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 Literature Cluster: Key Ideas and Details Grade: 8 Standard 2 (RL.8.2) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Quarter 1: Understand theme and central idea of a text Know the literary elements (characters, setting, plot) Objectively summarize a text Analyze the development of a theme or central idea over the course of a text Analyze its relationship to the literary elements over the course of a text Provide an objective summary of the text Quarter 2: Understand theme and central idea of a text Know the literary elements (characters, setting, plot) Objectively summarize a text Analyze the development of a theme or central idea over the course of a text Analyze its relationship to the literary elements over the course of a text Provide an objective summary of the text Quarter 3: Quarter 4: Understand theme and central idea of a text Know the literary elements (characters, setting, plot) Objectively summarize a text Analyze the development of a theme or central idea over the course of a text Analyze its relationship to the literary elements over the course of a text Provide an objective summary of the text
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze how dialogue or events in a story or drama move the text forward, reveal aspects of a character, or provoke a decision analyze particular lines of dialogue or incidents dialogue incidents story drama propel the action reveal aspects of a character provoke a decision Students know: authors use dialogue or events purposefully techniques for analyzing elements of a story or drama Students understand that/are able to: identify significant dialogue or events analyze how dialogue or events move story forward or develop character Students understand that plot and character development in a story are dynamic and lead to a better understanding of other perspectives and cultures. EERL.8.3. Identify which incidents in a story or drama lead to subsequent action. Level IV Students will: EERL.8.3. Explain how incidents in a story or drama lead to subsequent incidents. Ex. After reading a book, describe an incident and explain how other incidents lead to it. Ex. After listening to or reading The Adventures of Huckleberry Finn, pick a conversation when Huck starts to view Big Jim differently. Level III Students will: EERL.8.3. Identify which incidents in a story or drama lead to subsequent action. Ex. After reading a book and discussing a critical incident in it, identify which incidents lead up to the critical incident. Ex. After the teacher projects a passage on an interactive whiteboard and highlights an incident, highlight two or more incidents that led to the incident. Ex. Use a graphic organizer to link an incident from the story with other incidents that led to it. Level II Students will: EERL.8.3. Given two or more incidents from a book, identify which one led to the other. Ex. Given a cause and effect filled in on a graphic organizer, select and arrow to show the direction of the cause/effect. Ex. Given a list of incidents from the book, identify which one is caused by the others. Level I Students will: EERL.8.3. Sequence two or more incidents from a familiar story. Ex. After reading a story the class created about a classroom activity and given symbolic representations of two incidents, identify which came first and which came last. Ex. After reading/listening to a familiar text and given two story incidents (in text or symbol form), move them into the right order.
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Strand: Reading Literature Cluster: Craft and Structure Grade: 8 Standard 4 (RL.8.4) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Quarter 1: Identify: words and phrases figurative words and phrases connotative words and phrases in a text Identify meaning and tone of a text Identify: analogies allusions to other texts Determine the meaning of words and phrases, including figurative and connotative meanings, as they are used in a text Analyze the impact of word choices on meaning and tone of a text Analyze the impact of: analogies allusions to other texts on meaning and tone Quarter 2: Quarter 3: Identify: words and phrases figurative words and phrases connotative words and phrases in a text Identify meaning and tone of a text Identify: analogies allusions to other texts Determine the meaning of words and phrases, including figurative and connotative meanings, as they are used in a text Analyze the impact of word choices on meaning and tone of a text Analyze the impact of: analogies allusions to other texts on meaning and tone Quarter 4: Identify: words and phrases figurative words and phrases connotative words and phrases in a text Identify meaning and tone of a text Identify: analogies allusions to other texts Determine the meaning of words and phrases, including figurative and connotative meanings, as they are used in a text Analyze the impact of word choices on meaning and tone of a text Analyze the impact of: analogies allusions to other texts on meaning and tone
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex stories and poetry read and comprehend literature stories dramas poetry grade 6 - 8 text complexity band independently and proficiently Students know: techniques for making meaning from difficult stories and poetry techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand that/are able to: make meaning from difficult stories, dramas, and poems engage with and appreciate appropriately complex 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. EERL.8.10. **This Essential Element references all elements above.
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:
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 8 Standard 4 (RI.8.4) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Quarter 1: Quarter 2: Identify: words and phrases figurative words and phrases connotative words and phrases technical words and phrases in a text Identify words and phrases that include analogies and allusions to other texts, in a text Determine the meaning of words and phrases, including the: figurative connotative technical meanings of words and phrases as used in a text Analyze the impact of word choice on meaning and tone Analyze the impact of the use of analogies and allusions to other texts on meaning and tone Quarter 3: Identify: words and phrases figurative words and phrases connotative words and phrases technical words and phrases in a text Identify words and phrases that include analogies and allusions to other texts, in a text Determine the meaning of words and phrases, including the: figurative connotative technical meanings of words and phrases as used in a text Analyze the impact of word choice on meaning and tone Analyze the impact of the use of analogies and allusions to other texts on meaning and tone Quarter 4:
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 8 Standard 5 (RI.8.5) Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Quarter 1: Quarter 2: Identify : different roles of sentences structure of a specific paragraph in an informational text Analyze the: role that a particular sentence plays in the paragraph in developing and refining the key concept structure of specific sentences in developing the paragraph Quarter 3: Identify : different roles of sentences structure of a specific paragraph in an informational text Analyze the: role that a particular sentence plays in the paragraph in developing and refining the key concept structure of specific sentences in developing the paragraph Quarter 4:
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 Informational Text Cluster: Craft and Structure Grade: 8 Standard 6 (RI.8.6) Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Quarter 1: Determine the author’s point of view or purpose Identify : evidence the author uses to support his/her viewpoint/purpose conflicting evidence or viewpoints presented in a given text Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints Analyze the techniques the author uses to respond to conflicting evidence Support your analysis with examples from the text Quarter 2: Determine the author’s point of view or purpose Identify : evidence the author uses to support his/her viewpoint/purpose conflicting evidence or viewpoints presented in a given text Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints Analyze the techniques the author uses to respond to conflicting evidence Support your analysis with examples from the text Quarter 3: Determine the author’s point of view or purpose Identify : evidence the author uses to support his/her viewpoint/purpose conflicting evidence or viewpoints presented in a given text Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints Analyze the techniques the author uses to respond to conflicting evidence Support your analysis with examples from the text Quarter 4: Determine the author’s point of view or purpose Identify : evidence the author uses to support his/her viewpoint/purpose conflicting evidence or viewpoints presented in a given text Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints Analyze the techniques the author uses to respond to conflicting evidence Support your analysis with examples from the text
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Informational Text Cluster: Range of Reading and Level of Text Complexity Grade: 8 Standard 10 (RI.8.10) By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify/understand: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 Comprehend independently: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Strand: Writing Cluster: Production and Distribution of Writing Grade: 8 Standard 4 (W.8.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Quarter 1: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards 1-3) Quarter 2: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards 1-3) Quarter 3: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards 1-3) Quarter 4: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards 1-3)
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Purposes Grade: 8 Standard 9 (W.8.9) Draw evidence from literary 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”). Quarter 1: Quarter 2: Quarter 3: 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 Quarter 4:
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 various types of writing based upon: task purpose audience Write for various: tasks purposes audiences 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 various types of writing based upon: task purpose audience Write for various: tasks purposes audiences 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: task purpose audience Write for various: tasks purposes audiences for a shortened time frame (a single sitting or a day or two) 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: task purpose audience Write for various: tasks purposes audiences for a shortened time frame (a single sitting or a day or two)
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 8 Standard 3 (SL.8.3) Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Quarter 1: Quarter 2: Define and identify a speaker’s: argument claims Define and identify: sound reasoning unsound reasoning relevant evidence irrelevant evidence sufficient evidence insufficient evidence Delineate a speaker’s argument and specific claims Evaluate the soundness of a speaker’s reasoning Evaluate the relevance and sufficiency of a speaker’s evidence Distinguish between: sound and unsound reasoning relevant and irrelevant evidence sufficient and insufficient evidence in a speaker’s argument Quarter 3: Define and identify a speaker’s: argument claims Define and identify: sound reasoning unsound reasoning relevant evidence irrelevant evidence sufficient evidence insufficient evidence Delineate a speaker’s argument and specific claims Evaluate the soundness of a speaker’s reasoning Evaluate the relevance and sufficiency of a speaker’s evidence Distinguish between: sound and unsound reasoning relevant and irrelevant evidence sufficient and insufficient evidence in a speaker’s argument Quarter 4: Define and identify a speaker’s: argument claims Define and identify: sound reasoning unsound reasoning relevant evidence irrelevant evidence sufficient evidence insufficient evidence Delineate a speaker’s argument and specific claims Evaluate the soundness of a speaker’s reasoning Evaluate the relevance and sufficiency of a speaker’s evidence Distinguish between: sound and unsound reasoning relevant and irrelevant evidence sufficient and insufficient evidence in a speaker’s argument
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas Grade: 8 Standard 5 (SL.8.5) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Quarter 1: Integrate multimedia and visual displays Determine when to integrate multimedia and visual displays to: clarify information strengthen claims and evidence Determine when to integrate multimedia and visual displays to add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest Quarter 2: Integrate multimedia and visual displays Determine when to integrate multimedia and visual displays to: clarify information strengthen claims and evidence Determine when to integrate multimedia and visual displays to add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest Quarter 3: Integrate multimedia and visual displays Determine when to integrate multimedia and visual displays to: clarify information strengthen claims and evidence Determine when to integrate multimedia and visual displays to add interest Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest Quarter 4: Integrate multimedia and visual displays Determine when to integrate multimedia and visual displays to: clarify information strengthen claims and evidence Determine when to integrate multimedia and visual displays to 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 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: varied multimedia components techniques to integrate multimedia and visual displays into presentations appropriate times when multimedia components and visual displays can be used for clarification, emphasis, and interest techniques for creating multimedia components or visual displays for clarification, emphasis, and interest Students understand that/are able to: clarify information, strengthen claims and evidence, and add interest to a presentation through the integration of multimedia components and visual displays The student understand that a speaker can clarify, emphasize information, and add interest through multimedia components and visual displays. 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. Level II Students will: EESL.8.5. Select visuals and other multimedia elements to include in a presentation. Ex. Given an array of pictures, select pictures to include in a presentation. Ex. Given a selection of sound clips, select the sounds to include in a presentation. Level I Students will: EESL.8.5. With guidance and support, select a visual or other multimedia element to include in a group presentation. Ex. Given a presentation created by a small group of peers and an array of possible visual supports identified by peers, select a visual to include in the presentation. Ex. Given a presentation created by a group of peers and two possible sound effects to include, select a sound effect.
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 inappropriate shifts in verb voice and mood.* 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 conventions of standard English grammar an d usage when writing: Explain the function of verbals in general and in sentences Form and use verbs in active and passive voice 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 conventions of standard English grammar an d usage when writing: Explain the function of verbals in general and in sentences Form and use verbs in active and passive voice 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 of standard English grammar an d usage when writing: Explain the function of verbals in general and in sentences Form and use verbs in active and passive voice 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 of standard English grammar an d usage when writing: Explain the function of verbals in general and in sentences Form and use verbs in active and 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 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 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 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 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: 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, subjunctive mood Students understand that/are able to: 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. 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 go? Are you ready?”). Ex. Point to a picture that depicts a common verb (e.g., “Show me run.”).
phrase by using context or by using a dictionary reference materials are in print and digital formats techniques to verify their preliminary determination of the meaning of a word vocabulary: context, clue, sentence, affix, root word, glossaries, dictionaries, thesauruses, reference materials, digital, pronunciation, part of speech Students understand that they will determine meaning of unknown words or phrases by using context, knowledge of word parts, and consulting reference materials. EEL.8.4.b. N/A EEL.8.4.c. Recognize a new word when encountered while reading or communicating. Ex. While reading with a teacher, point to a word indicating that it is the new word they just learned. EEL.8.4.d. N/A Level I Students will: EEL.8.4.a. Demonstrate an understanding of the meaning of common words. Ex. Identify an object named by an adult. EEL.8.4.b. N/A EEL.8.4.c. Asks for help when needed. Ex. Indicates need for help by raising hand, hitting switch, etc. Ex. Use a switch to indicate understanding when asked, “Do you understand?” or “Do you have any questions?” Ex. Indicate a need for assistance through gestures, eye contact or gaze, vocalizations, etc. EEL.8.4.d. N/A
Common Core ELA Pacing Guide 8th Grade College and Career Readiness (CCR) Anchor Standard 5: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 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:
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 Common Core Essential Elements Instructional Achievement Level Descriptors Students: acquire and use vocabulary accurately utilize general academic words and phrases utilize domain-specific words and phrases identify and learn about vocabulary that is important to comprehension and/or expression acquire use accurately grade-appropriate general academic and words and phrases gather vocabulary knowledge Students know: techniques for collecting a variety of new words grade-appropriate general academic words and phrases grade-appropriate domain-specific words and phrases techniques for determining whether a word or phrase is important to comprehension techniques for determining whether a word or phrase is important to expression techniques for using context and resources to understand important vocabulary Students understand that/are able to: acquire and use accurately general academic words and phrases acquire and use accurately words and phrases identify and investigate vocabulary important to comprehension identify and investigate vocabulary important to expression Students understand that the extensive vocabulary needed for success in and beyond school is built through reading, study, and application. EEL.8.6. Acquire and use general academic and domain-specific words and phrases. 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. Ex. Describe steps in writing (e.g., draft, revise). Level III Students will: EEL.8.6. Acquire and use general academic and domain-specific words and phrases. Ex. When asked questions like, “What do you learn in science?,” respond, “magnet.” Ex. In an end-of-day writing wrap-up, list words and phrases learned during the day. Level II Students will: EEL.8.6. Recognize an academic and domain-specific word. Ex. Use the word calculator or ruler correctly. Level I Students will: EEL.8.6. Respond to an academic or domain-specific word. Ex. Use switches or symbols to respond to words from science (e.g., plant, animal). Ex. After the teacher uses objects to teach new vocabulary to the class, respond to objects from science or social studies when asked.