Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
Standard 1- Language
Grade Level Expectations
GLE 0601.1.1 Demonstrate control of Standard
English through the use of grammar, usage, and
mechanics (punctuation, capitalization, and
spelling).
SE/TWE: 49, 61, 77, 129, 117, 147, 159, 201, 221,
229, 233, 237, 473-474, 475-476, 477-478, 479480, 481-486, 487, 488, 489-490, 491-492, 493494, 495-496, 497-498, 499-500, 501-502, 503504, 505-506, 507-514, 515, 557-560, 561-563
TWE: 558, 559, 562
GLE 0601.1.2 Employ a variety of strategies and
resources to determine the definition,
pronunciation, and usage of words and phrases.
SE/TWE: 536-538, 539-540, 542-543, 544-545,
546, 547-550, 551, 552-553, 554, 555-556, 557560, 561-563, 564, 565-567
TWE: 537, 548, 549, 558, 559, 562, 566
GLE 0601.1.3 Understand and use correctly a
variety of sentence structures.
SE/TWE: 57, 66-69, 297-298, 299-300, 305-306,
307-308, 309-316, 317, 466, 470, 471, 517-518,
519-520, 521-522, 523, 677-678
TWE: 67, 68
Checks for Understanding (Formative/Summative Assessment)
0601.1.1 Know and use appropriately the meaning, SE/TWE: 53, 121, 125, 151, 185, 319-320, 321forms and functions of nouns (e.g., collective
322, 323-324, 325-330, 331, 333-334, 335-336,
nouns, nouns as objects, predicate nouns),
337-338, 339-340, 341-342, 343-344, 345-346,
pronouns (e.g., proper pronoun case; objects of
347-348, 349-350, 351-358, 359, 361-362, 363prepositions; agreement with antecedents in person 364, 365-366, 367-368, 369-370, 371-376, 377,
and number; indefinite, relative, and demonstrative 379-380, 381-382, 383-384, 385-386, 387-392,
pronouns), verbs (e.g., agree with the subject in
393, 395-396, 397-398, 399-400, 401-402, 403404, 405-412, 413, 415-416, 417-418, 419-420,
person and number, action verbs that take objects,
linking verbs, helping verbs, verb phrases, verb
421-422, 423-424, 425-426, 427-428, 429-436,
437, 468, 470, 521-522, 523
tenses, regular and irregular verb forms),
adjectives (e.g., predicate adjectives, comparative
and superlative forms), adverbs (e.g., negatives,
forms of comparative and superlative phrases),
conjunctions (e.g., coordinating, subordinating),
interjections, and prepositions (place
prepositional phrases correctly according to the
words they modify within the sentence).
0601.1.2 Recognize and correct usage errors (e.g.,
double negatives, troublesome word pairs
{to/to/two, their/there/they’re, its/it’s, sit/set,
lie/lay, affect/effect, sit/set, lie/lay, may/can,
leave/let, teach/learn, accept/except, capitol/capital,
principle/principal, between/among}).
SE Student Edition; TWE Teacher Wraparound Edition
SE/TWE: 403-404, 455-456, 457-458, 459-462,
463
2
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.1.3 Use capitalization correctly (e.g., proper
adjectives, within quotations).
SE/TWE: 61, 129, 147, 201, 229, 266, 473-474,
475-476, 477-478, 479-480, 481-486, 487
0601.1.4 Demonstrate the correct use of commas
SE/TWE: 49, 77, 117, 147, 159, 221, 233, 237,
(e.g., after introductory words, to set off
262-263, 491-492, 493-494, 495-496, 497-498,
499-500, 501-502
appositives and interrupters, before a coordinating
conjunction joining independent clauses to form
compound sentences), colons (e.g., in business
letters, preceding a list of items), semicolons (e.g.,
to combine sentences), quotation marks (e.g., with
explanatory material within the quote, proper use
with end marks), and apostrophes (to form
singular and plural possessives).
0601.1.5 Spell correctly high-frequency words,
commonly misspelled words (appropriate to grade
level), and words commonly used in content
specific vocabulary.
SE/TWE: 555-556, 557-560, 561-563, 565-567
0601.1.6 Correct run on sentences (e.g., use
punctuation, conjunctions, or other means to
separate the elements of a run-on) and sentence
fragments (i.e., supply the missing sentence
elements).
SE/TWE: 73, 41, 163, 225, 250-251, 252-253,
299-300, 308, 310, 312, 314
0601.1.7 Identify and use adjectival and adverbial
phrases and clauses.
SE/TWE: 421-422, 432, 677
0601.1.8 Identify and use appositives and
appositive phrases.
SE/TWE: 658
0601.1.9 Identify and use infinitives and infinitive
phrases.
Readiness: SE/TWE: 332-358
Refer to Writer’s Choice, Grade 7 for direct
instruction.
0601.1.10 Determine the difference between
independent and subordinate clauses.
SE/TWE: 252-253, 307-308, 314, 659
0601.1.11 Recognize and differentiate between
simple and compound sentences.
SE/TWE: 307-308, 314, 471, 517-518, 665
0601.1.12 Identify the structure in imperative and
interrogative sentences.
SE/TWE: 297-298, 311
SE Student Edition; TWE Teacher Wraparound Edition
3
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.1.13 Use printed and electronic dictionaries,
thesauruses, and glossaries to determine the
pronunciation, spelling, and part of speech words;
to clarify meaning and improve understanding of
words (including connotation and denotation); and
to distinguish among contextually appropriate
synonyms and definitions.
SE/TWE: 112, 125, 536-538, 539-540, 569-570
TWE: 537
0601.1.14 Define and recognize word synonyms,
antonyms, and homonyms.
SE/TWE: 538, 540, 552-553, 555-556
0601.1.15 Identify and define English words
derived from Latin and Greek words that form
common roots (e.g., audio, auto, malus) and
recognize English words that are based on them
(e.g., audible, autobiography, malice).
SE/TWE: 542-543, 547, 550
0601.1.16 Recognize and appreciate cultural and
regional differences signaled by word usage and
vocabulary.
SE/TWE: 542-543, 546, 551
0601.1.17 Explore common phrases and terms from SE/TWE: 546
other languages commonly used in English (e.g.,
RSVP, déjà vu, faux pas, du jour, bon voyage).
State Performance Indicators
SPI 0601.1.1 Identify the correct use of nouns (i.e.,
common/proper, singular/plural, possessives) and
pronouns (i.e., agreement, subject, object) within
context.
SE/TWE: 49, 319-320, 321-322, 323-324, 325330, 331, 361-362, 363-364, 365-366, 367-368,
369-370, 371-376, 377
SPI 0601.1.2 Identify the correct use of verbs (i.e.,
action, linking, regular/irregular, agreement) within
context.
SE/TWE: 53, 151, 333-334, 335-336, 337-338,
339-340, 341-342, 343-344, 345-346, 347-348,
349-350, 351-358, 359
SPI 0601.1.3 Identify the correct use of adjectives
(i.e., common/proper, comparative forms) and
adverbs (i.e., comparative forms) within context.
SE/TWE: 125, 185, 379-380, 381-382, 383-384,
385-386, 387-392, 393, 395-396, 397-398, 399400, 401-402, 403-404, 405-412, 413, 468
SPI 0601.1.4 Identify the correct use of
prepositional phrases (place prepositional phrases
correctly according to the words they modify
within the sentence) within context.
SE/TWE: 121, 417-418, 421-422, 431, 432, 470
SE Student Edition; TWE Teacher Wraparound Edition
4
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.1.5 Identify the correct use of
conjunctions (i.e., coordinating and subordinating)
and interjections within context.
SE/TWE: 425-426, 427-428, 429, 433
SPI 0601.1.6 Choose the correct use of quotation
marks, commas (i.e., in direct quotations, with
explanatory material within the quote, proper use
with end marks) and colons (i.e., in business letters,
preceding a list of items).
SE/TWE: 19, 77, 117, 147, 159, 221, 233, 491492, 493-494, 495-496, 497-498, 499-500, 507,
508, 509, 511, 512, 515
SPI 0601.1.7 Identify within context a variety of
appropriate sentence-combining techniques (i.e.,
comma + coordinating conjunctions, introductory
words, appositives, interrupters).
SE/TWE: 69, 517-518, 519-520, 521-522, 523
SPI 0601.1.8 Select the most appropriate method to
correct a run-on sentence (i.e., conjunctions,
semicolons, and periods to join or separate
elements).
SE/TWE: 73, 163, 252-253, 308, 314
SPI 0601.1.9 Recognize usage errors occurring
within context (i.e., double negatives, troublesome
words {to/to/two, their/there/they’re, its/it’s, sit/set,
lie/lay, affect/effect, sit/set, lie/lay, may/can,
leave/let, teach/learn, accept/except, capitol/capital,
principle/principal, between/among}).
SE/TWE: 403-404, 455-456, 457-458, 459-462,
463
SPI 0601.1.10 Identify the correct spelling of
plurals and possessives.
SE/TWE: 49, 237, 321-322, 323-324, 325, 327,
328, 367-368, 371, 374, 501-502, 510, 512, 561563
SPI 0601.1.11 Identify sentences with correct
subject-verb agreement (person/number) within
context.
SE/TWE: 65, 105, 193, 205, 254-255, 439-440,
441-442, 443-444, 445-452, 453
SPI 0601.1.12 Identify the correct use of commas
(i.e., compound sentences, coordinating
conjunctions, introductory words, appositives,
interrupters) within context.
SE/TWE: 117, 233, 262-263, 491-492, 493-494,
495-496
SPI 0601.1.13 Choose the appropriate interjection
to complete a sentence.
SE/TWE: 427-428, 434
SE Student Edition; TWE Teacher Wraparound Edition
5
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.1.14 Select appropriate synonyms,
antonyms, and homonyms within context.
SE/TWE: 538, 540, 552-553, 555-556
SPI 0601.1.15 Use context clues and prior
knowledge of roots and affixes to determine the
meaning of multi-meaning words.
SE/TWE: 554
SPI 0601.1.16 Use context clues and prior
knowledge of roots and affixes to determine the
meaning of unfamiliar words.
SE/TWE: 542-543, 544-545, 547-550
SPI 0601.1.17 Use dictionaries, thesauruses,
electronic sources, and glossaries as aids in
determining the meaning of unfamiliar words.
SE/TWE: 112, 125, 536-538, 539-540, 569-570
SPI 0601.1.18 Identify correctly and incorrectly
spelled words in context.
SE/TWE: 557-560, 561-563, 565, 566-567
SPI 0601.1.19 Recognize and use gradeappropriate and content-specific vocabulary within
context.
SE/TWE: 106-108, 109, 113
TWE: 545
SPI 0601.1.20 Use knowledge of root words,
affixes, syllabication, and/or spelling patterns as
aids in determining meaning within context.
SE/TWE: 542-543, 547-550, 557-560, 561-563
Standard 2: Communication
Grade Level Expectations
Listening
GLE 0601.2.1 Demonstrate critical listening skills SE/TWE: 129, 155, 225, 237, 617, 618, 619-620
essential for comprehension, evaluation, problem
TWE: 200, 203, 231, 235, 297, 622, 625
solving, and task completion.
GLE 0601.2.2 Begin to differentiate between
summarizing and paraphrasing.
SE/TWE: 205, 663, 665
TWE: 204, 618
GLE 0601.2.3 Begin to distinguish between a
summary and a critique.
SE/TWE: 205, 237
TWE: 202, 204, 618
GLE 0601.2.4 Identify the thesis and main points
of a speech.
SE/TWE: 225, 237, 618, 620
TWE: 231
SE Student Edition; TWE Teacher Wraparound Edition
6
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
GLE 0601.2.5 Identify the organizational structure
of a speech.
SE/TWE: 617, 618
TWE: 163, 231
Speaking
GLE 0601.2.6 Understand strategies for expressing
ideas clearly and effectively in a variety of oral
contexts.
SE/TWE: 11, 19, 77, 129, 201, 205, 225, 621-623,
624-627
TWE: 6, 27, 75, 231, 622, 625
GLE 0601.2.7 Deliver effective oral presentations.
SE/TWE: 11, 19, 121, 129, 151, 159, 162, 201,
205, 225, 233, 237, 620, 624-627
TWE: 21, 26, 27, 80, 87, 95
GLE 0601.2.8 Participate in work teams and group
discussions.
SE/TWE: 49, 77, 167, 193, 205, 233, 620, 622-623
TWE: 39, 42, 45, 47, 59, 75, 90, 103, 104, 145,
146, 171, 183, 184, 219, 220, 231, 279
Checks for Understanding (Formative/Summative Assessment)
Listening
0601.2.1 Follow multi-step spoken instructions to
SE/TWE: 197, 617
perform single tasks, to answer questions, and to
TWE: 90, 95, 188, 228, 231, 279, 622, 623
solve problems.
0601.2.2 Identify the thesis of a speech in which
SE/TWE: 225, 618-620
the main idea may be explicitly or implicitly stated, TWE: 618
concepts may be more abstract, and extended
metaphors may be used, and determine the essential
elements that elaborate it.
0601.2.3 Differentiate between summarizing and
paraphrasing.
SE/TWE: 205, 663, 665
TWE: 618
0601.2.4 Summarize information presented orally
by others in which the main ideas may be explicitly
or implicitly stated, including the purposes, major
ideas, and supporting details or evidence.
SE/TWE: 73, 205, 620
TWE: 45, 618
0601.2.5 Begin to paraphrase accurately ideas and
information presented orally by others.
SE/TWE: 205, 620
0601.2.6 Construct a summary of a speech.
SE/TWE: 162, 233, 665
SE Student Edition; TWE Teacher Wraparound Edition
7
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.2.7 Construct a critique of a speech.
SE/TWE: 225, 627
TWE: 618, 625
0601.2.8 Identify the organizational structure of a
speech (e.g., sequential, chronological, problemsolution, comparison-contrast, cause-effect).
SE/TWE: 617
TWE: 618, 619
0601.2.9 Listen actively in group discussions by
asking clarifying and elaborating questions and by
managing internal (e.g., emotional state,
prejudices) and external (e.g., physical setting,
difficulty hearing, recovering from distractions)
barriers to aid comprehension.
SE/TWE: 92, 117, 205, 225, 233, 237, 622-623
TWE: 6, 49, 228, 231
Speaking
0601.2.10 Include relevant facts, reasons, details,
and examples to support a relatively complicated
thesis.
SE/TWE: 49, 193, 201, 205, 225, 233, 620, 624
TWE: 228, 231
0601.2.11 Organize oral presentations marinating a
relatively simple three-part structure, previewing
the content of presentation in introduction, offering
ideas with supporting details, and providing a brief
summary or conclusion.
SE/TWE: 167, 205, 225, 620, 624, 627
0601.2.12 Use an organizational structure
appropriate for the topic and purpose (e.g.,
sequential, chronological, problem-solution,
comparison-contrast, cause-effect).
SE/TWE: 193, 205, 233, 624, 627
TWE: 120
0601.2.13 Logically arrange ideas and group
related ideas in ways that enhance the topic.
SE/TWE: 205, 225, 624
TWE: 622
0601.2.14 Connect ideas using a variety of
transition strategies that signal addition of
information and relationships between ideas (e.g.,
use listing words such as first, in addition, but, and
however).
SE/TWE: 64, 65, 120, 665
TWE: 120, 623
0601.2.15 Provide an effective conclusion that
reinforces the focus of the presentation.
SE/TWE: 201, 225
TWE: 162
SE Student Edition; TWE Teacher Wraparound Edition
8
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.2.16 Employ presentation skills such as good
eye contact, clear enunciation, effective speaking
rate and volume, and natural gestures.
SE/TWE: 201, 225, 625
0601.2.17 Participate productively in self-directed
work teams for a particular purpose (e.g., to
interpret literature, solve a problem, make a
decision) by adhering to the following:
SE/TWE: 45, 49, 159, 167, 205, 225, 233, 627
TWE: 65
Behavior of Individuals within the Group
 Contribute appropriate and useful
information and ideas that demonstrate a
clear awareness of the context of the
discussion and the goals of the group and
are purposeful in moving the team toward
its goal and contributing to the topic of
group discussion.
SE/TWE: 45, 49, 159, 205, 233, 623, 627
TWE: 65, 90, 228, 279

SE/TWE: 205, 233
Consult and reference texts or other
resources as a source for ideas or to support TWE: 90, 279
ideas under the group discussion.

Ask primarily relevant questions that move
the team toward its goals and contribute to
the topic of discussion.

Gain the floor in orderly ways, taking turns SE/TWE: 109, 225, 233
when speaking and listening with civility to TWE: 90
the ideas of others (without interrupting).

Summarize and paraphrase essential
information in others’ input, and clarify
points of agreement and disagreement.
Goals and Aims of the Group
 Understand the purpose for working as a
team and work according to that purpose.

Articulate the goals that have been
provided for the team work and ask
appropriate clarifying questions.
SE Student Edition; TWE Teacher Wraparound Edition
SE/TWE: 167, 205, 233
TWE: 90, 228, 279
SE/TWE: 205
TWE: 90
SE/TWE: 61, 159, 167, 205, 233
TWE: 279
SE/TWE: 61, 167, 205, 233
TWE: 279
9
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6

Identify task(s) needed to meet goal and
purpose, and either meet assigned
deadlines or set deadlines for completing
each task.
Group Dynamics and Roles
 Understand the responsibilities of various
roles within the team, either assigned or
determined by the group (e.g., reporter,
recorder, information gatherer, leader,
timekeeper).
SE/TWE: 167, 205, 233
TWE: 279
SE/TWE: 159, 233
TWE: 279

Maintain collaboration by ensuring that all
appropriate ideas and contributions are
respectfully acknowledged and valued by
the team and follow a prescribed for doing
this (e.g., list every idea in a brainstorming
session before criticism is allowed).
SE/TWE: 205, 233
TWE: 279

Come to agreement by seeking consensus
or following the majority, depending on the
ground rules for decision making.
SE/TWE: 205, 233
TWE: 279
State Performance Indicators
SPI 0601.2.1 Identify the purpose of a speech (i.e.,
to inform, to describe, to explain, to persuade, to
entertain).
SE/TWE: 19, 225, 619
TWE: 618
SPI 0601.2.2 Identify the targeted audience of a
speech.
SE/TWE: 19, 225, 619
TWE: 618
SPI 0601.2.3 Identify the thesis and main points of
a speech.
SE/TWE: 19, 225
TWE: 618
SPI 0601.2.4 Select the most appropriate behaviors
for participating productively in a team (e.g.,
contribute appropriate and useful information and
ideas, understand the purpose for working as a
team, understand the responsibilities of various
roles within the team).
SE/TWE: 45, 49, 159, 167, 205, 225, 233, 627
TWE: 228, 231, 279
SE Student Edition; TWE Teacher Wraparound Edition
10
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.2.5 Identify the functions and
responsibilities of individual roles within an
organized group (i.e., reporter, recorder,
information gatherer, leader, timekeeper).
SE/TWE: 159, 205
TWE: 279
SPI 0601.2.6 Determine the most effective
methods for engaging an audience during an oral
presentation (e.g., making eye contact, adjusting
speaking rate).
SE/TWE: 201, 225, 625
TWE: 19
SPI 0601.2.7 Organize ideas in the most effective
order for an oral presentation.
SE/TWE: 193, 205, 225, 624
SPI 0601.2.8 Select the best summary of a speech.
Not Applicable
Standard 3-Writing
Grade Level Expectations
GLE 0601.3.1 Write in a variety of modes for a
variety of audiences and purposes.
SE/TWE: 8-11, 12-15, 16-19, 20-23, 24-27, 34,
35, 78-81, 87, 88, 106-109, 110-113, 114-117, 118121, 122-125, 126-129, 130-133, 140, 141, 148151, 152-155, 156-159, 160-163, 164-167, 168171, 178, 179, 186-189, 190-193, 194-197, 198201, 202-205, 206-209, 214, 215, 222-225, 226229, 230-233, 234-237, 238-241, 246, 247
GLE 0601.3.2 Employ a variety of prewriting
strategies.
SE/TWE: 5, 23, 25, 38, 43, 46-49, 50-53, 87, 90,
92-93, 103-104, 129, 131, 140, 145, 161, 165, 169,
183, 191, 195, 207, 219, 235, 239, 246
GLE 0601.3.3 Organize ideas into an essay with an
introduction, developing paragraphs, conclusion,
and appropriate transitions.
SE/TWE: 5-6, 25-26, 39, 43, 54-57, 65, 79-80, 87,
90, 94-95, 104, 119, 120, 124, 131-132, 145-146,
154, 158, 169-170, 183-184, 191, 192, 196, 200,
207-208, 220, 223, 236, 239-240, 681
GLE 0601.3.4 Refine strategies for editing and
revising written work.
SE/TWE: 19, 26, 27, 40, 44, 58-61, 62-65, 66-69,
70-73, 80, 81, 88, 91, 96-97, 98, 112, 128, 132,
133, 146, 149, 153, 162, 166, 170, 171, 184, 188,
192, 208, 209, 220, 231, 232, 236, 240, 241, 678679, 682, 683, 704
SE Student Edition; TWE Teacher Wraparound Edition
11
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
Checks for Understanding (Formative/Summative Assessment)
0601.3.1 Write in a variety of modes and genres,
SE/TWE: 8-11, 12-15, 16-19, 20-23, 24-27, 34,
including description, narration, exposition,
35, 78-81, 87, 88, 106-109, 110-113, 114-117, 118persuasion, literary response, personal expression,
121, 122-125, 126-129, 130-133, 140, 141, 148151, 152-155, 156-159, 160-163, 164-167, 168and imaginative.
171, 178, 179, 186-189, 190-193, 194-197, 198201, 202-205, 206-209, 214, 215, 222-225, 226229, 230-233, 234-237, 238-241, 246, 247
0601.3.2 Practice writing to a prompt within a
specified time.
SE/TWE: 11, 15, 19, 23, 45, 49, 53, 57, 61, 65, 69,
73, 77, 109, 113, 117, 121, 125, 129, 151, 155, 159,
163, 167, 189, 193, 197, 201, 205, 225, 228, 229,
233, 237
0601.3.3 Create somewhat complicated work-related texts, such as instructions, directions, letters,
memos, e-mails, and reports that employ the following techniques:
SE/TWE: 186-189, 194-197, 229, 269-273, 274 Select a medium or format appropriate to
purpose for writing, and maintain focus on 277, 278-281, 282-285, 286-289, 290-293
the purpose.

Use varied strategies to achieve different
purposes (e.g., providing facts and details
or including examples to illustrate).
SE/TWE: 186-189, 194-197, 269-273, 274-277,
278-281, 282-285, 286-289, 290-293

Demonstrate awareness of audience
through selection of medium or format,
choice of supporting ideas, background
information, and word choice and tone.
SE/TWE: 186-189, 194-197, 228, 229, 269-273,
274-277, 278-281, 282-285, 286-289, 290-293

Respond to opposing viewpoints and/or
anticipate and answer potential questions
from audience.
SE/TWE: 233, 269-273, 274-277, 278-281, 282285, 286-289, 290-293

Use accurate and accessible vocabulary to
convey meaning.
SE/TWE: 186-189, 194-197, 269-273, 274-277,
278-281, 282-285, 286-289, 290-293

Provide accurate and relevant support for
the main points in the text.
SE/TWE: 186-189, 194-197, 269-273, 274-277,
278-281, 282-285, 286-289, 290-293

Follow customary formats (e.g., use
salutation, closing, and signature for
business letters, and format for memos).
SE/TWE: 194-197, 269-273, 274-277, 278-281,
282-285, 286-289, 290-293
TWE: 273
SE Student Edition; TWE Teacher Wraparound Edition
12
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6

Include formatting or visual elements to
guide readers by highlighting specific
categories of information and/or to signal
transitions between steps (e.g., headings,
bulleted lists).
SE/TWE: 194-197, 269-273, 274-277, 278-281,
282-285, 286-289, 290-293
TWE: 276

Use graphics and illustrative material
effectively to support ideas in the text as
appropriate to content and medium.
SE/TWE: 189, 197, 225, 284, 290-293
0601.3.4 Develop focused, appropriate, and
interesting topics for writing.
SE/TWE: 24, 25, 46-49, 78, 79, 130, 131, 168,
169, 198-201, 206, 207, 238, 239, 681
TWE: 47, 199
0601.3.5 Create a thesis statement and include
relevant facts, details, reasons, and examples that
support the thesis.
SE/TWE: 200, 665, 681, 682
TWE: 220
0601.3.6 Develop relevant details or reasons in a
manner that meets the needs of the audience and
purpose.
SE/TWE: 25-26, 79-80, 131-132, 169-170, 207208, 239-240, 682
0601.3.7 Organize writing using structures
appropriate for the topic and that meet the needs of
the audience (e.g., if using an anecdote to provide
an example, use chronological order with sufficient
time signals for the reader to follow easily).
SE/TWE: 25-26, 50-53, 79-80, 118-120, 124, 131132, 154, 169-170, 195-196, 198-201, 207-208,
214, 228, 239-240, 246, 680, 682
TWE: 52, 121
0601.3.8 Use appropriate and effective words and
phrases to indicate the organizational pattern (e.g.,
problem-solution, with order of steps necessary
indicated in the solution).
SE/TWE: 50, 51, 118-120, 133, 154, 171, 195196, 208, 214, 232
0601.3.9 Use text features (e.g., headings,
subheadings, formatting) as appropriate to signal
simple relationships between ideas.
SE/TWE: 274-277, 282-285
TWE: 276
0601.3.10 Use accurate and precise language to
convey meaning.
SE/TWE: 23, 106-109, 133, 171, 178, 209, 683
TWE: 108
0601.3.11 Use strong verbs and figurative language
(e.g., metaphors, similes) for emphasis or creative
effect as appropriate to the purpose.
SE/TWE: 106-109, 113, 133, 171, 178, 197, 209,
661, 662, 665, 683
TWE: 108
SE Student Edition; TWE Teacher Wraparound Edition
13
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.3.12 Use appropriate vocabulary, sentence
structure, and usage to distinguish between formal
and informal language.
SE/TWE: 269-273, 621-623, 661
TWE: 87, 108
0601.3.13 Incorporate some variety of syntactic
structures for effect when appropriate (e.g.,
modifying phrases, parenthetical expressions).
SE/TWE: 178, 663, 687
0601.3.14 Edit to craft a tone that is appropriate for
the topic and audience, and supports the purpose.
SE/TWE: 81, 88, 128, 133, 146, 209, 236
0601.3.15 Use language that conveys the writer’s
point of view.
SE/TWE: 231, 239, 240, 241, 663
0601.3.16 When other sources are used or referenced (such as in research, informational essays, or
literary essays) adhere to the following:
SE/TWE: 293, 686, 687, 688, 690
 Acknowledge source material (e.g., list
sources).
TWE: 199

Understand the differences between/among
quoting, paraphrasing, and summarizing.
SE/TWE: 199, 576, 686, 687

Quote, paraphrase, or summarize text,
ideas, or other information taken from print
or other electronic sources.
SE/TWE: 199, 293, 576, 687

Embed quotations and graphics from other
sources, when appropriate.
SE/TWE: 201, 293, 576, 579-582, 681
0601.3.17 Generate notes on text, and identify main SE/TWE: 110-113, 198-199, 201, 235, 576-578
and supporting ideas.
TWE: 112
0601.3.18 Edit writing for mechanics (punctuation,
capitalization), spelling, grammar (e.g., consistent
verb tense, noun and pronoun agreement).
SE/TWE: 27, 44, 71, 73, 81, 98, 128, 133, 149,
162, 171, 188, 209, 236, 241, 704
0601.3.19 Drawing on reader’s comments, revise
papers to focus on topic or thesis, develop ideas,
employ transitions, and identify a clear beginning
and ending.
SE/TWE: 26, 44, 59, 61, 80, 132, 151, 153, 163,
170, 208, 229, 240, 663
SE Student Edition; TWE Teacher Wraparound Edition
14
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.3.20 Demonstrate confidence in using the
Tennessee Writing Assessment Rubric while
evaluating one’s own writing and the writing of
others.
Not Applicable
0601.3.21 Use relatively basic software programs
(e.g., Word, PowerPoint) to write texts and create
graphics to present ideas visually and in writing.
SE/TWE: 61, 69, 125, 129, 163, 201, 237, 283285, 292, 293
0601.3.22 Identify and explore opportunities for
publication (e.g., local/national contests, Internet
websites, newspapers, periodicals, school displays).
SE/TWE: 27, 45, 74-77, 81, 91, 99, 129, 133, 151,
155, 171, 201, 209, 229, 237, 241
State Performance Indicators
SPI 0601.3.1 Identify the purpose for writing (i.e.,
to inform, to describe, to explain, to persuade).
SE/TWE: 8-11, 12-15, 16-19, 20-23, 24-27, 34,
35, 78-81, 87, 88, 106-109, 110-113, 114-117, 118121, 122-125, 126-129, 130-133, 140, 141, 148151, 152-155, 156-159, 160-163, 164-167, 168171, 178, 179, 186-189, 190-193, 194-197, 198201, 202-205, 206-209, 214, 215, 222-225, 226229, 230-233, 234-237, 238-241, 246, 247
SPI 0601.3.2 Identify the audience for which a text
is written.
SE/TWE: 11, 15, 19, 23, 78, 109, 113, 117, 121,
125, 129, 130, 140, 151, 155, 159, 163, 167, 168,
189, 193, 197, 201, 205, 206, 225, 228, 229, 233,
237, 238, 246, 247
SPI 0601.3.3 Select an appropriate thesis statement
for a writing sample.
SE/TWE: 200, 665, 681, 682
TWE: 220
SPI 0601.3.4 Rearrange multi-paragraphed work in
a logical and coherent order.
SE/TWE: 62-64, 65, 680
SPI 0601.3.5 Select illustrations, descriptions,
and/or facts to support key ideas.
SE/TWE: 23, 52, 53, 81, 114-117, 125, 129, 153,
155, 163, 140, 171, 189, 201, 209, 229, 233, 237,
241
SPI 0601.3.6 Choose the supporting sentence that
best fits the context flow of ideas in a paragraph.
SE/TWE: 192, 223-224, 227, 230-231, 679
SPI 0601.3.7 Identify sentences irrelevant to a
paragraph’s theme or flow.
SE/TWE: 65, 678, 679
SE Student Edition; TWE Teacher Wraparound Edition
15
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.3.8 Select appropriate time-order or
transitional words/phrases to enhance the flow of a
writing sample.
SE/TWE: 50, 51, 64, 65, 118-121, 124, 125, 154,
195-196, 197, 680
SPI 0601.3.9 Select an appropriate concluding
sentence for a well-developed paragraph.
SE/TWE: 162, 200, 201, 225, 681
SPI 0601.3.10 Select an appropriate title that
reflects the topic of a written selection.
SE/TWE: 682, 687
SPI 0601.3.11 Complete a graphic organizer (e.g.,
clustering, listing, mapping, webbing) with
information from notes for a writing selection.
SE/TWE: 48, 49, 53, 121, 193
SPI 0601.3.12 Select the most appropriate format
for writing a specific work-related text
(i.e., instructions, directions, letters, memos, emails, reports).
SE/TWE: 186-189, 194-197, 229, 269-273, 274277, 278-281, 282-285, 286-289, 290-293
Standard 4: Research
Grade Level Expectations
GLE 0601.4.1 Define and narrow a problem or
SE/TWE: 198, 201, 685
research topic.
GLE 0601.4.2 Gather relevant information from a
variety of print and electronic sources, as well as
from direct observation, interviews, and surveys.
SE/TWE: 198-199, 573-575, 649-650, 685
GLE 0601.4.3 Make distinctions about the
credibility, reliability, consistency, strengths, and
limitations of resources, including information
gathered from Web sites.
SE/TWE: 651, 685-686
TWE: 652
GLE 0601.4.4 Write a research paper, using
primary and secondary sources and technology and
graphics, as appropriate.
SE/TWE: 201, 685-688
Checks for Understanding (Formative/Summative Assessment)
0601.4.1 Narrow a topic so that the research
SE/TWE: 198, 201, 685
process is manageable and the controlling idea is
focused.
SE Student Edition; TWE Teacher Wraparound Edition
16
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.4.2 Take and organize notes on what is
known and what needs to be researched about the
topic.
SE/TWE: 198-199, 200, 201, 576-578
TWE: 646
0601.4.3 Focus on relevant information and/or
theories.
SE/TWE: 198-199, 201, 573-575, 685
TWE: 652, 653
0601.4.4 Distinguish between primary and
secondary sources, defining the characteristics of
each and evaluating each for their benefits and
limitations.
SE/TWE: 685-686
TWE: 535
0601.4.5 Choose among sources provided and
those found independently based on the usefulness,
credibility, and reliability of the sources.
SE/TWE: 198-199, 651, 685-686
TWE: 535, 652, 653
0601.4.6 Identify reasons for choosing one source
over another, including those found on Web sites.
SE/TWE: 685-686
TWE: 652
0601.4.7 Identify the characteristics and limitations
of source material.
SE/TWE: 198-199, 649-650, 685
TWE: 652
0601.4.8 Provide relevant research information to
develop and support a complicated topic.
SE/TWE: 198-199, 573-575, 649-650, 685
0601.4.9 Analyze and interpret data in multiple
forms (e.g., a bar or circle graph) on a familiar
topic
SE/TWE: 579-582
TWE: 581
0601.4.10 Collect evidence in various ways (e.g.,
gathering relevant reasons, examples, and facts;
defining key terms and ideas; identifying
relationships such as cause-effect).
SE/TWE: 198-199, 532-533, 534-535, 573-575,
649-650, 685
TWE: 533
0601.4.11 Craft an introductory paragraph in which
a thesis statement(s) clearly presents the topic of
the documented essay.
SE/TWE: 55-56, 200, 201, 662
0601.4.12 Present a body of well-developed and
specific facts and information pertinent to the topic,
developed as a series of paragraphs which support
the topic.
SE/TWE: 54-57, 201
SE Student Edition; TWE Teacher Wraparound Edition
17
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.4.13 Connect ideas using a variety of
transition strategies.
SE/TWE: 64, 65, 196, 680
0601.4.14 Create an effective organizing structure
based on research information (e.g., description,
problem-solution, question-answer, comparisoncontrast, causeeffect).
SE/TWE: 54-57, 200, 201
0601.4.15 Craft a conclusion in which closure is
provided, such as by restating the topic and
summarizing findings.
SE/TWE: 200, 201, 659
0601.4.16 Acknowledge source material using a
predetermined standard format (e.g., APA, MLA).
SE/TWE: 201, 686, 687, 688, 690
0601.4.17 Understand the differences among
quoting, paraphrasing, and summarizing.
SE/TWE: 199, 576, 686, 687
0601.4.18 Quote, paraphrase, or summarize text,
ideas, or other information taken from print or
electronic sources.
SE/TWE: 199, 576, 687
0601.4.19 Following a standard format and
appropriate technology, embed text graphics,
including a title, contents page, numbered pages,
and a bibliography.
SE/TWE: 201, 686, 687, 688, 690
0601.4.20 Include graphics and illustrative material
effectively to support research ideas in the text.
SE/TWE: 201
State Performance Indicators
SPI 0601.4.1 Select the most focused research
topic.
SE/TWE: 198, 201, 685
SPI 0601.4.2 Rank research resources according to
reliability.
SE/TWE: 198-199, 651, 685-686
TWE: 535, 652, 653
SPI 0601.4.3 Determine the most appropriate
research source for a given research topic.
SE/TWE: 198-199, 685-686
TWE: 652
SPI 0601.4.4 Distinguish between primary (i.e.,
letters, interviews, diaries, newspapers) and
secondary (i.e., reference books, periodicals,
Internet, biographies) sources.
SE/TWE: 534-535, 685
SE Student Edition; TWE Teacher Wraparound Edition
18
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.4.5 Discern irrelevant research material
from written text.
SE/TWE: 198-199, 685-686
Standard 5: Logic
Grade Level Expectations
GLE 0601.5.1 Use logic to make inferences and
draw conclusions in a variety of oral and written
contexts.
SE/TWE: 34, 178, 214, 246
TWE: 31, 33, 83, 211
GLE 0601.5.2 Analyze text for fact and opinion,
cause-effect, inferences, evidence, and conclusions.
SE/TWE: 34, 97, 178, 214, 230-233, 246, 619620, 635-636, 659, 661
TWE: 31, 33, 83, 211, 231
GLE 0601.5.3 Explore deductive and inductive
reasoning.
SE/TWE: 660, 661
GLE 0601.5.4 Analyze written and oral
communication for persuasive devices.
SE/TWE: 216-217, 218-221, 222-225, 226-229,
230-233, 234-237, 238-241, 242-246, 247, 618620, 663
TWE: 218, 223, 224, 228, 619
Checks for Understanding (Formative / Summative Assessment)
0601.5.1 Make logical predictions of future events
TWE: 139, 173, 243, 245
in text.
0601.5.2 Identify sequence of events in text.
SE/TWE: 154, 195
TWE: 86
0601.5.3 Construct and complete analogies using
synonyms, antonyms, homonyms, categories,
subcategories, whole/part, functions).
SE/TWE: 588-590
TWE: 589
0601.5.4 Identify and analyze stated or implied
cause-effect relationships in text.
SE/TWE: 659
TWE: 173, 175
0601.5.5 Determine simple criteria for recognizing
factual claim and opinion (e.g., scientific method,
provability, quality of evidence, sources).
SE/TWE: 97, 230-233, 619-620, 635-636, 661
TWE: 231, 232
0601.5.6 Determine the relevance and quality of
evidence given to support or oppose an argument.
SE/TWE: 231-232
TWE: 224, 227, 228, 618
SE Student Edition; TWE Teacher Wraparound Edition
19
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.5.7 Compare and contrast evidence and
conclusions between two or more arguments on the
same topic.
TWE: 224, 619
0601.5.8 Define deductive and inductive reasoning.
SE/TWE: 660, 661
0601.5.9 Identify examples of deductive and
inductive reasoning in text.
SE/TWE: 660, 661
0601.5.10 Identify and analyze the persuasive
devices used in written and oral communication
(e.g., bandwagon, loaded terms, testimonial, namecalling).
SE/TWE: 216-217, 218-221, 222-225, 226-229,
230-233, 234-237, 238-241, 242-246, 247, 618620, 638-639, 663
TWE: 223, 224, 638, 639
State Performance Indicators
SPI 0601.5.1 Predict future events of a given text.
TWE: 139, 173, 243, 245
SPI 0601.5.2 Determine whether a given statement
in text is fact or opinion.
SE/TWE: 97, 230-233, 619-620, 635-636, 661
TWE: 231
SPI 0601.5.3 Identify stated or implied cause-effect SE/TWE: 659
relationships.
TWE: 173, 175
SPI 0601.5.4 Identify examples of persuasive
devices (i.e., bandwagon, loaded terms, testimonial,
name-calling).
SE/TWE: 216-217, 218-221, 222-225, 226-229,
230-233, 234-237, 238-241, 242-246, 247, 618620, 638, 663
TWE: 223, 224, 638, 639
SPI 0601.5.5 Specify a logical word choice to
complete an analogy, using synonyms, antonyms,
homonyms, categories, subcategories, whole/part,
and functions.
SE/TWE: 588-590
TWE: 589
SPI 0601.5.6 Indicate the sequence of events in
text.
SE/TWE: 154, 195
TWE: 86
SPI 0601.5.7 Make inferences and draw
conclusions based on evidence in text.
SE/TWE: 34, 178, 214, 246
TWE: 31, 33, 83, 211
SE Student Edition; TWE Teacher Wraparound Edition
20
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
Standard 6- Informational Text
Grade Level Expectations
GLE 0601.6.1 Comprehend and summarize the
main ideas and supporting details of informational
texts.
SE/TWE: 50-53, 62-65, 215, 247
TWE: 244
GLE 0601.6.2 Identify the organizational
structures of informational texts.
SE/TWE: 214, 569-570
TWE: 211, 212
GLE 0601.6.3 Read, interpret, and analyze text
features that support informational texts.
SE/TWE: 569-570, 579-582
TWE: 580, 581
Checks for Understanding (Formative/Summative Assessments)
0601.6.1 Use previously learned strategies to
SE/TWE: 38, 102-103, 144, 182
comprehend informational texts (e.g., formulating
TWE: 103, 145, 183
questions before, during, and after reading;
visualize, predict, identify the writer’s purpose).
0601.6.2 Identify/infer the stated or implied main
SE/TWE: 50-53, 62-65, 215, 247
idea of an informational text and identify the details TWE: 244
supporting it.
0601.6.3 Recognize clear, but subtly stated
relationships among ideas (e.g., causeeffect,
comparative, sequential) in informational texts.
SE/TWE: 214, 569-570
TWE: 211, 212
0601.6.4 Make inferences and draw conclusions.
SE/TWE: 34, 178, 214, 246
TWE: 31, 33, 83, 211
0601.6.5 Summarize succinctly the main idea and
supporting details (presented as text and/or visuals)
in informational texts.
SE/TWE: 50-53, 62-65, 215, 247
TWE: 244
0601.6.6 Summarize and critique texts
(informational and literary).
SE/TWE: 202-205
TWE: 203, 204
0601.6.7 Identify and analyze the organizational
structures of informational texts (e.g.,
chronological, sequential, cause-effect,
comparison-contrast, problem-solution).
SE/TWE: 210-213, 214, 569-570
TWE: 211, 212
SE Student Edition; TWE Teacher Wraparound Edition
21
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.6.8 Recognize that print format varies
according to purpose and genre (e.g., prose, poetry,
newspaper/magazine, letters, dramas, technical
manuals, textbooks).
SE/TWE: 20, 28-33, 82-86, 102-103, 144, 172177, 182, 210-213, 218-219, 242-245
TWE: 31, 209
0601.6.9 Use text features to locate information
and make meaning from text (e.g., headings, key
words, captions, tables of contents, footnotes,
illustrations).
SE/TWE: 569-570
TWE: 570
0601.6.10 Comprehend and interpret quantitative,
technical, or mathematical information presented in
maps, charts, graphs, time lines, tables, and
diagrams.
SE/TWE: 569-570, 579-582
TWE: 580, 581
0601.6.11 Follow instructions in informational
texts.
SE/TWE: 197, 572, 573-575
Students follow clear instructions throughout
Writer’s Choice.
State Performance Indicators
SPI 0601.6.1 Formulate clarifying questions for
use before, during, and after reading.
SE/TWE: 38, 102-103, 144, 182
TWE: 103, 145, 183
SPI 0601.6.2 Identify the main idea and supporting
details in a text.
SE/TWE: 50-53, 62-65, 215, 247
TWE: 244
SPI 0601.6.3 Use text features to locate
information and make meaning from text (e.g.,
headings, key words, captions, footnotes).
SE/TWE: 4, 527-529, 530-531, 532-533, 534-535,
569-570
SPI 0601.6.4 Interpret factual, quantitative,
technical, or mathematical information presented in
text features (e.g., maps, charts, graphs, time lines,
tables, and diagrams).
SE/TWE: 569-570, 579-582
TWE: 580, 581
SPI 0601.6.5 Locate and verify information in text
to support inferences, opinions, predictions, and
conclusions.
SE/TWE: 34, 178, 214, 246
TWE: 31, 33, 83, 139, 173, 211, 243, 245
SPI 0601.6.6 Select the best summary of a text.
SE/TWE: 50-53, 62-65, 215, 247
TWE: 244
SE Student Edition; TWE Teacher Wraparound Edition
22
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.6.7 Recognize that purpose determines
text format.
SE/TWE: 20, 28-33, 82-86, 102-103, 144, 172177, 182, 210-213, 218-219, 242-245
TWE: 209
SPI 0601.6.8 Choose the correct order of a set of
instructions.
SE/TWE: 196, 197, 207
TWE: 197, 209
Standard 7- Media
Grade Level Expectations
GLE 0601.7.1 Analyze media for their ability to
inform, persuade, and entertain.
SE/TWE: 629-634, 635-639, 640-643
TWE: 630, 631, 638
GLE 0601.7.2 Examine the relationship between
the visual (e.g., media images, painting, film,
graphic arts) and the verbal in media.
SE/TWE: 630, 632, 633-634, 637, 638-639
TWE: 634
GLE 0601.7.3 Recognize how visual and sound
techniques and design elements (e.g., special
effects, camera angles, music) carry or influence
messages in various media.
SE/TWE: 630, 633-634, 636, 637, 638-639
TWE: 631, 634, 638
GLE 0601.7.4 Apply and adapt the principles of
written composition to create coherent media
productions.
SE/TWE: 640-641, 642-643
TWE: 641, 642
Checks for Understanding (Formative/Summative Assessment)
0601.7.1 Interpret how the sounds, images, and
SE/TWE: 633-634, 635-637, 638-639, 651
words used in television, radio, film, and the
TWE: 634, 652, 653
Internet are used to support the purpose of the
production and evaluate the effectiveness of the
techniques.
0601.7.2 Identify, analyze, and discuss the
relationship between the visual (e.g., media images,
painting, film, graphic arts) and the verbal in media
and explain how the elements support or conflict
with each other.
SE/TWE: 630, 633-634, 637, 638-639
TWE: 634
0601.7.3 Identify visual and sound techniques and
design elements (e.g., special effects, camera
angles, lighting, and music in television or film or
layout, pictures, and typeface in newspapers,
magazines, and print advertisements) in various
media, and explain how they carry or influence
messages.
SE/TWE: 630, 633-634, 636, 637, 638-639
TWE: 631, 634, 638
SE Student Edition; TWE Teacher Wraparound Edition
23
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.7.4 Present a clearly identifiable, explicit
message, using visual, audio, and graphic effects
and interactive features.
SE/TWE: 640-641, 642-643
TWE: 641, 642
0601.7.5 Demonstrate an awareness of audience
needs through choice of medium and the selection
of images, words, and sounds.
SE/TWE: 640-641, 642-643
TWE: 641, 642
0601.7.6 Consider potential audience reaction (e.g.,
being aware of verbal and nonverbal cues given by
the audience during a presentation) to improve
media productions.
SE/TWE: 640-641, 642-643
TWE: 641, 642
State Performance Indicators
0601.7.1 Select the medium that best reinforces a
viewpoint or enhances a presentation.
SE/TWE: 640-641, 642-643
TWE: 641, 642
0601.7.2 Select the visual image that best
reinforces a viewpoint or enhances a presentation.
SE/TWE: 640-641, 642-643
TWE: 641, 642
0601.7.3 Identify the purpose of a medium (i.e., to
inform, to persuade, to entertain, to describe).
SE/TWE: 629-634, 635-639, 640-643
TWE: 630, 631, 638
0601.7.4 Draw an inference from a non-print
medium.
SE/TWE: 629, 637
TWE: 636
0601.7.5 Choose the statement that best
summarizes/communicates the message presented
by a medium.
SE/TWE: 637
TWE: 638, 641
0601.7.6 Identify the type of conflict (i.e., person
vs. person, person vs. self, person vs. environment,
person vs. technology) represented in a non-print
medium.
SE/TWE: 631
TWE: 631, 636
Standard 8-Literature
Grade Level Expectations
GLE 0601.8.1 Read and comprehend a variety of
works from various forms of literature.
GLE 0601.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel,
biography, short story, essay, drama).
SE Student Edition; TWE Teacher Wraparound Edition
SE/TWE: 28-33, 34, 82-86, 87, 134-139, 140, 172177, 178
TWE: 29, 32, 33, 83, 86, 135, 136, 137, 138, 174
SE/TWE: 28, 82, 134, 172
24
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
GLE 0601.8.3 Recognize the conventions of
various literary genres.
SE/TWE: 28, 34
TWE: 31
GLE 0601.8.4 Analyze works of literature for what
they suggest about the historical period in which
they were written.
SE/TWE: 28-33, 134-139
GLE 0601.8.5 Identify and analyze common
literary terms (e.g., personification, conflict,
theme).
SE/TWE: 82-86, 134-139, 172-177, 178, 659, 663,
665
TWE: 84, 138, 176, 177
Checks for Understanding (Formative/Summative Assessment)
0601.8.1 Use previously learned strategies to
SE/TWE: 28-33, 34, 82-86, 87, 134-139, 140, 172177, 178
comprehend informational texts (e.g., formulating
questions before, during, and after reading;
TWE: 29, 32, 33, 83, 86, 135, 136, 137, 138, 174
visualize, predict, identify the writer’s purpose).
0601.8.2 Sequence and identify the plot’s main
events, their causes, and the influence of each event
on future actions in texts.
SE/TWE: 82-86, 172-177, 663
0601.8.3 Identify plot development techniques
(e.g., foreshadowing and flashbacks) and explain
their function in the text.
SE/TWE: 82-86, 172-177, 663
0601.8.4 Identify and describe characters’
(major/minor, antagonists and protagonists)
features and relationships in literary texts.
SE/TWE: 28-33, 82-86, 87, 172-177, 178, 659
TWE: 31, 32, 34, 83, 175, 176
0601.8.5 Explore the concept of moral dilemma (as
revealed by characters’ motivation and behavior).
SE/TWE: 82-86, 172-177, 659
TWE: 31, 83, 175, 176
0601.8.6 Differentiate between internal and
external conflict.
SE/TWE: 82-86, 172-177, 659
TWE: 31, 83, 175, 176
0601.8.7 Identify the kind(s) of conflict (e.g.,
person vs. person, person vs. self, person vs.
environment, person vs. technology) present in
literary plots.
SE/TWE: 82-86, 172-177, 659
TWE: 31, 83, 175, 176
0601.8.8 Identify the plot element of exposition
(i.e., introduction of characters, setting, and
conflict) in literary texts.
SE/TWE: 82-86, 172-177, 659, 663, 665, 663
SE Student Edition; TWE Teacher Wraparound Edition
25
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
0601.8.9 Identify and analyze the setting (location
and time) and its impact on plot, character, and
theme in literary texts.
SE/TWE: 28-33, 172-177, 659, 663, 665
TWE: 29, 175
0601.8.10 Explore how the author reveals character
(e.g., what the author tells us, what the characters
say about him or her, what the character does, what
the character says, what the character thinks).
SE/TWE: 28-33, 82-86, 87, 172-177, 178, 659
TWE: 31, 32, 34, 83, 175, 176
0601.8.11 Identify the narration and point of view
(e.g., first person, third person) in literary texts.
SE/TWE: 28-33, 173, 663
TWE: 30
0601.8.12 Consider how forms and conventions
within genres affect meaning (e.g., poetry, drama,
essay).
SE/TWE: 20, 21, 28, 34
TWE: 22, 31
0601.8.13 Identify sound patterns (e.g., alliteration,
onomatopoeia, rhyme scheme) figurative language
(e.g., metaphor, simile), and other conventions of
verse (e.g., limerick, lyric, narrative, haiku) in
poetry.
SE/TWE: 20, 21, 661, 663, 665
TWE: 22
0601.8.14 Explain the purpose and use of structural
elements particular to dramatic literature (e.g.,
scenes, acts, cast of characters, stage directions) in
plays that are read or viewed.
SE/TWE: 659, 660
0601.8.15 Identify and explain the stated or implied
theme of a literary text.
SE/TWE: 172-177, 665
0601.8.16 Identify and explain the development of
similar themes across two or more literary texts.
SE/TWE: 665
TWE: 138
0601.8.17 Identify the historical period in which a
literary text was written and explain the text in light
of this understanding.
SE/TWE: 28-33, 134-139
0601.8.18 Determine the appropriate meaning of
figurative words and phrases (e.g., idioms,
metaphors, similes) in passages.
SE/TWE: 82-86, 134-139, 172-177, 178, 661, 662,
665
TWE: 84, 138, 176, 177
State Performance Indicators
SPI 0601.8.1 Distinguish among various literary
genres (e.g., fiction, drama, nonfiction, poetry).
SE/TWE: 28, 82, 134, 172
SE Student Edition; TWE Teacher Wraparound Edition
26
Glencoe/McGraw-Hill WRITER’S CHOICE © 2009, Grade 6
Correlated with
Tennessee English Language Arts Standards 2009-2010 Implementation, Grade 6
SPI 0601.8.2 Identify the setting and conflict of a
passage.
SE/TWE: 28-33, 172-177, 659, 663, 665
TWE: 29, 175
SPI 0601.8.3 Determine the main ideas of plots,
their causes, how they influence future actions, and
how they are resolved.
SE/TWE: 663
SE/TWE: 82-86, 172-177, 663
SPI 0601.8.4 Distinguish between first and third
person points of view.
SE/TWE: 28-33, 173, 663
TWE: 30
SPI 0601.8.5 Identify the kind(s) of conflict
present in a literary plot (i.e., person vs. person,
person vs. self, person vs. environment, person vs.
technology).
SE/TWE: 82-86, 172-177, 659
TWE: 31, 83, 175, 176
SPI 0601.8.6 Identify the stated or implied theme
of a literary text.
SE/TWE: 172-177, 665
SPI 0601.8.7 Analyze figurative language (i.e.,
hyperbole, similes, metaphors, personification,)
within context.
SE/TWE: 82-86, 134-139, 172-177, 178
TWE: 84, 138, 176, 177
SPI 0601.8.8 Identify examples of sound devices
(i.e., accent, alliteration, onomatopoeia, rhyme, and
repetition).
SE/TWE: 20-21, 663
TWE: 22
SPI 0601.8.9 Identify patterns of rhyme and
rhythm.
SE/TWE: 20
TWE: 22
SPI 0601.8.10 Determine the author’s purpose for
writing.
SE/TWE: 664
TWE: 28, 82, 134, 172
SE Student Edition; TWE Teacher Wraparound Edition
27