AZ Language Arts Standards matched to Computer Literacy Press: Writing with Computers

AZ Language Arts Standards
matched to
Computer Literacy Press: Writing with Computers

(page 1 of 3 Next>)

PO 1. Identify the effect of prefixes and suffixes on root words

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : R-E1.Use structural analysis skills such as identifying root words, prefixes, suffixes and word origins to decode words unfamiliar in print : (Grades 6-8)

Component:

Prefixes and Suffixes

Reference:

Text pp. 172-179

Required:

6-8

Suggested:

Interested:

PO 3. Summarize the text in own words (assessed at district level only)

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : R-E2.Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author's purpose and perspective to comprehend written selections : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 4. Compare and contrast the text (e.g., characters, genre, cultural differences, fact, fiction)

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : R-E2.Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author's purpose and perspective to comprehend written selections : (Grades 6-8)

Component:

Nouns and Verbs

Reference:

Text pp. 69-85

Required:

6-8

Suggested:

Interested:

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Comparative Writing

Reference:

Text pp. 181-196

Required:

6-8

Suggested:

Interested:

PO 5. Determine cause-and-effect relationships

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : R-E2.Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author's purpose and perspective to comprehend written selections : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 7. Predict outcome of text

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : R-E2.Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author's purpose and perspective to comprehend written selections : (Grades 6-8)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

PO 2. Describe the author's use of strategies to convince or persuade bandwagon peer pressure "loaded" words

Component:

The Writing Process and Persuasive Writing

Reference:

Text pp. 210-217

Required:

6-8

Suggested:

Interested:

PO 2. Incorporate information from the illustrations

Component:

Prefixes and Suffixes

Reference:

Text pp. 172-179

Required:

6-8

Suggested:

Interested:

PO 3. Locate support help in manual or from manufacturer

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

PO 1. Compare one author's perspective of a historical character, setting or event with another historical or contemporary literary selection (e.g., essays, autobiographies, fiction, nonfiction)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Comparative Writing

Reference:

Text pp. 181-196

Required:

6-8

Suggested:

Interested:

PO 2. Compare the lives and experiences of characters in history to present-day individuals who have similar goals or face similar challenges

Component:

The Writing Process and Comparative Writing

Reference:

Text pp. 181-196

Required:

6-8

Suggested:

Interested:

PO 2. Summarize the main points

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : PROFICIENCY (Grades 9-12) : Students know and are able to do all of the above and the following: : R-P1.Apply reading strategies such as extracting, summarizing, clarifying, and interpreting information; predicting events and extending the ideas presented; relating new information to prior knowledge; supporting assertions with evidence; and making useful connections to other topics to comprehend works of literature and documents

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

Suggested:

Interested:

PO 3. Support a judgment of the effectiveness of the author's use of literary elements and figurative language

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : PROFICIENCY (Grades 9-12) : Students know and are able to do all of the above and the following: : R-P2.Recognize, analyze and evaluate an author's use of literary elements such as mood, tone, theme, point of view, diction, dialog and figurative language (e.g., metaphors, allusions, symbolism, similes) in selections of challenging fiction, nonfiction and poetry

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

Suggested:

Interested:

PO 3. Evaluate the author's bias and use of persuasive strategies to accomplish a purpose faulty logic word choice sentence structure propaganda techniques organizational pattern

Component:

The Writing Process and Persuasive Writing

Reference:

Text pp. 210-217

Required:

Suggested:

Interested:

PO 3. Evaluate information for relevance clarity understandability logic reliability and accuracy (e.g., expertise of author, appropriate use of statistics, diagrams, charts)

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : PROFICIENCY (Grades 9-12) : Students know and are able to do all of the above and the following: : R-P4.Evaluate technical journals or workplace documents for purpose, organizational pattern, clarity, reliability and accuracy, and relevancy of information

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

Suggested:

Interested:

Component:

The Writing Process and Persuasive Writing

Reference:

Text pp. 210-217

Required:

Suggested:

Interested:

PO 1. Draw a logical inference about the theme and support the inference with evidence from the selection (e.g., symbolism, setting, characterization, irony, conflict)

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : PROFICIENCY (Grades 9-12) : Students know and are able to do all of the above and the following: : R-P5.Analyze classic and contemporary literature selections, drawn from American and world literature, for the universality of themes such as the individual's role in society, interdependence, and the interaction between man and nature

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

Suggested:

Interested:

PO 2. Compare and/or contrast universality of themes with real-life experiences and/or other works of literature

Standard 1: Reading : Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works. : PROFICIENCY (Grades 9-12) : Students know and are able to do all of the above and the following: : R-P5.Analyze classic and contemporary literature selections, drawn from American and world literature, for the universality of themes such as the individual's role in society, interdependence, and the interaction between man and nature

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

Suggested:

Interested:

Component:

The Writing Process and Comparative Writing

Reference:

Text pp. 181-196

Required:

Suggested:

Interested:

R-D2.Use a full range of strategies to judge the reliability, accuracy, effectiveness, and persuasiveness of literary criticism and analysis, professional and technical journals, and professional-level reading materials

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

Suggested:

Interested:

Component:

The Writing Process and Comparative Writing

Reference:

Text pp. 181-196

Required:

Suggested:

Interested:

Component:

The Writing Process and Persuasive Writing

Reference:

Text pp. 210-217

Required:

Suggested:

Interested:

R-D3.Develop and support a theme or thesis about the craft and significance of a body of literature, both classic and contemporary, from a diverse selection of writers

Component:

Report Writing

Reference:

Text pp. 223-254

Required:

Suggested:

Interested:

PO 1. Spell correctly

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E1.Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks : (Grades 6-8)

Component:

Commonly Misspelled and Misused Words

Reference:

Text pp. 32-46

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

PO 2. Punctuate correctly (e.g., sentence endings, commas in a series, commas in compound sentences, abbreviations, quotation marks, colon in a business letter greeting, apostrophes)

Component:

Sentences

Reference:

Text pp. 19-29

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

Component:

Comparative Writing

Reference:

Text pp. 158-170

Required:

6-8

Suggested:

Interested:

PO 3. Apply rules of capitalization (e.g., sentence beginnings, titles, abbreviations, proper nouns, direct quotations)

Component:

Capitalization

Reference:

Text pp. 2-16

Required:

6-8

Suggested:

Interested:

Component:

Nouns and Verbs

Reference:

Text pp. 69-85

Required:

6-8

Suggested:

Interested:

Component:

Report Writing

Reference:

Text pp. 223-254

Required:

6-8

Suggested:

Interested:

PO 4. Apply standard grammar and usage (e.g., subject-verb agreement; simple, compound and complex sentences; appropriate verb tense; plurals; prepositions)

Component:

Nouns and Verbs

Reference:

Text pp. 69-85

Required:

6-8

Suggested:

Interested:

PO 5. Organize paragraphs with a variety of sentence structures (e.g., simple, compound, complex)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Informative Narrative

Reference:

Text pp. 99-107

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

PO 1. Write a personal experience narrative develop a story line in a sequence that is clear use figurative language or descriptive words and phrases

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E2.Write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, setting, dialog, and themes and uses figurative language, descriptive words and phrases : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

Component:

Adjectives and Adverbs

Reference:

Text pp. 112-124

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

PO 2. Write a story develop a story line in a sequence that is clear develop the characters describe the setting use dialog when appropriate use simile, metaphor or descriptive words and phrases

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E2.Write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, setting, dialog, and themes and uses figurative language, descriptive words and phrases : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 1. Use own words except for material quoted

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E3.Write a summary that presents information clearly and accurately, contains the most significant details and preserves the position of the author : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 2. Preserve the author's perspective and voice

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E3.Write a summary that presents information clearly and accurately, contains the most significant details and preserves the position of the author : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 3. Contain main ideas of event/article/story plus the most significant details

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E3.Write a summary that presents information clearly and accurately, contains the most significant details and preserves the position of the author : (Grades 6-8)

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 4. Present clearly written and organized information

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E3.Write a summary that presents information clearly and accurately, contains the most significant details and preserves the position of the author : (Grades 6-8)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

PO 1. Write an expository essay that begins by stating the thesis (purpose) with an effective introductory statement or paragraph; provides smooth transitions; and ends with either a paragraph concluding the development of the thesis, a summary or a clincher statement

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E4.Write an expository essay that contains effective introductory and summary statements and fully develops the ideas with details, facts, examples and descriptions : (Grades 6-8)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Informative Narrative

Reference:

Text pp. 99-107

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

Component:

Comparative Writing

Reference:

Text pp. 158-170

Required:

6-8

Suggested:

Interested:

Component:

Report Writing

Reference:

Text pp. 223-254

Required:

6-8

Suggested:

Interested:

PO 2. Use own words (except for quoted material) to develop ideas accurately and clearly with supporting details, facts, examples or descriptions

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E4.Write an expository essay that contains effective introductory and summary statements and fully develops the ideas with details, facts, examples and descriptions : (Grades 6-8)

Component:

Report Writing

Reference:

Text pp. 223-254

Required:

6-8

Suggested:

Interested:

PO 1. Write a report in own words (except for material quoted) that states, develops and provides a concluding statement for a point of view (perspective) about a topic that is narrow enough to be adequately covered

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E5.Write a report that conveys a point of view and develops a topic with appropriate facts, details, examples and descriptions from a variety of cited sources : (Grades 6-8)

Component:

Commonly Misspelled and Misused Words

Reference:

Text pp. 32-46

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Informative Narrative

Reference:

Text pp. 99-107

Required:

6-8

Suggested:

Interested:

Component:

Report Writing

Reference:

Text pp. 223-254

Required:

6-8

Suggested:

Interested:

PO 2. Organize a report with a clear beginning, middle and end including use of smooth transitions

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E5.Write a report that conveys a point of view and develops a topic with appropriate facts, details, examples and descriptions from a variety of cited sources : (Grades 6-8)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Informative Narrative

Reference:

Text pp. 99-107

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

PO 3. Provide support through facts, details, examples or descriptions that are appropriate, directly related to the topic, and from a variety of cited sources

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E5.Write a report that conveys a point of view and develops a topic with appropriate facts, details, examples and descriptions from a variety of cited sources : (Grades 6-8)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

PO 1. Write a formal communication in an appropriate format for a specific audience and purpose

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E6.Write formal communications, such as personal or business letters, messages, directions and applications, in an appropriate format and for a specific audience and purpose : (Grades 6-8)

Component:

Commonly Misspelled and Misused Words

Reference:

Text pp. 32-46

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Informative Narrative

Reference:

Text pp. 99-107

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

Component:

Comparative Writing

Reference:

Text pp. 158-170

Required:

6-8

Suggested:

Interested:

Component:

Grammar Review

Reference:

Text pp. 200-208

Required:

6-8

Suggested:

Interested:

Component:

Report Writing

Reference:

Text pp. 223-254

Required:

6-8

Suggested:

Interested:

PO 2. Organize ideas in a meaningful sequence using smooth transitions

Standard 2: Writing : Students effectively use written language for a variety of purposes and with a variety of audiences. : ESSENTIALS (Grades 4-8) : Students know and are able to do all of the above and the following: : W-E6.Write formal communications, such as personal or business letters, messages, directions and applications, in an appropriate format and for a specific audience and purpose : (Grades 6-8)

Component:

The Writing Process

Reference:

Text pp. 49-66

Required:

6-8

Suggested:

Interested:

Component:

Using Transitions with Memos

Reference:

Text pp. 88-97

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Informative Narrative

Reference:

Text pp. 99-107

Required:

6-8

Suggested:

Interested:

Component:

The Writing Process and Descriptive Composition

Reference:

Text pp. 139-154

Required:

6-8

Suggested:

Interested:

Component:

Comparative Writing

(page 1 of 3 Next>)