Voyages in English Grade 7 Student Edition: Grammar and Writing (Volume 7) - Hardcover

Healey IHM MA, Sister Patricia; Kervick IHM MA, Sister Irene; McGuire IHM MA, Sister Anne B.; Saybolt IHM MA, Sister Adrienne

Hardcover

ISBN 10: 0829428216 ISBN 13: 9780829428216

Publisher: Loyola Press, 2010

Synopsis

Let Your Words Take You Where You Want to Go!

The new 2011 edition of Voyages in English: Grammar and Writing is the result of decades of research and practice by experts in the field of grammar and writing. Responding to the needs of teachers and students, this new edition provides ample opportunities for practice and review to ensure mastery and improved performance on standardized tests.

Voyages in English 2011

• Enables children to master grammar through direct instruction, rigorous practice, written application, and ongoing assessment.
• Provides master and novice teachers with support and straightforward, practical lesson plans that can be presented with confidence.
• Guides children to experience, explore, and improve their writing through the in-depth study of unique writing genres, writing-skill lessons, and the implementation of the writing process.
• Provides children and teachers with opportunities to use technology as a means to learn, assess, apply new skills, and communicate outside of the school setting.
• Gives children the speaking and writing practice and tools they need to communicate with clarity, accuracy, and ease.

New 2011 Features
We’ve taken the best of the past and incorporated learning tools for today’s students and the world they live in.

• More exercises in all components offer additional opportunities for review and practice.
• Daily Maintenance offers quick, daily practice for grammar concepts previously taught to ensure mastery of skills.
• Improved assessments offer more thorough testing of topics. Grammar and writing assessments are not integrated, providing more flexibility for teachers.
• ExamView® Assessment Suite Test Generator CD allows for 25% more testing questions and flexibility in creating individualized tests.
• Integration opportunities are included in the lessons to naturally show the relationship between grammar and writing.
• Tech Tips and technology opportunities allow teachers to incorporate technology into lesson plans and homework assignments.
• Online resources provide additional support for teachers and additional practice for students.

 

Program Components

Student Edition
Developed in a student-friendly manner to engage all learners, the Student Edition provides clear instruction and guided practice in the writing process, the traits of effective writing, and the structure and mechanics of language.

Teacher Edition
Consistent in structure and full of helpful instructional tools, the Teacher Edition offers a straightforward, flexible plan for integrating grammar and writing. Teacher Planning Pages provide additional background information and teaching tips for ease in lesson planning.

Practice Book*
Additional exercises connected to the textbook offer ample review and practice opportunities in grammar and writing skills.

Assessment Book*
Effective assessment enables teachers to record progress, differentiate instruction, and challenge students accordingly. A variety of assessments are included.

Test Generator*
The ExamView® Assessment Suite Test Generator provides an adaptable tool to create a variety of assessments. The preformatted yet customizable assessments correspond with the Assessment Book and provide an additional 25% new test items for each assessment. 

*Supplemental component

Web Site

Web Features

For Students

• Additional opportunities to build and practice grammar and writing skills
• Grammar and Mechanics Handbook for at-home use
• Interactive games for more practice
• Additional writing activities expand learning.

For Teachers

• Tools and support to plan and execute lessons
• Grammar Guides online resource helps you teach grammar clearly, creatively, and confidently.
• Video Tools to effectively implement grammar lessons and writing chapters into your classroom.
• Lesson Plan Charts show how to integrate the grammar and writing sections.

Two Core Parts—One Cohesive Program
Voyages in English is organized into two distinct parts: grammar and writing. The student books are divided in this way to help teachers tailor lesson plans to student needs and to differentiate instruction. The benefits of this organization include the following:

• Grammar lessons have a greater level of depth, giving students the tools needed to learn the structure of language.
• Writing instruction is relevant to students’ lives, to the literature they read and enjoy, and to the writing they experience every day.
• Integration opportunities are built into the program, allowing teachers to show the relationship between grammar and writing.
• Flexible planning becomes simple, allowing for adaptations based on students’ developmental levels.
• Long-range and thematic planning is effortless, allowing teachers to cover the required standards.

Grammar: Part I
The Structure of Language

• Parts of speech
• Usage
• Mechanics
• Agreement
• Punctuation/capitalization

Writing: Part II
Written Expression

• Elements of effective writing
• Genre characteristics
• Sentence structure
• Word and study skills
• Seven-step writing process

Voyages at a Glance
Voyages in English 2011 is a comprehensive English language arts program of the highest quality. Voyages in English aligns with and supports

• NCLB recommendations
• NCTE/IRA Standards for English language arts 
• State Guidelines and standards

 

Student Edition: Grammar
Systematic Grammar Study

• Thorough explanations and clear examples are provided for every grammar topic.
• Ample practice ensures skill mastery.
• Integration Opportunity: Grammar in Action challenges students to spot the importance of grammar in real-life writing.
• Tech Tips offer suggestions for practical technology integration.
• Integration Opportunity: Apply It Now presents solid skill application to demonstrate comprehension.
• Grammar Review for every section is used as review or informal assessment.
• Grammar Challenge follows each Grammar Review to extend the learning or offer another opportunity for informal assessment.
• Sentence Diagramming helps students analyze and visualize sentence structure.

Teacher Edition: Grammar
Easy-to-Use, Flexible Format

• Daily Maintenance revisits previous grammar concepts to ensure mastery.
• Warm-Ups introduce grammar concepts in a relevant way.
• Easy four-step teaching approach is implemented in every lesson: Teach, Practice, Apply, Assess.
• Diagram It! highlights  sentence-diagramming opportunities.
• Writing Connections help teachers transition easily between the writing and grammar sections.

Student Edition: Writing
Comprehensive Writing Practice

• Integration Opportunity: Link demonstrates a writing concept or skill within the context of real-life writing or literary works.
• Easy-to-follow, practical explanations and examples make writing relevant and engaging.
• Integration Opportunity: Grammar in Action offers grammar application that happens naturally within the context of writing.
• Step-by-step practice is led by a model student.
• Complete coverage of writing skills and the writing process improves standardized test-taking success.
• Traits of effective writing are integrated in natural, relevant ways.

Teacher Edition: Writing
Consistent Instructional Steps

• Read, Listen, Speak offers opportunities for small-group discussion.
• Grammar Connections allow seamless integration between writing and grammar.
• Teaching options help teachers meet the needs of all students: Reteach, Multiple Intelligences, and English-Language Learners
• For Tomorrow provides practical writing assignments for homework or independent classwork.

Teacher Planning Pages
Background and Support

• Grammar essentials provide all the background you need to teach grammar.
• Common Errors advise how to correct frequent mistakes.
• Grammar Expert answers questions about grammar.
• Diagramming Basics show sentence structure.
• A genre summary explains the fundamentals of each writing genre.
• Literature lists offer ideas for additional genre demonstration and exploration.
• Rubrics allow for a clear, easy grading process.
• Grammar connections provide relevant ways to incorporate grammar into the Writer’s Workshop.

 

Practice Book

Grammar Practice
Every grammar section of the Practice Book begins with Daily Maintenance opportunities to review grammar concepts. Every grammar topic receives at least one page of additional practice.

Writing Practice
The writing portion of the Practice Book includes one page of practice for every writing lesson.

 

Assessment Book

The Assessment Book provides teachers with a variety of assessments to guide instruction and differentiation. Includes assessments on

• Grammar Skills
• Summative Grammar Skills
• Writing Skills
• Writing Process

ExamView® Assessment Suite Test Generator
These preformatted yet customizable assessments correspond with the Assessment Book but provide an additional 25% new test items for each assessment. With this CD, teachers can build and administer tests and analyze results.

Each grade-level CD provides

• Alignment to key national and state standards
• The ability to save questions in Question Banks for compilation into multiple study guides and assessments
• Variety of question-selection methods and question types
• Question-scrambling capability for multiple test versions and secure test conditions
• Multiple test-delivery methods
• Grade assessments through a variety of scanning methods, track progress, and generate reports
• On-screen help

 

 

 

About this title

About the Author

Patricia Healey, IHM
BA, Immaculata University
MA, Temple University
20 years teaching; 20 years in administration

Anne B. McGuire, IHM
BA, Immaculata University
MA, Villanova University
MA, Immaculata University
16 years teaching; 14 years as elementary principal; 10 years staff development

Irene Kervick, IHM
BA, Immaculata University
MA, Villanova University
46 years teaching

Adrienne Saybolt, IHM
BA, Immaculata University
Pennsylvania State Board of Education, professional certification
MA, St. John’s University
40 years teaching
 

From the Back Cover

Let your words take you where you want to go.

What would you like to do someday? Invent something amazing? Teach the world new things? Go where nobody has ever gone before? Voyages in English 2011 will give you the mastery of grammar and writing skills that you need in order to reach your highest goals and see your biggest dreams come true. Because whatever you want to do, wherever you want to go, your words will take you there!

Visit www.voyagesinenglish.com to begin your journey today!

Excerpt. © Reprinted by permission. All rights reserved.

Part 1: Grammar

Section One: Nouns

1.1 Singular and Plural Nouns
1.2 More Singular and Plural Nouns
1.3 Nouns as Subjects and Subject Complements
1.4 Nouns as Objects and Object Complements
1.5 Appositives
1.6 Possessive Nouns
     Noun Review
     Noun Challenge

1.1 Singular and Plural Nouns

A noun is a name word. A singular noun names one person, place, thing, or idea. A plural noun names more than one person, place, thing, or idea.

Add -s to most nouns to form the plurals.

Singular    Plural
writer          writers
canyon       canyons       
brick           bricks
hope           hopes

Add -es to form the plurals of nouns ending in s, x, z, ch, and sh.

Singular    Plural
dress         dresses
church        churches
princess    princesses
box              boxes
flash           flashes
march        marches

Form the plurals of nouns ending in y preceded by a vowel by adding -s.

Singular    Plural
toy               toys
birthday      birthdays
attorney      attorneys
guy              guys

Form the plurals of nouns ending in y preceded by a consonant by changing the y to i and adding -es.

Singular    Plural
lily               lilies
colony        colonies
baby           babies
party           parties


Some plural nouns are not formed by adding -s or -es. Check a dictionary to find the correct plural form.
Singular    Plural        Singular    Plural
woman
ox
tooth
mouse
congressman    women
oxen
teeth
mice
congressmen        trout
swine
Chinese
corps
mouse    trout
swine
Chinese
corps
mice


Identify each noun. Tell whether
it is singular or plural.
Soccer is a popular sport in many countries.
Soccer is called football outside of the United States.
The sport was invented in England.
The World Cup is enjoyed by many all over the world.
There are 11 players on a team.
To play the sport, teams need two nets and a ball.
The goalkeeper tries to keep the ball from entering the net.
A player moves the ball primarily with his or her legs or head.
Many children play soccer at their schools or in parks.
Many young enthusiasts practice with just a ball in a yard.
Complete each sentence with the plural
form of the noun or nouns in parentheses.
Our school has  (team) in several  (sport).
Every year  (child) sign up for their favorite sporting
 (activity).
Many  (boy) and  (girl) play on the teams.
 (Teammate) become  (friend) in and out of school.
The  (coach) are  (teacher) and parents.
The school’s soccer team practices on  (Wednesday) and
 (Friday) for 50  (minute).
The team has won several local  (championship), and it doesn’t have any  (loss) so far this year.
 (Bus) take  (adult) and  (child) to games at
other schools.
Several  (series) of important
 (match) are starting next week.
All our  (hope) and  (wish)
are for many  (victory) for the team.

Apply It Now
Write a three-sentence note to a friend, describing a recent school activity. Include a singular noun in the first sentence and a plural noun in the second sentence. Use both singular and plural nouns in the third sentence.

Tech Tip
You can send this note as an e-mail.

 

Part 2

WRITTEN AND ORAL OMMUNICATION

Chapters

1 Personal Narratives
2 Business Letters
3 How-to Articles
4 Descriptions
5 Book Reviews
6 Creative Writing: Fantasy Fiction
7 Expository Writing
8 Research Reports

Chapter 1
Personal Narratives

The Land I Lost
by Huynh Quang Nhuong
    One day when I was in the field with the herd, fierce fighting between the French forces and the Resistance led by Ho Chi Minh erupted in our hamlet. The battle was so close that I tried to run away and find shelter in the river.
    I led Tank and the rest of the herd toward the river, but suddenly I noticed that Tank was lagging behind and limping. He had been hit by a stray bullet which had passed through his chest. With my urging, Tank made it to the river, but he looked very weak when he lay down. I tapped Tank’s neck slightly to let him know I was still with him, and I also tried to tell him that he would be okay. . . . When the battle was over, Tank could not get up. He died about an hour later.
    We buried Tank in the graveyard where we buried all the dead in our family, and every Luna New Year my father burned incense in front of all those tombs, including Tank’s.

> Published in 1982, The Land I Lost tells of the splendor, heartache, and danger in Huynh Quang Nhuong’s youth, growing up in the highlands of Vietnam.

Ellie Magnuson
Room 364
Meeting Becca
We pulled into the driveway of our new house. At the house next door, a girl was on her bike, riding up and down the street. I was
shy, six years old, and had only three playmates. Mom turned
around from the driver’s seat. “Ellie, how about you go see what
that girl’s name is?”
I looked out the window, then shook my head. Mom stopped the car, a signal that if I did not get out, I was dead meat. Reluctantly, I did as I was told.
I stood in front of the girl’s path and waited for her to
stop. Mom was watching me. I stuck out my hand.
“Hi,” I said.
She frowned, but shook my hand. “Hi,” she said back.
“Name’s Ellie.”
“Becca.”
“OK.”
“I’m free tomorrow.”
“OK.”
“Bye.”
“Bye.”
Nothing like a perfect conversation to get a friendship started.

Lesson 1

What Makes a Good Personal Narrative?
The excerpt from The Land I Lost on page 222 shares a tense and emotional time in Huynh’s childhood. The personal narrative on page 223 was written to share the story of how Ellie, the author, had a funny experience when she moved to a new neighborhood years ago. These stories are written from the authors’ point of view, which makes them personal narratives. Another type is an informal business report, such as when you share a “story” of what happened when you met with the school green committee about starting a special recycling project.
A personal narrative is a true story written about a particular event by the person who experienced it. Personal narratives are written in the first person, using the personal pronouns I and me. Here are some things to keep in mind when writing a personal narrative.

Audience
Ask yourself, Who is my audience? and What will my readers want to know or understand about this? Think of your audience and these questions as you write.

Structure
Attract your audience’s attention with an opening sentence that gives the reader an idea of the topic of your narrative. Then relate the events of your experience in chronological order. Maintain your audience’s attention by staying focused on your topic and not giving any irrelevant information. Conclude with a sentence that completes, sums up, or expands on the narrative.

Flow
Focus on the fluidity of your sentences and thoughts. Does your narrative move smoothly from one fact to the next? Does it flow from the beginning to the middle to the end?

ACTIVITY A: Below are sentences taken from an e-mail about a meeting. They are listed out of order. Rewrite the personal narrative by listing the sentences in chronological order and then writing them in paragraph form.

1. First, I presented my idea on making a section of the school grounds a native flower preserve.
2. I met with the head of the committee, Ms. Borowski.
3. I ended the meeting by saying I would be happy to outline our meeting for her so that she can present the ideas to the rest of the committee to be discussed at their next meeting. She was thrilled.
4. She was particularly interested in recycling used cell phones, batteries, and printer cartridges.
5. Mom, before you come home from work, I wanted to let you know about the exciting meeting I had with the school green committee today after classes.
6. Before I prepare the outline, I will send her a quick e-mail thanking her for her time and for considering my ideas. Thanks, Mom, for helping me practice this meeting with you.
7. I then presented to her three additional ideas on how to help our school be more energy efficient and environmentally friendly.

ACTIVITY B: Reread the organized e-mail from Activity A. Imagine that you are the head of the school green committee, Ms. Borowski. Write a note to the principal, explaining what was discussed at the meeting with the student. Be sure to tell whether or not you will be using these suggestions.

Writer’s Corner
Reread the excerpts on pages 222 and 223. Choose a topic below or think of something you experienced that would make an interesting personal narrative. Write who the audience would be and then list the events in chronological order.

A. a severe storm in your neighborhood
B. volunteering at an event
C. a family road trip
D. a day at an amusement park or water park
E. a sporting event

Choosing Your Topic
Before you can write a personal narrative, you need to decide which life experience you want to write about. Think about experiences that have caused you to feel a strong emotion. Some of your memorable experiences might make you laugh or smile, while others might make you feel sad or angry.
One way to choose a topic for your personal narrative is to brainstorm a list of memorable experiences. Then narrow down the list by choosing the ones you like the best. Here are a few questions to ask yourself when choosing an experience to write about.

• Do I have enough to write about this experience in the form of a personal narrative?
• Do I have strong feelings about this particular experience?
• Who is my audience? Will the topic be interesting to my audience?

Tone
When selecting an idea to write about, think about your tone, how you as the writer feel about your subject. You will convey that tone to your audience through your language. For example, look at the line on page 223 that says “dead meat.” How does this exaggeration connect the writer to her audience? Can you find another line where the writer’s exaggeration clearly reveals her tone?

The Land I Lost
It took me a long time to get used to the reality that my grandmother had passed away. Wherever I was, in the house, in the garden, out on the fields,
her face always appeared so clearly to me.
Huynh Quang Nhuong

ACTIVITY C: Read the following lines from a variety of narratives and decide what tone is being conveyed.

1. She thought the bell would never ring.
2. As the sun set, John wondered if he’d ever see Lucky again.
3. Nicole walked by the old house, and something caught her eye in the window.
4. Again my parents thought that I had made the mess.

ACTIVITY D: Using what you have learned about choosing a topic, decide whether the following ideas would be appropriate topics for a personal narrative.

1. my sister’s bike trip
2. losing and then finding my new puppy
3. making friends with a new neighbor
4. babysitting for the first time
5. how our neighbor’s house was built
6. my frustrating math problem
7. a friend’s family history
8. great places to ski
9. techniques for playing the violin
10. finding a mysterious backpack

ACTIVITY E: This writer ran into trouble while she was writing e-mails to her art teacher and her friend. Her sentences got mixed into one e-mail. Read her e-mail and decide which sentences were meant for her teacher and which sentences were meant for her friend. Rewrite the e-mail below to make two separate e-mails—one for the art teacher and one for the friend.
You always encouraged me to be as creative as I could with my art, so I wanted to share my good news with you. You won’t believe what happened! Remember that crazy painting I did with those funky colors? Thanks to your inspiration, I entered my Joy painting in the art contest at the library and won a first-place ribbon for my age group. Well, the judges at the library must think those colors are cool because I got first prize—a blue ribbon and
25 bucks!
Thanks again for teaching me how to paint and having confidence in my abilities. I can’t wait to use my prize money to treat us to a movie and some ice cream.

Writer’s Corner
Look at the story on page 223. How might the language be different between two seventh graders meeting for the first time? Rewrite a few of the sentences to show the difference in tone for your new audience.

Tech Tip
How can you express tone in an e-mail?

Edition details

• Publisher: Loyola Press
• Publication date: 2010
• Language: English
• ISBN 10: 0829428216
• ISBN 13: 9780829428216
• Binding: Hardcover
• Edition number: 1
• Number of pages: 576