College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 8 Standard 1 (RL.8.1) Recurring Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Quarter 1: Identify the: key ideas explicitly stated in the text. evidence in the text that strongly supports the key ideas Recognize the difference between inference and what is explicitly stated in the text Analyze text by: making inferences about what a text says that is not directly stated evaluating which evidence most strongly supports the identified key ideas Cite the evidence used to make inferences not explicitly stated in the text Quarter 2: Identify the: key ideas explicitly stated in the text. evidence in the text that strongly supports the key ideas Recognize the difference between inference and what is explicitly stated in the text Analyze text by: making inferences about what a text says that is not directly stated evaluating which evidence most strongly supports the identified key ideas Cite the evidence used to make inferences not explicitly stated in the text Quarter 3: Identify the: key ideas explicitly stated in the text. evidence in the text that strongly supports the key ideas Recognize the difference between inference and what is explicitly stated in the text Analyze text by: making inferences about what a text says that is not directly stated evaluating which evidence most strongly supports the identified key ideas Cite the evidence used to make inferences not explicitly stated in the text Quarter 4: Identify the: key ideas explicitly stated in the text. evidence in the text that strongly supports the key ideas Recognize the difference between inference and what is explicitly stated in the text Analyze text by: making inferences about what a text says that is not directly stated evaluating which evidence most strongly supports the identified key ideas Cite the evidence used to make inferences not explicitly stated in the text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors
of a text Provide an objective summary of the text Provide an objective summary of the text Provide an objective summary of the text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: objectively summarize a text including an analysis of the development of a central idea or theme over the course of a text, including its relationship to the characters, setting, and plot. determine theme central idea text analyze development characters setting plot Students know or are able to: qualities of an objective summary themes or central ideas are developed over the course of a text texts use particular details including relationship to Entering/Beginning (Reading/Listening) With guidance and support, students are able to create a simple summary in L1 or L2. (Writing/Speaking) With guidance and support, students are able to produce extended responses to summarize in L1 or L2. Developing/Expanding (Reading/Listening) Students are able to orally indicate the EERL.8.2. Provide a summary of a familiar text. Level IV Students will: EERL.8.2. Provide a summary of a text. Ex. Given a story, identify how the feelings of two or more characters relate to the theme of the text. Ex. Complete a partially filled in graphic organizer by providing elements from the story that relate to the central idea that is already provided. Level III Students will: EERL.8.2. Provide a summary of a familiar text. Ex. Given a familiar story, identify the essential elements (e.g., characters, settings, and events) and combine those elements into a summary (e.g., Using Mark Twain’s The Adventures of Huckleberry Finn – Huck is boy. Huck says no. Huck misbehaves. Huck lives in a house. Huck can run fast.). Ex. Use a graphic organizer to record the essential elements of a story and then use the completed organizer while telling a summary of the story. Ex. Use writing strategy software that coaches the student to record the essential elements of a story and then generate a written summary.
objective summary setting, characters, and plot to convey a theme or central idea summarize a text objectively analyze the development of a theme or central idea over the course of a text including its relationship to the characters, setting, and plot Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures central idea and supporting details from reading a text. (Writing/Speaking) Students are able to write a short summary of the central idea and supporting details from a text. Bridging/Reaching (Reading/Listening) Students are able to indicate story elements (setting, characters, plot, conflict, resolution) from a text that contribute to a summary or theme. (Writing/Speaking) Students are able to provide written examples of story elements from a text that contribute to a theme or summary. Level II Students will: EERL.8.2. Identify a summary that reflects a familiar story. Ex. Given two or more summaries, select the one that best matches a familiar story. Ex. Given two or more summaries of familiar stories, match each summary to correct story. Level I Students will: EERL.8.2. Identify parts of a familiar story. Ex. Given a list of story parts (text or symbols), identify the parts that go with a familiar story. Ex. Respond “yes” or “no” when asked if a story part read aloud goes with a familiar story. Common Core ELA Pacing Guide 8th Grade
support thinking with textual evidence Students understand that each element of a text's structure works together to create a cohesive whole and contribute to the overall meaning. examples of how structural elements of text differ between two literary text samples. (Writing/Speaking) Students are able to give (oral or written) examples of how a text structure contributes to its meaning or style. Ex. Points to story after hearing someone read a familiar story. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Strand: Reading Literature Cluster: Craft and Structure Grade: 8 Standard 6 (RL.8.6) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Quarter 1: Define: dramatic irony suspense humor Identify characters’ points of view Recognize the techniques a writer uses to build suspense Recognize the techniques writers use to add humor Quarter 2: Define: dramatic irony suspense humor Identify characters’ points of view Recognize the techniques a writer uses to build suspense Recognize the techniques writers use to add humor Cite examples from the text where Quarter 3: Quarter 4:
suspense analyze how differences in the points of view of characters and the audience/reader create specific effects Students understand that an author deliberately selects and shapes a point of view to create a specific effect. Developing/Expanding (Reading/Listening) Students are able to give examples from L2 text of author’s point of view. (Writing/Speaking) Students are able to tell or write how an author’s point of view in a text, influences the story. Bridging/Reaching (Reading/Listening) Students are able to give examples of a character’s point of view and how it influences the audience or reader. (Writing/Speaking) Students are able to tell or write how a character’s point of view influences the audience’s point of view. reader (e.g., How is Amelia feeling as she is following directions and how are we feeling as the reader?). Ex. When reading a book with a great deal of suspense, compare the point of view of the main character with the point of view of the reader. Level II Students will: EERL.8.6. Identify the point of view of a character in a story that is humorous or suspenseful. Ex. After shared reading of a suspenseful story, identify the point of view of the main character. Ex. After shared reading of a humorous story, identify the point of view of a character. Level I Students will: EERL.8.6. Identify a character in a story. Ex. After shared reading of a story, select from choices the name of a character. Ex. After shared reading of a story, select an illustration from the story that shows the character the story is about. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Grade: 8 Standard 7 (RL.8.7)
rendered new traditional text by commenting on: theme patterns of events character types how traditional material is rendered new Students understand that ideas in modern fiction are connected to traditional texts. With guidance and support, students are able to give a simple compare/contrast of modern fiction vs. myth or traditional story in L2, using graphic organizers (Writing/Speaking) Students are able to analyze two or more texts and use evidence from text to show similarities and differences. Bridging/Reaching (Reading/Listening) Students are able to distinguish between similar elements (theme, patterns of events or character types) of two or more texts (modern work of fiction and myth, traditional story or religious work). (Writing/Speaking) Students are able to analyze two or more elements in a text (theme, patterns of events or character types) over two Ex. Use a graphic organizer to record the theme, pattern of events, and names of characters from a story. Ex. Given events from a story, arrange the events to identify the pattern in which they appear in the story. Ex. Identify a character that plays a certain role in the story (e.g., good guy, bad guy). Level I Students will: EERL.8.9. Identify a character in a story. Ex. After shared reading of a story, select from choices the name of a character. Ex. After shared reading of a story, select an illustration from the story that shows the character the story is about.
inferences about a text supported by several pieces of strong textual evidence. examples of inferences in a text and how they support the text’s meaning. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 8 Standard 2 (RI.8.2) Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Quarter 1: Quarter 2: Quarter 3: Identify: the central idea of a text ideas that support the central idea Determine the relationship of ideas that support the central idea Analyze the development of the central idea over the course of the text Provide an objective summary that includes the relationship of supporting ideas to the development of the central idea Quarter 4:
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: objectively summarize a variety of informational texts including an analysis of the development of a central idea over the course of a text and its relationship to supporting details determine central idea text analyze its development relationship to supporting details objective summary Students know or are able to: the qualities of an objective summary central ideas are developed over the course of a text informational texts use particular details to convey a central idea summarize a text objectively analyze the development of a central idea over the course of a text Entering/Beginning (Reading/Listening) With guidance and support, students are able to summarize from multiple related informational sources in L1 or L2. (Writing/Speaking) With guidance and support, students are able to justify how details support central idea in L1 or L2 informational texts. Developing/Expanding (Reading/Listening) Students are able to trace the development of details through text. (Writing/Speaking) Students are able to EERI.8.2. Provide a summary of a familiar informational text. Level IV Students will: EERI.8.2. Provide a summary of an informational text. Ex. Given a history text, summarize the key events. Ex. Complete a partially filled in graphic organizer by providing elements from a science text that relate to the central idea that is already provided. Level III Students will: EERI.8.2. Provide a summary of a familiar informational text. Ex. Use a graphic organizer to record the essential information from a familiar informational text and then use the completed organizer while telling a summary of the information. Ex. Use writing strategy software that coaches the student to record the essential information and then generate a summary. Level II Students will: EERI.8.2. Identify a summary that reflects a familiar informational text. Ex. Given two or more summaries, select the one that best matches a familiar informational text. Ex. Given two or more summaries of historical events, match each summary to a familiar informational text. Level I Students will: EERI.8.2. Identify parts of a familiar informational text.
distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). compare/contrast analogies categorization Identify : individuals events ideas within a text Compare how: individuals ideas events are connected (including classification and analogies) Contrast the distinctions between: individuals ideas events within a text (including classification and analogies) Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: analyze connections among and distinctions between individuals, ideas, analyze connections among distinctions Students know or are able to: techniques for tracing connections Entering/Beginning (Reading/Listening) Students are able to demonstrate knowledge of simple details EERI.8.3. Make connections between key individuals or events in a text. Level IV Students will: EERI.8.3. Make connections and distinctions between key individuals and events in a text. Ex. Draw a timeline listing key events and make connections between them (e.g., storms and floods).
acknowledges and responds conflicting evidence or viewpoints his/her point of view from that of others techniques an author uses to respond to conflicting viewpoints or evidence determine an author's point of view or purpose analyze how an author acknowledges and responds to conflicting evidence Students understand that an author deliberately selects and shapes a point of view or purpose. point of view. (Writing/Speaking) With guidance and support, students are able to string together multiple, simple sentences in L2 to describe point of view and the events of a story Developing/Expanding (Reading/Listening) Students are able to determine the point of view of a piece of writing and how it impacts content (Writing/Speaking) Students are able to list the events which were influenced by point of view. Bridging/Reaching (Reading/Listening) Students are able to indicate places in an informational text where the author acknowledges conflicting points of view. (Writing/Speaking) Students are able to list about Africa, answer, “What is the author trying to tell you?,” say “About animals in Africa.”). Ex. After watching a television commercial online (YouTube) or an advertisement printed in a magazine, identify the product and what the commercial wants you to do (e.g., What does the commercial say that convinces you about the product? What in the commercial makes you want to buy the product?). Level II Students will: EERI.8.6. Identify a resource based on its purpose. Ex. Select text about snakes from at least three different options. Level I Students will: EERI.8.6. Request a resource. Ex. Ask for a resource by topic or purpose, (e.g., The teacher says, “What do you want to read about?,” and the student says, “tigers.”). Ex. Use a preprogrammed C device to request an informational text by topic or purpose.
the evidence in an informational text that conflicts with the author’s point of view. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Informational Text Cluster: Integration of Knowledge and Ideas Grade: 8 Standard 7 (RI.8.7) Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Quarter 1: Identify mediums of different types: print digital video multimedia Define evaluate Use different mediums Evaluate the advantages of using: print digital video multimedia to present a topic or idea Quarter 2: Quarter 3: Identify mediums of different types: print digital video multimedia Define evaluate Use different mediums Evaluate the advantages of using: print digital video multimedia to present a topic or idea Quarter 4: Identify mediums of different types: print digital video multimedia Define evaluate Use different mediums Evaluate the advantages of using: print digital video multimedia to present a topic or idea
Students understand that the validity of an argument and its claims depend on the relevancy and sufficiency of supporting evidence. and sufficient evidence in a text. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Strand: Reading Informational Text Cluster: Integration of Knowledge and Ideas Grade: 8 Standard 9 (RI.8.9) Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Quarter 1: Quarter 2: Quarter 3: Identify differences or conflicting information Recognize facts or Interpretations Identify criteria for analyzing Analyze two or more texts for conflicting information as to how the texts disagree in facts or interpretation Quarter 4:
informational texts band independently and proficiently informational text techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers make meaning from difficult literary nonfiction engage with and appreciate difficult texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts. story by identifying main ideas and details in L1 or L2. (Writing/Speaking) With help and guidance, students are able to summarize texts in L1 or L2. Developing/Expanding (Reading/Listening) Students are able to answer analytical questions about grade level text. (Writing/Speaking) Students are able to connect personal experiences to text. Bridging/Reaching (Reading/Listening) Students are able to demonstrate productive interaction with rigorous nonfiction text. (Writing/Speaking) Students are able to write original reflections on and response to ideas in complex, grade-level expository texts.
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Strand: Writing Cluster: Text Types and Purposes Grade: 8 Standard 1 (W.8.1) Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Quarter 1: Quarter 2: Quarter 3: Identify and explain: accurate, credible sources phrases and clauses that create cohesion and clarify relationships claims; alternate, counter-or opposing claims relevance and evidence argument concluding statement formal style Determine how to introduce claims, acknowledge or distinguish alternate or opposing claims Quarter 4: Identify and explain: accurate, credible sources phrases and clauses that create cohesion and clarify relationships claims; alternate, counter-or opposing claims relevance and evidence argument concluding statement formal style Determine how to introduce claims, acknowledge or distinguish alternate or opposing claims
f. Provide a concluding statement or section that follows from and supports the information or explanation presented. conclusion for the topic or section that follows from and supports the information or explanation presented Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students create informative / explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content informative / explanatory texts examine a topic convey ideas, concepts, Students know or are able to: informative / explanatory texts: examine a topic Entering/Beginning (Reading/Listening) With prompting, students are able to answer simple questions about grade level nonfiction text. EEW.8.2.a-b. Write to convey ideas and information clearly including facts, details, and other information as well Level IV Students will: EEW.8.2.a-b. Write to convey ideas and information clearly, grouping ideas into categories including facts, details, and other information as well as graphics and multimedia as needed. Ex. Write about a hobby stating what the hobby is (e.g., I like cooking.), writing a paragraph about favorite foods to cook with a reason (e.g., I like make gril ches [grilled cheese], mac n chees [macaroni and cheese]. I like melt ches [melted cheese].) and
coherent writing analyze a writing task to determine what is required adapt writing to fulfill a specific purpose adapt writing to meet the needs of an audience develop ideas in a way appropriate to task and purpose organize thoughts in a way appropriate to task and purpose use style appropriate to task and purpose apply these skills to a variety of types of writing Students understand that the development, organization, and style of clear and coherent writing pieces are determined writing at grade level that match organization and style with appropriate task, purpose or audience. Bridging/Reaching (Reading/Listening) Students are able to show the structure of their written piece and how its style and organization is aimed at a specific task or audience or purpose (Writing/Speaking) Students are able to produce a variety of types of extended writing at grade level.
Common Core ELA Pacing Guide 2013-2014 8th Grade College and Career Readiness (CCR) Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Writing Cluster: Production and Distribution of Writing Grade: 8 Standard 6 (W.8.6) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Quarter 1: Identify publishing and collaborative options that use technology Know how to collaborate effectively for an intended purpose Select technology to present information and ideas Determine the best technology tools for producing and publishing writing, including on-line tools Determine the best technology options for communicating and collaborating with others, including on-line tools Evaluate the relationship between information presented and ideas expressed Quarter 2: Identify publishing and collaborative options that use technology Know how to collaborate effectively for an intended purpose Select technology to present information and ideas Determine the best technology tools for producing and publishing writing, including on-line tools Determine the best technology options for communicating and collaborating with others, including on-line tools Evaluate the relationship between information presented and ideas expressed Quarter 3: Identify publishing and collaborative options that use technology Know how to collaborate effectively for an intended purpose Select technology to present information and ideas Determine the best technology tools for producing and publishing writing, including on-line tools Determine the best technology options for communicating and collaborating with others, including on-line tools Evaluate the relationship between information presented and ideas expressed Use technology: Quarter 4: Identify publishing and collaborative options that use technology Know how to collaborate effectively for an intended purpose Select technology to present information and ideas Determine the best technology tools for producing and publishing writing, including on-line tools Determine the best technology options for communicating and collaborating with others, including on-line tools Evaluate the relationship between information presented and ideas expressed Use technology:
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Strand: Writing Cluster: Build and Present Knowledge Grade: 8 Standard 8 (W.8.8) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Quarter 1: Recognize standard format for citation Determine the relevance of information gathered from print and digital sources Use search terms effectively Gather relevant information from multiple sources Assess the credibility an d accuracy of each source Quote or paraphrase the data and conclusion of others while avoiding plagiarism Quarter 2: Recognize standard format for citation Determine the relevance of information gathered from print and digital sources Use search terms effectively Gather relevant information from multiple sources Assess the credibility an d accuracy of each source Quote or paraphrase the data and conclusion of others while avoiding plagiarism Quarter 3: Recognize standard format for citation Determine the relevance of information gathered from print and digital sources Use search terms effectively Gather relevant information from multiple sources Assess the credibility an d accuracy of each source Quote or paraphrase the data and conclusion of others while avoiding plagiarism Quarter 4: Recognize standard format for citation Determine the relevance of information gathered from print and digital sources Use search terms effectively Gather relevant information from multiple sources Assess the credibility an d accuracy of each source Quote or paraphrase the data and conclusion of others while avoiding plagiarism
or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Identify key ideas and details which provide evidence to support conclusions about the text accessed through research Cite textual evidence to support analysis of what the text says explicitly Draw evidence from key ideas and details as support for research Analyze key ideas and details in a text as evidence for support understanding of text Reflect on key ideas and details in a text as evidence for support understanding of text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students critically read literature and literary nonfiction and use writing literary text Students know or are able to: Entering/Beginning (Reading/Listening) With guidance and EEW.8.9. Use information from literary and Level IV Students will: EEW.8.9.a. N/A EEW.8.9.b. Apply Essential Elements of Grade 8 Reading Standards to informational
sound reasoning, and evidence Students understand that analysis, reflection, and research are strengthened by citing relevant evidence from appropriate texts. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Strand: Writing Cluster: Range of Writing Grade: 8 Standard 10 (W.8.10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Quarter 1: Identify: task audience purpose for various types of writing Identify the organizational structures for various types of writing Determine: task purpose audience for various types of writing over extended and short time frames Determine appropriate organization structure to use for Quarter 2: Identify: task audience purpose for various types of writing Identify the organizational structures for various types of writing Determine: task purpose audience for various types of writing over extended and short time frames Determine appropriate organization structure to use for Quarter 3: Identify: task audience purpose for various types of writing Identify the organizational structures for various types of writing Determine: task purpose audience for various types of writing over extended and short time frames Determine appropriate organization structure to use for various types of writing based upon: Quarter 4: Identify: task audience purpose for various types of writing Identify the organizational structures for various types of writing Determine: task purpose audience for various types of writing over extended and short time frames Determine appropriate organization structure to use for various types of writing based upon:
various types of writing based upon: task purpose audience Write for various: tasks purposes audiences for a shortened time frame (a single sitting or a day or two) Write for various: tasks purposes audiences with an extended time frame (time for research, reflection, and revision) various types of writing based upon: task purpose audience Write for various: tasks purposes audiences for a shortened time frame (a single sitting or a day or two) Write for various: tasks purposes audiences with an extended time frame (time for research, reflection, and revision) task purpose audience Write for various: tasks purposes audiences for a shortened time frame (a single sitting or a day or two) Write for various: tasks purposes audiences with an extended time frame (time for research, reflection, and revision) task purpose audience Write for various: tasks purposes audiences for a shortened time frame (a single sitting or a day or two) Write for various: tasks purposes audiences with an extended time frame (time for research, reflection, and revision)
identify where irrelevant evidence is introduced sufficiency evidence irrelevant evidence arguments, specific claims, supporting reasons, and evidence signal words included in speeches to indicate transitions or relationships between ideas techniques for evaluating the soundness of reasoning strategies for identifying when irrelevant evidence is introduced listen attentively to a speaker to delineate and evaluate: main argument(s) specific claims claims supported by evidence claims not supported L1 or L2 Developing/Expanding (Reading/Listening) Students are able to independently summarize a speaker’s point of view and details that support it in L2 (Writing/Speaking) Students are able to independently answer simple questions about a speaker’s reasoning and point of view with supporting details in L2. Bridging/Reaching (Reading/Listening) Students are able to identify the speaker’s claim and their supporting evidence at grade level. Students are able to identify rhetoric in a speaker’s claim (Writing/Speaking) Students are able to justify and defend explanations with evidence Ex. After listening to an oral presentation and being presented with two claims from the presentation, indicate which is fact and which is opinion. Level II Students will: EESL.8.3. Determine whether a single claim made by a speaker is fact or opinion. Ex. During a conversation about a book, indicate whether a peer’s comment is fact or opinion (e.g., A peer says, “That was the best book ever!” When asked, the student can indicate if the statement is fact or opinion.). Ex. After morning announcements, when the teacher writes one of the statements that was made on the board (e.g., “The boys won the track meet.”), indicate if the statement is fact or opinion. Level I Students will: EESL.8.3. State own opinion on a topic. Ex. After listening to an oral presentation, select a symbol to indicate whether it was a good or bad presentation. Ex. After listening to an oral presentation, give a thumbs-up or thumbs-down to indicate whether it was a good or bad presentation.
clear pronunciation details techniques for conveying evidence that supports reasoning importance of appropriate eye contact importance of adequate volume importance of clear pronunciation use speaking to present claims and findings use verbal and techniques to emphasize key points select details and examples to compliment main ideas include evidence to support reasoning in a verbal presentation (Reading/Listening) Students are able to match a speaker’s style with their purpose (eg. formal speaking style for academic presentation) (Writing/Speaking) Students are able to present simple expository or narrative pieces with a clear line of reason, supporting evidence, organization and development of ideas. Bridging/Reaching (Reading/Listening) Students can answer analytical questions about a speaker’s purpose and supporting details. (Writing/Speaking) Students can produce matching facts and details to support a written or spoken piece with a specific task, purpose or audience. and two details) and present findings. Ex. After viewing a video about an assigned topic for the purpose of learning two key ideas, present findings. Level I Students will: EESL.8.4. With guidance and support, present findings from a group project. Ex. Given a presentation including the findings from a group project, the student uses a switch to the advance through the slides when prompted. Ex. Use a sequenced message device to present findings from a group project one detail at a time.
add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students include multimedia components and visual displays to: clarify information strengthen claims and evidence add interest in presentations integrate multimedia visual displays presentations clarify information strengthen claims and evidence add interest Students know or are able to: varied multimedia components techniques to integrate multimedia and visual displays into presentations appropriate times when multimedia components and visual displays can be Entering/Beginning (Reading/Listening) With guidance and support students are able to select appropriate images in digital media to go with writing in L1 or L2 (Writing/Speaking) With guidance and support students are able to produce a picture to highlight the salient points of a spoken or written piece EESL.8.5. Integrate multimedia and visual information into presentations. Level IV Students will: EESL.8.5. Create a presentation with multimedia and visual information integrated throughout. Ex. After reading and viewing information about a topic, create a presentation that includes important information integrated with pictures, sounds, and other multimedia elements. Ex. Create a display to present information on a topic that includes text, illustrations, pictures, and sounds. Level III Students will: EESL.8.5. Integrate multimedia and visual information into presentations. Ex. Given a presentation on a familiar topic, select pictures and sounds to include and select the place where they will fit in the presentation. Ex. Given the text of a presentation displayed on an interactive whiteboard and a palette of clip art images, select images and place them into the presentation.
demonstrate command of formal spoken English including: appropriate use of academic vocabulary, formal tone, absence of jargon and slang. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Strand: Language Cluster: Conventions of Standard English Grade: 8 Standard 1 (L.8.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct Quarter 1: Define verbals: gerunds participles infinitives Recognize verbs: active voice passive voice Identify verb moods: indicative Imperative Interrogative conditional subjunctive Recognize inappropriate verb voice and mood Demonstrate command of the Quarter 2: Define verbals: gerunds participles infinitives Recognize verbs: active voice passive voice Identify verb moods: indicative Imperative Interrogative conditional subjunctive Recognize inappropriate verb voice and mood Demonstrate command of the Quarter 3: Define verbals: gerunds participles infinitives Recognize verbs: active voice passive voice Identify verb moods: indicative Imperative Interrogative conditional subjunctive Recognize inappropriate verb voice and mood Demonstrate command of the conventions Quarter 4: Define verbals: gerunds participles infinitives Recognize verbs: active voice passive voice Identify verb moods: indicative Imperative Interrogative conditional subjunctive Recognize inappropriate verb voice and mood Demonstrate command of the conventions
adverb like however, a transitional phrase like in fact, a name in direct address, word or words that identifies or restates an immediately preceding noun or pronoun, or an inserted question or exclamation Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted time Know that an ellipsis is three or four dots within the sentence Use a dash to set off material that is parenthetic or summary in nature Know that a dash is two hyphens without a space between them or on either side Recall and apply spelling rules Identify and correct misspelled words like however, a transitional phrase like in fact, a name in direct address, word or words that identifies or restates an immediately preceding noun or pronoun, or an inserted question or exclamation Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted time Know that an ellipsis is three or four dots within the sentence Use a dash to set off material that is parenthetic or summary in nature Know that a dash is two hyphens without a space between them or on either side Recall and apply spelling rules Identify and correct misspelled words like in fact, a name in direct address, word or words that identifies or restates an immediately preceding noun or pronoun, or an inserted question or exclamation Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted time Know that an ellipsis is three or four dots within the sentence Use a dash to set off material that is parenthetic or summary in nature Know that a dash is two hyphens without a space between them or on either side Recall and apply spelling rules Identify and correct misspelled words like in fact, a name in direct address, word or words that identifies or restates an immediately preceding noun or pronoun, or an inserted question or exclamation Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted time Know that an ellipsis is three or four dots within the sentence Use a dash to set off material that is parenthetic or summary in nature Know that a dash is two hyphens without a space between them or on either side Recall and apply spelling rules Identify and correct misspelled words *May identify focus skills per quarter
contrary to fact). Apply knowledge of language when: writing reading listening Apply knowledge of language conventions when: writing reading listening Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when writing Use knowledge of language when speaking Use knowledge of language conventions when speaking Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when speaking Apply knowledge of language when: writing reading listening Apply knowledge of language conventions when: writing reading listening Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when writing Use knowledge of language when speaking Use knowledge of language conventions when speaking Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when speaking writing reading listening Apply knowledge of language conventions when: writing reading listening Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when writing Use knowledge of language when speaking Use knowledge of language conventions when speaking Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when speaking writing reading listening Apply knowledge of language conventions when: writing reading listening Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when writing Use knowledge of language when speaking Use knowledge of language conventions when speaking Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when speaking
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, in writing and/or speaking: use verbs in the active and passive voice use verbs in the conditional and subjunctive mood to achieve particular effects conventions verbs in the active and passive voice verbs in the conditional and subjunctive mood Students know or are able to: verbs are used in the active or passive voice verbs are used in the conditional and subjunctive mood to achieve particular effects vocabulary: active voice, passive voice, conditional mood, Entering/Beginning (Reading/Listening) With guidance and support, students are able to identify sentence patterns in L2 (Writing/Speaking) With guidance and support, students are able to use sentence stems and similar scaffolds for independent writing or speaking in L2. Developing/Expanding (Reading/Listening) EEL.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating. Level IV Students will: EEL.8.3.a. N/A. Level III Students will: EEL.8.3.a. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating. Ex. Shift from “I am” to “we are” when talking an upcoming event. Ex. Write in journal about own feelings I am and those of friends he is or he was. Level II Students will: EEL.8.3.a. Uses I am and I was accurately when writing and communicating. Ex. Reports on emotions saying, “I am happy.” Ex. Write “I was scared” when writing about a movie they watched. Level I Students will: EEL.8.3.a. Demonstrates understanding of common verbs. Ex. Respond when asked a question using a common verb (e.g., “Do you want to
subjunctive mood use verbs in the active and passive voice use verbs in the conditional and subjunctive mood use verbs to achieve particular effects (e.g. emphasizing the actor or the action, expressing uncertainty, describing a state contrary to fact) Students understand that carefully choosing precise language can achieve particular effects and communicate complex ideas, actions, moods, and states. Students are able to distinguish between use of different types of verbs to achieve a particular effect when writing or speaking. (Writing/Speaking) Students are able to produce grade-level stories or spoken pieces. Bridging/Reaching (Reading/Listening) Students are able to edit a written piece to contain proper use of conditional and subjunctive verbs and explain their editing choices. (Writing/Speaking) Students are able to express their written and spoken ideas with precision and concise language. go? Are you ready?”). Ex. Point to a picture that depicts a common verb (e.g., “Show me run.”). Common Core ELA Pacing Guide 8th Grade
College and Career Readiness (CCR) Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 8 Standard 5 (L.8.5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). Quarter 1: Recognize the: meaning of figurative language (e.g. verbal irony, puns) different types of relationships of words Define the meaning of the terms connotation and denotation. (e.g., bullheaded, willful, firm, persistent, resolute) Analyze text to locate figures of speech (e.g. personification) and interpret meanings in context Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity Distinguish among the connotations of words with similar denotations (e.g., bullheaded, willful, firm, persistent, resolute) Demonstrate the relationship between words to find meaning Quarter 2: Recognize the: meaning of figurative language (e.g. verbal irony, puns) different types of relationships of words Define the meaning of the terms connotation and denotation. (e.g., bullheaded, willful, firm, persistent, resolute) Analyze text to locate figures of speech (e.g. personification) and interpret meanings in context Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity Quarter 3: Quarter 4: Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to verbal irony Students know or are Entering/Beginning (Reading/Listening) EEL.8.5. Demonstrate an Level IV Students will: EEL.8.5.a. Uses multiple meaning words.
and phrases to convey specific meanings, ideas, and relationships for specific audiences, tasks, and purposes. gluttonous) (Writing/Speaking) Students are able to use words with varying denotations appropriately in grade level writing and speech. Ex. After writing a simple sentence, an adult shows the student where an adjective could be inserted and the student selects the word to insert. Ex. During a shared writing activity, the teacher writes a sentence leaving a blank where an adjective could be inserted and the student selects an adjective to insert. Level I Students will: EEL.8.5.a. Respond to a common idiom used by a peer. Ex. Smile when a peer or teacher says, “We’re cool” to indicate a positive reaction. EEL.8.5.b. Demonstrate understanding of single-syllable words that comprise compound words. Ex. Identify a picture or other symbolic representation of a bird or house. Ex. Demonstrate understanding of such words as walk (walkway), run (runway), and hand (handstand) using actions and gestures. EEL.8.5.c. With support to identify descriptive words. Ex. Asked, “What color is this ball?,” respond “red.” Ex. Asked, “How would you describe the girl in the story? Tall or short?,” answers consistent with story. Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension
or expression. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 8 Standard 6 (L.8.6) Acquire and use accurately grade-appropriate general academic and words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Quarter 1: Identify general academic and domain-specific words and phrases that are grade Appropriate Gather vocabulary knowledge when considering words and phrases important to comprehension or expression Make meaning and use accurately words and phrases important to the comprehension of academic and domain- specific words Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression Select appropriate references and resources to aid in gathering vocabulary knowledge Quarter 2: Identify general academic and domain-specific words and phrases that are grade Appropriate Gather vocabulary knowledge when considering words and phrases important to comprehension or expression Make meaning and use accurately words and phrases important to the comprehension of academic and domain- specific words Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression Select appropriate references and resources to aid in gathering vocabulary knowledge Quarter 3: Identify general academic and words and phrases that are grade Appropriate Gather vocabulary knowledge when considering words and phrases important to comprehension or expression Make meaning and use accurately words and phrases important to the comprehension of academic and specific words Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression Select appropriate references and resources to aid in gathering vocabulary knowledge Quarter 4: Identify general academic and words and phrases that are grade Appropriate Gather vocabulary knowledge when considering words and phrases important to comprehension or expression Make meaning and use accurately words and phrases important to the comprehension of academic and domain- specific words Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression Select appropriate references and resources to aid in gathering vocabulary knowledge Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: acquire and use acquire Students know or are able to: EEL.8.6. Acquire and use general academic and Level IV Students will: EEL.8.6. Acquire and use general academic and domain-specific words and phrases. Ex. Describe the elements on a map using the legend as needed.