.3a, 4.B.3a Research 5.B.3a, 5.C.3b

Grammar & Style Writing 3.B.3b Punctuation: Dashes, Semicolons, and Colons 693

IL21

IL001_IL032_IL_ATE_FM_Gr07.indd IL21 1/19/09 2:11:35 PM Selection Correlation to the Illinois

Unit 7 Drama Illinois Learning Standards Facing Challenges English Language Arts

Independent Reading Reading 1.A.3b, 1.B.3a, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3e The Monsters Are Due on Literature 2.A.3a, 2.B.3a Maple Street Writing 3.B.3a, 3.C.3a by Rod Serling 694 Speaking and Listening 4.B.3a, 4.B.3d Research 5.A.3a, 5.B.3a

For Your Reading List 709 Reading 1.B.3d Literature 2.A.3c

Writing Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Persuasive Writing: Speaking and Listening 4.A.3a Persuasive Essay 710

Speaking & Listening Workshop Speaking and Listening 4.A.3a, 4.A.3d, 4.B.3a, 4.B.3d Giving and Actively Listening to Persuasive Presentations 716

Test Practice Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Writing Skills: Persuasive Essay from Braille: The Early Life of Louis Braille by Lola H. and Coleman A. Jennings 718 Revising and Editing Skills 719

Reading Skills 720 Reading 1.B.3c, 1.B.3d from The Ugly Duckling Literature 2.B.3a by A.A. Milne 720

Unit 8 Folk Literature Illinois Learning Standards Seeking Wisdom English Language Arts

Introduction to the Oral Tradition 724 Reading 1.C.3e Literature 2.A.3c

Guided Reading Reading 1.B.3a, 1.B.3c, 1.C.3a, 1.C.3b Oral Traditional Reading Model 726 Literature 2.A.3b, 2.B.3a

Persephone and Demeter Reading 1.A.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a by Ingri and Edgar Parin Literature 2.A.3a, 2.B.3a d’Aulaire 727 Writing 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a

Eshu Reading 1.B.3b, 1.C.3b by Judith Gleeson 733 Literature 2.A.3b, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a, 4.B.3b Research 5.B.3a, 5.C.3b, 5.C.3c

IL22

IL001_IL032_IL_ATE_FM_Gr07.indd IL22 1/19/09 2:11:36 PM Learning Standards

Unit 8 Folk Literature Illinois Learning Standards Seeking Wisdom English Language Arts

Directed Reading Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3d The Secret Name of Ra Literature 2.A.3a, 2.A.3b, 2.B.3a by Geraldine Harris 738 Research 5.A.3a, 5.B.3a, 5.C.3c

Literature Connection Reading 1.A.3a, 1.B.3b, 1.C.3a Akhenaton’s Hymn to the Sun Literature 2.A.3a, 2.A.3d, 2.B.3a by John A. Wilson 743 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a, 5.C.3b

Vocabulary & Spelling Reading 1.A.3b Homographs, Homophones, and Homonyms 746

Tsali of the Cherokees Reading 1.A.3b, 1.B.3b, 1.B.3c, 1.C.3b by Alice Lee Marriott 747 Literature 2.A.3a, 2.A.3d, 2.B.3a, 2.B.3c Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.C.3c

Informational Text Connection Reading 1.C.3e Moving West: A Native Literature 2.A.3a, 2.A.3d American Perspective Writing 3.B.3a, 3.C.3a by Christine Graf 755 Research 5.A.3a, 5.B.3a, 5.B.3b, 5.B.3c

We Are All One Reading 1.A.3b, 1.B.3a, 1.B.3b, 1.C.3b by Laurence Yep 757 Literature 2.A.3b, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3b Research 5.C.3b

Grammar & Style Writing 3.B.3b Misplaced Modifi ers 764

Ant and Grasshopper Reading 1.B.3b, 1.B.3c The Fox and the Crow Literature 2.A.3a, 2.A.3d, 2.B.3a The Lion and the Statue Writing 3.B.3a, 3.C.3a by Aesop 765 Speaking and Listening 4.B.3a, 4.B.3c Research 5.B.3a, 5.C.3b

Phaëthon, Son of Apollo Reading 1.B.3b, 1.B.3d, 1.C.3d by Olivia E. Coolidge 770 Literature 2.A.3b, 2.B.3a Writing 3.B.3a, 3.C.3a Research 5.B.3a, 5.C.3b

Grammar & Style Writing 3.B.3b Dangling Modifi ers 776

Comparing Literature 777 Reading 1.B.3b, 1.B.3c The Instruction of Indra Literature 2.A.3c, 2.B.3a by Joseph Campbell with Bill Research 5.A.3a, 5.B.3a Moyers 778

IL23

IL001_IL032_IL_ATE_FM_Gr07.indd IL23 1/19/09 2:11:37 PM Selection Correlation to the Illinois Learning Standards

Unit 8 Folk Literature Illinois Learning Standards Seeking Wisdom English Language Arts

Such Perfection Reading 1.B.3c, 1.C.3b, 1.C.3d by R.K. Narayan 782 Literature 2.A.3a, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a

Amaterasu Reading 1.B.3b, 1.C.3e by Carolyn Swift 786 Literature 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.A.3a, 5.B.3a, 5.C.3b

Aunty Misery Reading 1.B.3b, 1.B.3c, 1.C.3a by Judith Ortiz Cofer 792 Literature 2.A.3a, 2.A.3c, 2.B.3a Writing 3.B.3a, 3.C.3a Speaking and Listening 4.A.3a, 4.B.3a, 4.B.3d Research 5.C.3b

Independent Reading Reading 1.A.3b, 1.B.3a, 1.B.3d, 1.C.3a The Force of Luck Literature 2.A.3b, 2.A.3c, 2.B.3a by Rudolfo A. Anaya 796 Writing 3.B.3a, 3.C.3a Speaking and Listening 4.B.3a Research 5.B.3a

How the Snake Got Poison Reading 1.B.3d, 1.C.3b by Zora Neale Hurston 803 Literature 2.A.3a, 2.A.3d, 2.B.3a Writing 3.B.3a Research 5.B.3a, 5.C.3b

For Your Reading List 805 Reading 1.B.3d, 1.C.3d Literature 2.A.3c

Writing Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Expository Writing: Speaking and Listening 4.A.3a Research Report 806

Speaking & Listening Workshop Speaking and Listening 4.A.3a, 4.A.3d, 4.B.3a, 4.B.3d Giving and Actively Listening to Research Presentations 814

Test Practice Workshop Writing 3.A.3, 3.B.3a, 3.B.3b, 3.C.3a Writing Skills: Research Report 816 Revising and Editing Skills 817

Reading Skills 818 Reading 1.B.3c, 1.B.3d from Why the Owl Has Big Eyes Literature 2.B.3c

IL24

IL001_IL032_IL_ATE_FM_Gr07.indd IL24 1/19/09 2:11:38 PM Correlation to the Illinois Learning Standards

Reading STATE GOAL 1 Read with understanding and fl uency.

A. Apply word analysis and vocabulary skills to comprehend selections.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

1.A.3a Apply knowledge of word origins and 16, 26–28, 176, 181–189, 280, 495–497, 668–682, 727–732, 743–745 derivations to comprehend words used in specifi c content areas (e.g., scientifi c, political, literary, mathematical).

1.A.3b Analyze the meaning of words and 4–5, 6–7, 9–15, 16, 18–25, 30–47, 49–55, 57–60, 61–62, 63–71, 73–82, phrases in their context. 85–97, 98–104, 105–110, 111–124, 136–137, 141–152, 154–161, 163–172, 176, 177–180, 191–196, 197–198, 199–209, 212–218, 224–236, 250–251, 257–263, 265–276, 277–279, 280, 282–288, 291–295, 297–309, 312–316, 317–320, 322–332, 333–339, 340–347, 348–351, 352–355, 356–360, 378–385, 386–388, 390–393, 394–395, 396–402, 403–406, 408–411, 412–414, 415–420, 423, 426–431, 443–446, 465, 466–468, 469–472, 475–479, 484, 485–489, 491–494, 495–497, 502–504, 508–509, 513–514, 534–535, 538, 539–542, 547–550, 551–556, 557–560, 561, 564–566, 623–641, 642–644, 645–664, 668, 669–682, 694–708, 738–742, 746, 747–754, 757–763, 796–802

B. Apply reading strategies to improve understanding and fl uency.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

1.B.3a Preview reading materials, make 6–7, 63–71, 73–82, 98–104, 105–110, 199–209, 224–236, 256, 352–355, predictions and relate reading to 547–550, 551–556, 694–708, 726, 757–763, 796–802 information from other sources.

1.B.3b Identify text structure and create a visual 8, 17, 18–25, 26–28, 29, 30–47, 49–55, 57–60, 61–62, 63–71, 83–84, 85–97, representation (e.g., graphic organizer, 98–104, 105–110, 111–124, 141–152, 154–161, 163–172, 173–175, 177–180, outline, drawing) to use while reading. 181–189, 191–196, 210–211, 212–218, 257–263, 265–276, 277–279, 282–288, 289–290, 291–295, 297–309, 310–311, 312–316, 317–320, 322–332, 340–347, 348–351, 356–360, 376–377, 386–388, 390–393, 394–395, 396–402, 403–406, 408–411, 421–422, 426–431, 436–439, 465, 466–468, 469–472, 481–483, 485–489, 491–494, 495–497, 498–500, 502–504, 505–507, 510–512, 515–517, 539–542, 544–546, 547–550, 557–560, 562–563, 564–566, 572–575, 576–579, 580–581, 582–583, 608–609, 610, 611–621, 623–641, 642–644, 645–664, 665–667, 669–682, 683–686, 687–689, 690–692, 727–732, 733–737, 738–742, 743–745, 747–754, 757–763, 765–769, 770–775, 778–781, 786–791, 792–795

IL25

IL001_IL032_IL_ATE_FM_Gr07.indd IL25 1/19/09 2:11:39 PM Correlation to the Illinois

1.B.3c Continuously check and clarify for 8, 9–15, 30–47, 98–104, 136–137, 140, 153, 177–180, 181–189, 191–196, understanding (e.g., in addition to previous 199–209, 224–236, 256, 265–276, 281, 352–355, 361, 378–385, 408–411, skills, draw comparisons to other readings). 426–431, 432–435, 458–459, 469–472, 534–535, 538, 539–542, 582–583, 586–587, 588–590, 604–605, 610, 611–621, 623–641, 645–664, 665–667, 669–682, 694–708, 720–721, 726, 727–732, 738–742, 747–754, 765–769, 777–781, 782–785, 792–795, 818–819

1.B.3d Read age-appropriate material with 4–5, 30–47, 49–55, 57–60, 61–62, 105–110, 111–124, 125, 136–137, 141–152, fl uency and accuracy. 154–161, 163–172, 177–180, 190, 210–211, 220–223, 224–236, 237, 250–251, 254–255, 257–263, 289–290, 352–355, 356–360, 361, 372–373, 386–388, 390–393, 440–442, 443–446, 447, 458–459, 462–463, 464, 473–474, 475–479, 481–483, 485–489, 491–494, 495–497, 498–500, 502–504, 505–507, 510–511, 513–514, 518–519, 520–521, 522, 523, 524–529, 534–535, 538, 547–550, 551–556, 557–560, 562–563, 564–566, 568–570, 576–579, 584–585, 586–587, 588–590, 591–592, 593, 604–605, 610, 611–621, 623–641, 642–644, 645–664, 669–682, 687–689, 690–692, 694–708, 709, 720–721, 727–732, 738–742, 770–775, 796–802, 803–804, 805, 818–819

C. Comprehend a broad range of reading materials.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

1.C.3a Use information to form, explain and 6–7, 9–15, 18–25, 30–47, 63–71, 73–82, 98–104, 105–110, 111–124, 134–135, support questions and predictions. 136–137, 153, 199–209, 224–236, 248–249, 250–251, 256, 257–263, 265–276, 282–288, 291–295, 297–309, 352–355, 361, 370–371, 372–373, 378–385, 390–393, 408–411, 432–435, 436–439, 456–457, 458–459, 462–463, 465, 466–468, 469–472, 475–479, 538, 539–542, 591–592, 610, 623–641, 645–664, 665–667, 669–682, 683–686, 694–708, 726, 727–732, 743–745, 792–795, 796–802

1.C.3b Interpret and analyze entire narrative text 6–7, 8, 17, 18–25, 30–47, 49–55, 140, 141–152, 153, 154–161, 163–172, using story elements, point of view and 181–189, 212–218, 220–223, 277–279, 282–288, 297–309, 396–402, theme. 415–420, 426–431, 440–442, 505–507, 508–509, 568–570, 611–621, 623–641, 642–644, 645–664, 726, 733–737, 747–754, 757–763, 782–785, 803–804

1.C.3c Compare, contrast and evaluate ideas 4–5, 26–27, 83–84, 85–97, 98–104, 173–175, 181–189, 191–196, 210–211, and information from various sources and 257–263, 282–288, 310–311, 322–332, 333–339, 376–377, 396–402, genres. 403–406, 409–411, 426–431, 465, 498–500, 532–533, 544–546, 547–550, 572–575, 580–581, 608–609

1.C.3d Summarize and make generalizations from 6–7, 49–55, 61–62, 125, 132–133, 237, 291–295, 386–388, 403–406, 421–422, content and relate them to the purpose of 432–435, 465, 491–494, 564–566, 582–583, 584–585, 610, 611–621, the material. 683–686, 738–742, 770–775, 782–785, 805

1.C.3e Compare how authors and illustrators 6–7, 18–25, 29, 30–47, 63–71, 73–82, 181–189, 289–290, 297–309, 312–316, use text and art across materials to 322–332, 333–339, 340–347, 378–385, 390–393, 412–414, 424–425, express their ideas (e.g., foreshadowing, 440–442, 464, 466–468, 475–479, 502–504, 505–507, 513–514, 515–517, fl ashbacks, color, strong verbs, language 539–542, 544–546, 591–592, 611–621, 623–641, 645–664, 665–667, that inspires). 669–682, 694–708, 724–725, 755–756, 786–791

1.C.3f Interpret tables that display textual 6–7, 390–393 information and data in visual formats.

IL26

IL001_IL032_IL_ATE_FM_Gr07.indd IL26 1/19/09 2:11:39 PM Learning Standards

Literature STATE GOAL 2 Read and understand literature representative of various societies, eras and ideas.

A. Understand how literary elements and techniques are used to convey meaning.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

2.A.3a Identify and analyze a variety of literary 8, 18–25, 57–60, 63–71, 73–82, 83–84, 86–97, 98–104, 111–124, 154–161, techniques (e.g., fi gurative language, 163–172, 177–180, 181–189, 191–196, 197–198, 199–209, 210–211, 224–236, allusion, dialogue, description, word 281, 282–288, 289–290, 323–332, 333–339, 340–347, 394–395, 412–414, choice, dialect) within classical and 421–422, 436–439, 443–446, 462–463, 464, 465, 466–468, 469–472, contemporary works representing a variety 473–474, 475–479, 481–483, 485–489, 491–494, 495–497, 498–500, of genres. 502–504, 505–507, 510–512, 513–514, 515–517, 518–519, 520–521, 539–542, 544–546, 547–550, 551–556, 557–560, 561, 562–563, 564–566, 572–575, 576–579, 582–583, 584–585, 586–587, 588–590, 591–592, 608–609, 611–621, 623–641, 645–664, 669–682, 687–689, 690–692, 694–708, 727–732, 738–742, 743–745, 747–754, 755–756, 765–769, 782–785, 792–795, 803–804

2.A.3b Describe how the development of theme, 4–5, 6–7, 9–15, 17, 18–25, 29, 30–47, 49–55, 63–71, 86–97, 105–110, 111–124, character, plot and setting contribute to 132–133, 141–152, 153, 163–172, 192–196, 199–209, 212–218, 220–223, the overall impact of a piece of literature. 224–236, 257–263, 277–279, 297–309, 323–332, 356–360, 415–420, 520–521, 608–609, 610, 611–621, 623–641, 642–644, 645–664, 665–667, 669–682, 726, 733–737, 738–742, 757–763, 770–775, 796–802

2.A.3c Identify characteristics and authors of 4–5, 98–104, 125, 177–180, 254–255, 256, 257–263, 277–279, 310–311, various literary forms (e.g., short stories, 333–339, 376–377, 378–385, 386–388, 390–393, 412–414, 421–422, 426–431, novels, drama, fables, biographies, 432–435, 462–463, 464, 469–472, 473–474, 485–489, 491–494, 495–497, documentaries, poetry, science fi ction). 498–500, 510–512, 513–514, 515–517, 523, 532–533, 538, 539–542, 544–546, 547–550, 551–556, 557–560, 562–563, 564–566, 572–575, 576–579, 580–581, 593, 608–609, 611–621, 683–686, 709, 724–725, 733–737, 778–781, 786–791, 792–795, 796–802, 805

2.A.3d Identify ways that an author uses 6–7, 57–60, 63–71, 73–82, 83–84, 86–97, 98–104, 111–124, 140, 153, 154–161, language structure, word choice and style 163–172, 181–189, 192–196, 197–198, 212–218, 281, 282–288, 289–290, to convey the author’s viewpoint. 291–295, 297–309, 310–311, 312–316, 317–320, 323–332, 333–339, 340–347, 348–351, 352–355, 356–360, 378–385, 394–395, 396–402, 403–406, 412–414, 415–420, 421–422, 424–425, 426–431, 436–439, 440–442, 443–446, 464, 475–479, 481–483, 502–504, 508–509, 515–517, 520–521, 538, 539–542, 557–560, 568–570, 576–579, 584–585, 586–587, 610, 611–621, 642–644, 688–689, 690–692, 743–745, 747–754, 755–756, 765–769, 803–804

IL27

IL001_IL032_IL_ATE_FM_Gr07.indd IL27 1/19/09 2:11:39 PM Correlation to the Illinois

B. Read and interpret a variety of literary works.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

2.B.3a Respond to literary material from personal, 4–5, 8, 18–25, 30–47, 49–55, 57–60, 63–71, 105–110, 126–131, 132–133, creative and critical points of view. 134–135, 136–137, 140, 141–152, 153, 154–161, 163–172, 173–175, 177–180, 181–189, 197–198, 199–209, 210–211, 212–218, 220–223, 224–236, 250–251, 256, 257–263, 265–276, 277–279, 282–288, 289–290, 291–295, 297–309, 310–311, 312–316, 317–320, 340–347, 348–351, 370–371, 372–373, 386–388, 394–395, 396–402, 403–406, 409–411, 415–420, 421–422, 424–425, 432–435, 440–442, 443–446, 465, 466–468, 469–472, 475–479, 481–483, 485–489, 491–494, 495–497, 502–504, 508–509, 510–512, 515–517, 518–519, 520–521, 522, 523, 532–533, 534–535, 539–542, 544–546, 547–550, 551–556, 557–560, 562–563, 564–566, 568–570, 572–575, 576–579, 582–583, 584–585, 586–587, 588–590, 591–592, 593, 604–605, 610, 611–621, 623–641, 642–644, 645–664, 665–667, 683–686, 687–689, 690–692, 694–708, 720–721, 726, 727–732, 733–737, 738–742, 743–745, 747–754, 757–763, 765–769, 770–775, 777–781, 782–785, 786–791, 792–795, 796–802, 803–804

2.B.3b Compare and contrast common literary 26–28, 506–507 themes across various societies and eras.

2.B.3c Analyze how characters in literature deal 6–7, 8, 49–55, 57–60, 61–62, 199–209, 747–754, 818–819 with confl ict, solve problems and relate to real-life situations.

Writing STATE GOAL 3 Write to communicate for a variety of purposes.

A. Use correct grammar, spelling, punctuation, capitalization and structure.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

3.A.3 Write compositions that contain complete 126–131, 134–135, 238–245, 362–367, 389, 448–453, 456–457, 524–529, sentences and effective paragraphs using 532–533, 543, 567, 571, 594–599, 602–603, 622, 710–715, 718–719, 806–815, English conventions. 816–817

IL28

IL001_IL032_IL_ATE_FM_Gr07.indd IL28 1/19/09 2:11:39 PM Learning Standards

B. Compose well-organized and coherent writing for specifi c purposes and audiences.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

3.B.3a Produce documents that convey a clear 15, 28, 47, 55, 56, 60, 62, 71, 72, 97, 104, 110, 124, 126–131, 134–135, 152, 153, understanding and interpretation of 161, 172, 175, 180, 189, 196, 198, 209, 211, 218, 223, 237, 238–245, 263, 279, ideas and information and display focus, 290, 295, 311, 316, 320, 332, 339, 360, 362–367, 370–371, 377, 388, 402, 406, organization, elaboration and coherence. 414, 422, 431, 439, 442, 446, 447, 448–453, 456–457, 463, 468, 472, 479, 483, 489, 494, 500, 504, 509, 514, 517, 519, 521, 524–529, 532–533, 542, 546, 556, 560, 561, 566, 570, 575, 579, 583, 585, 590, 592, 594–599, 602–603, 621, 664, 665–667, 682, 686, 708, 710–715, 718–719, 737, 745, 754, 756, 763, 769, 775, 785, 791, 795, 802, 804, 806–813, 816–817

3.B.3b Edit and revise for word choice, 48, 56, 72, 124, 126–131, 134–135, 162, 219, 238–245, 248–249, 264, 296, organization, consistent point of view 321, 362–367, 370–371, 389, 407, 448–453, 456–457, 480, 490, 501, 524–529, and transitions among paragraphs 532–533, 543, 567, 571, 594–599, 602–603, 693, 710–715, 718–719, 764, 776, using contemporary technology and 806–813, 816–817 formats suitable for submission and/or publication.

C. Communicate ideas in writing to accomplish a variety of purposes.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

3.C.3a Compose narrative, informative, and 28, 47, 62, 84, 110, 152, 153, 161, 172, 175, 180, 189, 196, 198, 211, 218, 219, persuasive writings (e.g., in addition 236, 263, 279, 290, 295, 311, 320, 339, 351, 355, 360, 377, 388, 402, 406, 414, to previous writings, literature reviews, 420, 422, 431, 439, 442, 446, 448–453, 456–457, 468, 472, 479, 483, 489, 494, instructions, news articles, correspondence) 500, 504, 509, 514, 517, 519, 522, 524–529, 532–533, 542, 546, 556, 560, 566, for a specifi ed audience. 570, 575, 576–579, 582–583, 586–587, 594–599, 602–603, 621, 641, 642–644, 664, 667, 686, 690–692, 708, 710–715, 718–719, 727–732, 733–737, 743–745, 754, 755–756, 763, 765–769, 775, 782–785, 786–791, 792–795, 796–802, 806–813, 816–817

3.C.3b Using available technology, produce 47, 55, 60, 104, 161, 198, 295, 316, 351, 570 compositions and multimedia works for specifi ed audiences.

Speaking and Listening STATE GOAL 4 Listen and speak effectively in a variety of situations.

A. Listen effectively in formal and informal situations.

4.A.3a Demonstrate ways (e.g., ask probing 125, 132–133, 163–172, 210–211, 224–236, 246–247, 297–309, 368–369, questions, provide feedback to a 412–414, 432–435, 436–439, 454–455, 465, 473–474, 475–479, 508–509, speaker, summarize and paraphrase 515–517, 518–519, 523, 530–531, 547–550, 564–566, 568–570, 594–599, complex spoken messages) that listening 600–601, 623–641, 642–644, 690–692, 713, 716–717, 792–795, 809, 814–815 attentively can improve comprehension.

IL29

IL001_IL032_IL_ATE_FM_Gr07.indd IL29 1/19/09 2:11:40 PM Correlation to the Illinois

4.A.3b Compare a speaker’s verbal and nonverbal 368–369, 530–531, 645–664 messages.

4.A.3c Restate and carry out multistep oral instructions.

4.A.3d Demonstrate the ability to identify 368–369, 600–601, 645–664, 716–717, 814–815 and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

B. Speak effectively using language appropriate to the situation and audience.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

4.B.3a Deliver planned oral presentations, using 9–15, 18–25, 26–28, 30–47, 57–60, 61–62, 63–71, 83–84, 98–104, 111–124, language and vocabulary appropriate 132–133, 141–152, 154–161, 163–172, 173–175, 177–180, 181–189, 197–198, to the purpose, message and audience; 212–218, 245, 246–247, 278–279, 310–311, 333–339, 340–347, 356–360, provide details and supporting information 368–369, 394–395, 454–455, 462–463, 469–472, 491–494, 498–500, that clarify main ideas; and use visual aids 513–514, 518–519, 522, 530–531, 551–556, 557–560, 576–579, 591–592, and contemporary technology as support. 600–601, 642–643, 665–667, 669–682, 683–686, 690–692, 694–708, 716–717, 727–732, 733–737, 743–745, 747–754, 765–769, 782–785, 786–791, 792–795, 796–802, 814–815

4.B.3b Design and produce reports and multi- 9–15, 30–47, 111–124, 265–276, 291–295, 323–332, 733–737, 757–763 media compositions that represent group projects.

4.B.3c Develop strategies to manage or overcome 368–369, 454–455, 623–641, 765–769 communication anxiety and apprehension (e.g., sentence outlining, note cards).

4.B.3d Use verbal and nonverbal communication 98–104, 125, 132–133, 246–247, 317–320, 340–347, 368–369, 412–414, strategies to maintain communications 421–422, 440–442, 454–455, 508–509, 513–514, 523, 530–531, 600–601, and to resolve confl ict. 645–664, 694–708, 716–717, 792–795, 814–815

IL30

IL001_IL032_IL_ATE_FM_Gr07.indd IL30 1/19/09 2:11:40 PM Learning Standards

Research STATE GOAL 5 Use the language arts to acquire, assess and communicate information.

A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

5.A.3a Identify appropriate resources to solve 55, 62, 71, 79, 84, 161, 180, 211, 218, 223, 236, 263, 274, 280, 290, 295, 304, problems or answer questions through 311, 351, 360, 376–377, 388, 390–393, 394–395, 406, 408–411, 414, 420, 431, research. 432–435, 439, 446, 468, 472, 489, 500, 504, 539–542, 564–566, 568–570, 584–585, 588–590, 611–621, 623–641, 642–644, 645–664, 668, 694–708, 738–742, 755–756, 778–781, 786–791

5.A.3b Design a project related to contemporary 84, 295, 406, 669–682, 683–686 issues (e.g., real-world math, career development, community service) using multiple sources.

B. Analyze and evaluate information acquired from various sources.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

5.B.3a Choose and analyze information sources 104, 113, 141–152, 161, 163–172, 173–175, 180, 181–189, 197–198, 199–209, for individual, academic and functional 210–211, 218, 223, 236, 263, 278–279, 280, 289–290, 295, 297–309, 310–311, purposes. 312–316, 317–320, 323–332, 333–339, 340–347, 351, 352–355, 360, 376–377, 386–388, 390–393, 394–395, 396–402, 406, 408–411, 414, 420, 421–422, 431, 432–435, 439, 446, 468, 472, 484, 489, 500, 504, 505–507, 508–509, 510–512, 513–514, 515–517, 542, 544–546, 551–556, 564–566, 568–570, 576–579, 584–585, 588–590, 621, 641, 642–644, 664, 665–667, 668, 682, 683–686, 692, 708, 727–732, 733–737, 738–742, 743–745, 755–756, 765–769, 775, 781, 791, 802, 804

5.B.3b Identify, evaluate and cite primary sources. 63–71, 141–152, 224–236, 340–347, 426–431, 564–566, 642–644, 665–667, 755–756

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

Illinois Learning Standards EMC Mirrors & Windows English Language Arts Level II Middle/Junior High School (Grade 7)

5.C.3a Plan, compose, edit and revise documents 73–82 that synthesize new meaning gleaned from multiple sources.

IL31

IL001_IL032_IL_ATE_FM_Gr07.indd IL31 1/19/09 2:11:40 PM Correlation to the Illinois Learning Standards

5.C.3b Prepare and orally present original work 9–15, 30–47, 49–55, 57–60, 61–62, 111–124, 154–161, 163–172, 173–175, (e.g., poems, monologues, reports, plays, 197–198, 199–209, 276, 277–279, 310–311, 312–316, 332, 356–360, 403–406, stories) supported by research. 412–414, 415–420, 421–422, 426–431, 443–446, 466–468, 491–494, 498–500, 502–504, 539–542, 544–546, 551–556, 564–566, 641, 690–692, 733–737, 743–745, 757–763, 765–769, 770–775, 786–791, 792–795, 803–804

5.C.3c Take notes, conduct interviews, organize 15, 25, 28, 47, 60, 110, 124, 172, 189, 198, 223, 236, 277–279, 289–290, and report information in oral, visual and 297–309, 312–316, 317–320, 394–395, 396–402, 421–422, 426–431, electronic formats. 432–435, 436–439, 466–468, 485–489, 502–504, 508–509, 518–519, 539–542, 564–566, 576–579, 588–590, 665–667, 683–686, 733–737, 738–742, 747–754

IL32

IL001_IL032_IL_ATE_FM_Gr07.indd IL32 1/19/09 2:11:41 PM