champaign unit 4 school district curriculum map english

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Champaign Unit 4 School District Curriculum Map

English Language Arts

Grade 8 **************************************************************************************************************** ELA Contents and Philosophy pg 1

Curriculum Outline pg 2

State Goals 1-3: Reading, Literature, Writing

Quarter 1 Fiction/Non-Fiction and Short Stories; Narrative Writing pgs 3-4

Quarter 2 Non-Fiction and Expository Writing pgs 5-6

Quarter 3 Non-Fiction and Persuasive Writing pgs 7-8

Quarter 3 Poetry pg 9

Quarter 4 Drama and Oral Tradition (American Stories); Creative Writing pgs 10-11

State Goal 4: Listening & Speaking, Quarters 1-4 pg 12

State Goal 5 Acquiring, Assessing & Communicating Information, Quarters 1-4 pg 13

Appendix A: The Writing Process and The 6-Traits of Writing pgs 14-15

Appendix B: Narrative Writing Rubric pgs 16-17

Appendix C: Persuasive/Expository Writing Rubric pgs 18-19

Appendix E: ISAT Extended Response Rubric pg 20

**************************************************************************************************************** ELA Philosophy

In Champaign Unit 4 School District, we are committed to the success of all students. Students will participate in reading, writing, speaking and listening activities

daily in constructive learning environments that support equity and excellence. Teachers will continuously monitor student performance and expect increasing

levels of achievement by every student. In the workshop model of instruction, students will gain proficiency in the reading, writing, and language skills that are

basic to all learning, critical to success in higher academic studies and the workplace, and essential for the creation of life-long learners

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Grammar, Usage, and Mechanics (G.U.M.): Even though some expectations for G.U.M. are listed and aligned throughout this map, the most

effective learning and application of this knowledge and these skills remains in the context of what students read and write.

Vocabulary: An important factor of one’s growing literacy is an expanding vocabulary. This also is most dynamic when constructed in relevant

contexts and when taught in a responsive manner.

Reading: It is critical that all students actively engage in continuous independent reading at their independent level and in reading authentic texts

in guided reading groups and/or literature circles with their peers.

Journals: For each of the above components, personal response journals can be used to ground students’ active participation in contextualized

and responsive ways. A simple composition journal with sections for each will be an appropriate starting point.

Curriculum Outline First Quarter Second Quarter Third Quarter Fourth Quarter

Literary Genres

Fiction/Non-Fiction

Short Story

Non-Fiction

Non-Fiction

Poetry

Drama

Oral Tradition/Folk Literature

Writing Genres Narrative Expository Persuasive

Creative

Reading Comprehension

Skills, Strategies, and Strategic Reading Behaviors

Composition Writing Process, 6-Traits, Grammar, Usage, Mechanics, and Vocabulary

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First Quarter Curriculum Map—8th Grade Understand Know Do

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Fiction Non-Fiction

Short Stories

Elements of Fiction Types of Fiction Characteristics of Non-fiction Types of non-fiction See Prentice Hall pgs 2-5 (For more on Non-fiction: 424-425)

Elements of Short Stories and Literary Devices See Prentice Hall pgs 206-207 Title; Setting; Characterization; Dialogue; Tone and Voice; Plot; Theme; Point of View

Anchor Texts: NF: P.pgs 7-21 from The Baker Heater League or Pgs 12-22 11:59

SS: pgs 356-360 Thank You, Ma’m

Suggested/ Supporting Texts: SS: pgs 39-49 Raymond’s Run (A)

NF: Pgs: 453-457 Baseball (A)

NF: Pgs 137-143 from An American Childhood (A)

SS: Pgs 265-279 Tell Tale Heart (MC)

F: Pgs 310-343 Flowers for Algernon (MC)

Alternate Texts : NF: Pgs 472-481 from Always to Remember: The Vision of Maya Ling (A)

NF: Pgs 438-451Harriet Tubman: Guide to Freedom (MC)

NF: Pgs 460-471 from I Know Why the Caged Bird Sings (MC)

Unit Assessment 1

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Narrative - Why do we tell stories? - How does audience and purpose

influence our writing? - Who is the audience? - Why do we express our lives to others?

Required : Memoir Suggested:

- Diary - Journal - Personal Narrative - Speech

Quarterly Writing Assessment: ISAT Personal Narrative See Appendix B

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Reading Skills Focus: - Make Predictions Pgs 24-26: 52 - Author’s Purpose Pgs 102-103 - Summarizing Pgs 276-278

Strategic Reading Behaviors 1. Use prior knowledge and text clues to identify/verify/revise predictions 2. Recognizing details that indicate author’s purpose 3. Evaluate author’s achievement of purpose using details 4. Preview to set purpose for own reading 5. Summarize the author’s message 6. Reread to find the main ideas and summarize 7. Use graphics to help organize main ideas or events to write a summary

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Monday Tuesday Wednesday Thursday Friday


First Quarter Curriculum Map—8th Grade (continued) C

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Writing Process : see Appendix A 6-Traits—See Appendix A, part 2 Effective Writing: p. 96 (Prentice Hall, Literature)

- Develop multi-paragraph compositions that include an introduction, body, and conclusion. - Write a multi-paragraph narrative account that establishes a context, creates a point of view, and develops a focused impression - Begin to establish personal voice and style

G.U.M.: Complete Sentences; Subjects, Predicates and Agreement; Sentence Types; Use a variety of strong verbs.; Use specific sensory details.;

Use dialogue and quotation marks correctly.

Vocabulary

ILS/

IAF

Reading: 1.8.06, 1.8.09, 1.8.10, 1.8.11, 1.8.12, 1.8.13, 1.8.14, 1.8.15, 1.8.16, 1.8.24, 1.8.25, 2.8.01, 2.8.02, 2.8.03, 2.8.04, 2.8.06, 2.8.07, 2.8.08, 2.8.09, 2.8.09, SG1A, SG1B Writing: 3.A.3; 3.B.3a; 3.B.3b; 3.C.3a; 3.C.3b,4.B.3a, 4.B.3b, 4.B.3c,

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Second Quarter Curriculum Map—8th Grade Understand Know Do

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Non-Fiction

1. Elements of Non-Fiction Writing

Organizational Patterns

2. Types of Non-Fiction Writing Autobiography vs. Biography

See Prentice Hall pgs 422-425

Anchor Texts: NF: pgs 427-434 Making Tracks on Mars: A Journal Based on

a Blog

Suggested/ Supporting Texts:

NF: pgs 518-525 The Trouble with Television (A) NF: pgs 557-565 Brown v. Board of Education

Alternate Texts: (pp. 490-501)

Forest Fire

Why Leaves Turn Color in the Fall The Season’s Curmudgeon Sees the Light

Pgs 545-550 Lots in Space

Unit Assessment 2

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Expository - Who is the audience? - How does audience and purpose

influence our writing? - How do we formulate an explanation? - How does a writer effectively inform a

reader/listener? - How do we share our ideas? - How can visuals be used to effectively

convey information?

Required: Problem and Solution Paper

Suggested: - Informative Essay - Biography - Autobiography - Blogs, Exposés

Quarterly Writing Assessment ISAT Expository See Appendix C

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Reading Skills Focus: - Fact and Opinion Pgs 510- 512 - Main Idea (Explicit vs. Implicit) Pgs 436-437: 484 - Cause and Effect Pg 772-773

Strategic Reading Behaviors: 1. Check Facts Using Reliable Sources 2. Distinguish Between Fact and Opinion 3. Make Generalizations 4. Identify the implied main idea by considering significant details 5. Make connections to identify the main idea 6. Skim text to get a general idea of the topic 7. Scan text for details that support the main idea 8. Using background information to link historical causes with effects 9. Ask questions to analyze cause-effect relationships

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Second Quarter Curriculum Map—8th Grade (continued) C

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Writing Process : see Appendix A 6-Traits—See Appendix A, part 2 Effective Writing: p.504 , 892, 1046-1047 (Prentice Hall, Literature)

- Types of Paragraphs; Paragraph Organization; Indentation; Introduction and Conclusion; Supporting Sentences and Elaboration. - Develop compositions that include a variety of sentence structures (e.g., simple, compound) and sentence types (e.g., declarative, exclamatory). - Use appropriate internal (within paragraphs) and external (between/among paragraphs) transitional words, phrases, and devices to connect and unify ideas.

Establish and maintain focus/organization within and across paragraphs (coherence/cohesion). - Use an effective and coherent organizational pattern (e.g., sequence, cause-effect, comparison). - Compose expository writing that supports a topic or thesis statement with evidence (e.g., newspaper article, brochure, business letter).

G.U.M.: Pronoun Reference, Use subject-verb agreement. Write complete sentences with varying beginnings and lengths. Use appropriate reference materials.

Vocabulary

ILS/

IAF

Reading: 1.8.07, 1.8.08, 1.8.09, 1.8.10, 1.8.11, 1.8.12, 1.8.13, 1.8.17, 1.8.18, 1.8.20, 1.8.21,1.8.22, 1.8.23 SG1A, SG1B Writing: 3.A.3; 3.B.3a; 3.B.3b; 3.C.3a; 3.C.3b,

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Third Quarter Curriculum Map—8th Grade Understand Know Do

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Non-Fiction

1. Continue study of non-fiction - Elements of Non-Fiction


2. Writing Organizational Patterns -Types of Non-Fiction Writing Autobiography vs. Biography

Anchor Texts: Pgs 528-533 from Sharing in the American Dream (A)

Pgs164-169 The American Dream (MC)


Pgs 512-517 On Woman’s Right to Suffrage (MC)

Pgs 551-565 Lincoln: A Photobiography Brown v. Board of Education

Unit Assessment 3

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Persuasive - Who is the audience? - How does audience and purpose influence

our writing? - How do we formulate an argument? - How does a writer move a reader/listener to

action? - How do we share our ideas when others

disagree with us? - How can visuals be used to convey a

persuasive message?

Required: Research Editorial Suggested:

- Brochure - Debates, - Argumentation: Pathos, Ethos, Logos. - Commercials, Political Cartoon analysis/creation,

Symbolism, Speech

Quarterly Writing Assessment ISAT Persuasive See Appendix C

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Reading Skills Focus: Paraphrasing

pgs 652-653

Context Clues Pgs 598-599

Strategic Reading Behaviors

1. Reread in order to clarify ideas for paraphrasing 2. Read according to punctuation to help paraphrase 3. Reread and read ahead to find context clues and clarify meaning

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Third Quarter Curriculum Map—8th Grade (continued) C

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Writing Process : see Appendix A 6-Traits—See Appendix A, part 2 Effective Writing: p. 570 (Prentice Hall, Literature)

- Develop a multi-paragraph persuasive piece which presents one position of a issue that offers sufficient support through multiple strategies (e.g., cause/effect, compare/contrast, counter-argument, fact/opinion).

- Compose a clear thesis/claim that contains the main idea in an essay.

G.U.M.: Sentence Complements (objects) Phrases; Prepositional phrases Clauses; Independent clauses Pronouns

Vocabulary

ILS/

IAF

Reading: 1.8.01, 1.8.02, 1.8.03, 1.8.04, 1.8.05, 1.8.07, 1.8.08, 1.8.09, 1.8.10, 1.8.11, 1.8.12, 1.8.13, 1.8.17, 1.8.18, 1.8.23, 2.8.03, 2.8.04, 2.8.05, 2.8.10, 2.8.11, SG1A, SG1B Writing: 3.A.3; 3.B.3a; 3.B.3b; 3.C.3a; 3.C.3b, 5.A.3a, 5.A. 3b, 5.B.3a, 5.B.3b, 5.C.3a, 5.C.3b, 5.C.3c

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Third/Fourth Quarter (poetry) Curriculum Map—8th Grade Understand Know Do

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Poetry

1. Elements of Poetry 2. Forms of Poetry


Anchor Texts: pgs 704-709 The Road Not Taken

O Captain! My Captain!

Suggested/ Supporting Texts: pgs 602-631 pgs 656-698 Unit Assessment 4

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- Why do writers write? - How does audience and purpose influence our writing? - How can a writer use creative arts to move a

reader/listener to action? - How do we share our ideas? - How can visuals be used to communicate?

Suggested Song Lyrics Poetry

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Reading Skills Focus: Context Clues

Paraphrasing

Strategic Reading Behaviors 1. Preview to identify unfamiliar words 2. Reread and read ahead to find context clues and clarify meaning 3. Reread in order to clarify ideas for paraphrasing 4. Read according to punctuation to help paraphrase

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Writing Process : see Appendix A 6-Traits—See Appendix A, part 2 Effective Writing: - Use appropriate internal and external transitional words, phrases, and devices to connect and unify ideas. - Write creatively for a specified purpose and audience (e.g. short story, poetry, radio script, play, TV commercial). - Write using organization and elaboration that demonstrate coherence. - Use figurative language.

G.U.M.: Transitions/Conjunctions. Use of analogies/metaphors/anecdotes

Vocabulary

ILS/

IAF

Reading: 1.8.01, 1.8.02, 1.8.03, 1.8.04, 1.8.05, 1.8.10, 1.8.11, 1.8.12, 1.8.13, 1.8.14, 2.8.03, 2.8.04, 2.8.05, 2.8.10, 2.8.11, SG1A, SG1B Writing: 3.A.3; 3.B.3a; 3.B.3b; 3.C.3a; 3.C.3b;

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Fourth Quarter Curriculum Map—8th Grade Understand Know Do

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Drama & Oral Tradition

1. The American Folk Tradition - Theme (universal) - Heroes and Heroines - Storytelling Techniques

o Hyperbole, Personification, Idioms

2. The American Folk Tradition in Print – Myths , Fables, Tall Tales,

Epics *See Prentice Hall pgs 914-917

3. Elements of Drama 4. Types of Drama

Tragedy, Drama, Comedy, Screenplays, Teleplays, Radio Plays

*See Prentice Hall pg. 728-731

Anchor Texts: pgs 776-870 The Diary of Anne Frank

pgs 919-924 Water Names


Pgs 936-941 Coyote Steals the Sun and the Moon (A) Pgs 931-935 Why the Waves Have White Caps (MC) Pgs 962-967 John Henry (A) Pgs 974-975 Davy Crockett’s Dream Alternate Texts: Pgs 1032- 1037 from My Own True Name

Pgs 1038-1041 Words to Sit in, Like Chairs

Pgs 1056-1059 A Painted House

Unit Assessment 5

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- Why do writers write? - How does audience and purpose influence our writing? - How can a writer use creative arts to move a

reader/listener to action? - How do we share our ideas? - How can visuals be used to communicate?

uggested Creative Project: Fiction, Fantasy, Biographies, Tall-tales, Stories, Poetry, Drama, Screenplay, Sound Devices, Description, Figures of Speech, Detail Analysis, Cut-up Sentences, Song Lyrics, Document Puzzles, Script Writing, Story board

Quarterly Writing Assessment

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Reading Skills Focus: Drawing Conclusions

Main Events

Purpose for Reading

Cultural Contexts

Strategic Reading Behaviors 1. Analyze Characters to draw conclusions 2. Make connection to form conclusions 3. Using background information to link historical causes with effects 4. Asking questions to set a purpose for reading 5. Adjusting reading rate according to reader’s purpose 6. Using text structures to locate information that fits the reader’s purpose

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Fourth Quarter Curriculum Map—8th Grade (continued)

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Writing Process : see Appendix A 6-Traits—See Appendix A, part 2 Effective Writing: - Author’s purpose - Effective use of written and oral story telling techniques used in American folk tradition

G.U.M.: Pronoun Reference, Paragraph Structure, Transitions/Conjunctions, Use of analogies/metaphors/anecdotes, Use subject-verb agreement, Write complete sentences with varying beginnings and lengths

Vocabulary

ILS/

IAF

Reading: 1.8.06, 1.8.10, 1.8.11, 1.8.12, 1.8.13, 1.8.14, 1.8.17, 1.8.18, 1.8.19, 1.8.20, 2.8.01, 2.8.02, 2.8.03, 2.8.04, 2.8.06, 2.8.07, 2.8.08, 2.8.09, 2.8.10, 2.8.11, 2.8.12, 2.8.13, SG1A, SG1B Writing: 3.A.3; 3.B.3a; 3.B.3b; 3.C.3a; 3.C.3b;

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Grade 8: ELA State Goal 4: Listening & Speaking QUARTERS 1 - 4

General Content Focus

Specific Content: Skills, Strategies

Aligned IL Learning

Standards/ Benchmarks

Possible Lessons, Projects,

Assessments

LISTENING

SPEAKING

Practice listening skills in formal and informal situations.

Decide factors that will impact the message (i.e., dialect, language styles, setting, word choice).

Record appropriate notes and rough outlines while listening.

Critique the relationship between a speaker’s verbal communication skills and nonverbal message.

Determine meaning from a speaker’s denotations and connotations.

Identify and analyze factors that will impact the speaker’s message.

Differentiate between the speaker's factual and emotional content by analyzing verbal/nonverbal messages.

Identify and evaluate personal bias.

Separate main ideas from supporting facts and details.

Synthesize, analyze, and evaluate information.

Ask and respond to relevant questions needed to gather and clarify information.

Contribute relevant comments during discussions.

Paraphrase and summarize information in formal and informal presentations.

Follow a multi-step set of instructions to compete a task.

Modify, control, and block out distractions.

Analyze audience and prepare appropriate presentations for purpose of speech.

Use language that is clear, audible, and appropriate.

Use notes, outlines, and visual aids.

Employ and engaging introduction, appropriate organization, and an effective conclusion.

Use appropriate grammar, word choice, style, and pacing for the message.

Incorporate appropriate nonverbal expressions that support the message.

Prepare and rehearse using techniques to overcome anxiety.

Contribute to group discussions by following public speaking guidelines.

Identify and use discussion techniques to arrive at a consensus of opinion.

Assume various roles in the presentation of group projects.

4.A.3a 4.A.3a 4.A.3a 4.A.3a 4.A.3b 4.A.3b 4.A.3b 4.A.3a 4.A.3b 4.A.3a 4.A.3a 4.A.3a 4.A.3a 4.A.3a 4.A.3c 4.A.3d 4.B.3a 4.B.3a 4.B.3c 4.B.3a 4.B.3a 4.B.3d 4.B.3c 4.B.3c 4.B.3d 4.B.3b

Speech Assignment: create an assignment with which students will practice appropriate listening and speaking skills that align with each quarter’s focus. Quarter 1: Narrative (storytelling, story boards, genealogy narratives, interviews, personal experiences, etc.); Quarter 2: Expository (demonstration, biography, procedure, informative, etc). Quarter 3: Persuasive (debate, advertisement commercials, opinion speech, etc. Quarter 4: Creative (skits, plays, poetry/prose readings, reader’s theater, talk show, etc.)

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Grade 8: ELA State Goal 5: Acquire, Assess & Communicate Information QUARTERS 1 - 4

General Content Focus

Specific Content: Skills, Strategies

Aligned IL Learning

Standards/ Benchmark

Possible Lessons,

Projects, Assessments

District/Bldg

Resources

ACQUIRE INFORMATION ASSESS INFORMATION

COMMUNICATE INFORMATION

**Survey, with appropriate guidance, a subject and select a topic. **Define a focus and formulate questions to direct research. **Identify steps that need to be taken to present an idea or solve a problem using multiple resources. Brainstorm questions to guide research. Evaluate credibility of sources. Choose a variety of sources. Organize and integrate information appropriately. Develop a bibliography using a simple, acceptable form (MLA). Follow appropriate style manual accurately (e.g., MLA). Design and prepare a project. Analyze information from primary, secondary, and non-print sources. Evaluate sources by applying a set of criteria: timeliness, accuracy, reliability. Use information from footnotes, illustrations, diagrams, charts, and graphs. Cite the source of all direct quotations. Cite the source of all paraphrased/summarized information. **Develop a source(s) cited page from only the sources used. Select and justify adaptations in format to accommodate characteristics of audiences (e.g., age, background, interest level, group size) and purposes of the presentation. Evaluate and select text, graphic materials, or visual aids to present information (e.g., charts, written reports, maps, models, artifacts). Communicate information from research.

5.A.3a 5.A.3a 5.A.3b 5.A.3a 5.A.3a 5.A.3a 5.A.3b 5.A.3b 5.A.3b 5.A.3b 5.B.3b 5.B.3a 5.A.3a 5.A.3b 5.A.3b 5.A.3b 5.C.3a 5.C.3b 5.C.3c

Online Portfolio Assignment

Student Online Portfolio

Ethics of Research Use of print and internet sources Advertisement Brochures Commentary Editorial Interview Powerpoint Research Report Scene Analysis Story Telling Talk Show

Holt Elements of Language Introductory Course, c. 2004 -Text -Communications -Sentences and Paragraphs -Media Literacy and Communication Skills -Grammar,Usage, &Mechanics -Assessment -Daily Oral Language

Curriculum Associates Stand Up and Speak!, Level A Creating Writers by Vicki Spandel (6-Traits writing) MetriTech Writing Quest Lessons That Change Writers by Nancie Atwell In The Middle by Nancie Atwell Great Source Write Source Great Source Write Traits Classroom Kit, Grade 6 *Various other titles in building Professional libraries (see ELA Building Leader)

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Prewriting

Getting Ready to Write Choosing Topics Story Map

Outlines Audience

Brainstorming Notes

Publishing

Illustrations Contests

Author’s Chair Booklets

Displaying Magazines

Reflection

Portfolio

Checklist

Essays

Editing

Punctuation Capitalization Spelling

Reflection Sentence Structure

*Teacher Editing

*Peer Editing

Revising Re-visit Introduction Word Choice

Impact Ideas Conclusion

Voice Clarity Reflection

*Peer Conference

*Teacher Conference

Drafting First Draft

Sketching

Get ideas on Paper

Reflection

Appendix A, part 1 of 2

The Writing Process

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Appendix A, part 2 of 2 General

Content Focus Specific Content: Skills, Strategies

Aligned IL Learning Standards/ Benchmarks

WRITING PROCESS

ISAT – 6 Traits Connections

Use the Writing Process (refer to p.1) of prewriting, drafting, revision, editing, and publication to produce work.

Use pre-writing strategies (e.g., brainstorming, webbing, listing, note taking, outlining, graphic organizers).

Analyze basic audience and purpose for writing and choose the appropriate form (e.g., letters, poems, reports, narratives).

Develop compositions that contain complete sentences and effective paragraphs.

*Edit and revise to maintain a consistent tone and focus throughout the piece of writing

Use both self-evaluation and peer-evaluation strategies for revisions.

Understand rubrics used to evaluate and improve writing (i.e., ISAT and Six-Traits).

Use appropriate language and details, for a specified audience (e.g., gender, age, interest).

Write in correct/appropriate tense.

Proofread for correct English conventions.

Check for correct use of homonyms, punctuation and capitalization.

Demonstrate appropriate use of the eight parts of speech.

Select effective formats for publication.

Use available technology to design, produce, and present compositions and multi-media works.

Prepare formal (critique other’s performance) and informal (individual and group projects) presentations. Focus - Ideas, Organization Support/Elaboration - Ideas, Word Choice, Voice Organization - Organization, Sentence Fluency Conventions - Conventions Integration – 6 Traits Effective Writing

3A; 3B; 3C

3A; 3B; 3C

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Appendix B, part 1 of 2: ISAT Writing Rubric, Grade 8, Narrative Focus Elaboration Organization Integration 6 Subject and unifying event clear and

maintained throughout with the event commented upon by the end of the composition

Clearly sets purpose of composition through successful introduction strategy

Reactions are effectively connected to unifying event

Effective closing which unifies the writing

All major episodes are developed by specific detail

Episodes developed evenly (to the same degree of specificity as appropriate)

Considerable Elaboration through multiple strategies (e.g., points of view/perspective, others’ reactions, dialogue, etc.)

Most episodes show significant depth of development

Word choice enhances specificity

Voice is appropriate for topic, purpose, and audience

Narrative structure is clear, effective, and appropriate – sequence of episodes is logically presented without gaps

Appropriate and purposeful paragraphing

Coherence and cohesion demonstrated by effective and varied devices (transitions, parallel structure, pronouns, etc.)

Paragraph development follows narrative sequence

All episodes and reactions logically presented and interrelated

Varied sentence structure and word choice produce cohesion

Fully-developed composition for grade level

Clear and purposeful Focus; in-depth, balanced Elaboration; sequence of episodes is coherently and cohesively developed throughout the composition

5 Subject and unifying event clear and maintained throughout with the event commented upon by the end of the composition

Clearly sets purpose through effective opening or may attempt more sophisticated strategy (may not be completely successful)

Reactions are relevant to unifying event

Effective closing

All major episodes developed by specific detail

Most Elaboration is even or balanced

Some Elaboration through multiple strategies (e.g., points of view/perspective, others’ reactions, dialogue, etc.)

Word choice may enhance specificity

Voice is appropriate for topic, purpose, and audience

Narrative structure is clear and effective – sequence of episodes is logically presented through time without significant gaps

All paragraphs appropriate

Coherence and cohesion demonstrated by appropriate devices (transitions, parallel structure, pronouns, repetition, etc.)

Most episodes and reactions logically presented and interrelated

Some varied sentence structure and word choice produce cohesion

Developed composition for grade level

All features not equally well-developed throughout the composition

Depth is evident

4 Subject and unifying event clear and maintained with event commented upon by the end of the composition

Sets purpose through effective opening

Reactions clearly present and appropriate

Has closing

Many major episodes developed by specific detail; some Elaboration may be general

Elaboration may not be even or balanced

Some depth


Voice is present but inconsistent

Narrative structure is evident – sequence of episodes moves through time with a beginning, a middle, and an ending with few gaps

Most paragraphs appropriate

Coherence (paragraph to paragraph) and cohesion (sentence to sentence) demonstrated with appropriate devices

Coherence may depend on holistic structure (e.g., chronology)

May have minor digressions

Most episodes logically presented and organized

Bare-bones-developed composition for grade level

Simple and clear, presenting nothing more than the essentials

Limited depth

3 Subject and event clear; may be prompt-dependent

Minor Focus drift or lapses in logic

Reactions are present

May lack closing

Lacks sufficiency to demonstrate developed Focus

Some major episodes developed by specific detail; some Elaboration may be general or repetitive

May be list of specific episodes/reactions with some extensions

Limited depth

Voice shifts or disappears

Lacks sufficiency to demonstrate developed Elaboration

Narrative structure is evident – sequence of episodes moves through time with significant gaps

Some appropriate paragraphing

May have a major digression

May have intrusive or inappropriate transitional devices

Lacks sufficiency to demonstrate developed Organization

Partially developed

Some (or one) of the feature(s) are not sufficiently formed, but all are present

Inference is usually required

2 Subject and/or event may be vague

Unrelated or illogical ideas or major drift from Focus (composition consists mostly of repetitions/redundancies)

Off-mode response (NOT narrative showing a sequence through time)

Multiple events without an umbrella statement

No reactions

Insufficient writing to determine that Focus can be sustained

List of episodes and/or reactions which may have extensions

Most Elaboration is general or consists of repetition/redundancy

No evidence of suitable voice

Insufficient writing to determine that the Elaboration can be maintained

Structure is noticeable, but the reader must infer it – sequence of episodes moves through time with either an expository preview developed by event/reaction, OR an event developed by reasons/examples

Limited evidence of appropriate paragraphing

May have major lapses/digressions

Insufficient writing to determine that Organization can be sustained

Attempts to address the assignment, but only rudiments of techniques for forming Focus, Elaboration, and Organization can be detected

Some confusion and/or disjointedness

Lacks narrative structure

Insufficient writing to determine that the features can be maintained

1 Subject/event unclear

Reactions absent

Insufficient writing to show that criteria are met

May lack clarity


Little or no evidence of structure


Does not fulfill the assignment; barely deals with the topic; or does not present most or all of the features


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Appendix B, part 2 of 2:

Conventions 3 Strong knowledge of conventions is demonstrated ●Standards of punctuation, capitalization, and spelling are consistently followed – may have minor lapses

May have minor errors in usage and sentence formation ●A variety of sentence structures is evident

2 Partial knowledge of conventions is evident ●Severity and density of errors constitute a noticeable pattern

Little attempt at varying sentence structures

1 Little or no discernable knowledge of conventions ●Severity and density of errors is such that meaning is impaired

Sentence structure is simplistic or in error

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Appendix C, part 1 of 2: ISAT Writing Rubric, Grade 8, Persuasive/Expository Focus Support Organization Integration 6 Effective opening (may or may not include

specific preview) which displays some sophistication through the use of anecdotes, quotations, definitions, personal appeals or other effective strategies; may develop the Focus inductively

Clearly maintains logic throughout

Effective closing which unifies the writing

All major points developed by specific detail

Most key points are developed evenly – to the same degree of specificity

Extensive development of Support through multiple strategies (e.g., explanation, evidence, and example)


Voice is appropriate to topic, purpose, and audience

Structure is clear and appropriate to purpose

All points appropriately paragraphed

Coherence and cohesion demonstrated by effective and varied transitions or other devices (e.g., transitions, parallel structure, pronouns, repetition, etc.)

All points are logically presented and interrelated

Varied sentence structure and word choice produce cohesion

Fully developed for grade level

Clear and purposeful Focus; in-depth balanced Support; lines of reasoning identified and developed coherently and cohesively throughout

5 Sets purpose through effective thematic introduction, a specific preview, or may attempt more sophisticated strategy; could be developed inductively

Clearly maintains logic throughout

Effective closing - more than a simple restatement of the introduction

All major points are developed by specific detail; Support may not be even or balanced

Some Support developed through multiple strategies (e.g., explanation, evidence, and example)


Voice is appropriate to topic, purpose, and audience

Structure is clear and appropriate to purpose

Most major points appropriately paragraphed

Coherence and cohesion demonstrated by appropriate transitions or other devices (e.g., transitions, parallel structure, pronouns, repetition, etc.)

Most points are logically presented and interrelated

Some varied sentence structure and word choice produce cohesion

Developed for grade level

All features are adequately developed but not equally well developed, throughout

4 Subject/position (or issue) is identified by a general opening or a specific preview (No ‘launch’)

If previewed, composition develops only previewed points

Maintains logic/position throughout

Clear closing is evident (may be simple restatement of the introduction)

Most main points are developed by specific detail

All key points supported but not necessarily evenly or in depth


Voice is present but not consistent

Structure is evident

Most major points appropriately paragraphed

Coherence (paragraph to paragraph) and cohesion (sentence to sentence) demonstrated with appropriate transitions or other devices

May have minor digression

Most points logically presented and organized

Bare-bones-developed composition for grade level

Simple and clear, presents nothing more than the essentials

Limited depth

3 Subject/position (or issue) identified by at least a brief, general opening statement or is established somewhere in the composition

If previewed, composition develops more or fewer points than previewed (over-promise or over-deliver)

Minor Focus drift or lapses in logic (not really separate ideas – repetitious)

May lack closing

Lacks sufficiency to demonstrate a developed Focus

Some major points are developed by specific detail (e.g., second-order ideas beyond major point); some Support may be general

Some Support of key points – but may lack depth

Lacks sufficiency to demonstrate developed Support

Voice shifts or disappears

Structure is noticeable

Some appropriate paragraphing

May have a major digression

May have inappropriate or intrusive transitions that disrupt the progression of ideas (e.g., “Firstly,” “Secondly,” “Lastly” used within paragraphs)

Lacks sufficiency to demonstrate developed Organization

Partially developed

Some (or one) of the feature(s) may not be sufficiently formed, but all are present

Inference is usually required

2 Subject/position (or issue) may be vague or prompt-dependent; may launch with no unifying statement anywhere, or repeat prompt or a portion of it as the only focusing statement

Unrelated or illogical ideas or major drift from Focus (composition consists mostly of repetitions and redundancies)

Off-mode response that does NOT serve persuasive purpose

Multiple subjects/positions without a unifying umbrella statement

May be insufficient writing to determine that subject/issue can be sustained

Most Support is general or consists of repetition/redundancy

Simple list that may have some extensions

May be insufficient writing to determine that the Support can be maintained

No evidence of suitable voice

Structure is attempted, but the reader must infer it

Limited evidence of appropriate paragraphing

Limited structure within paragraphs (e.g., little purposeful ordering of sentences)

Lacks appropriate persuasive structure

May have major lapses/digressions

May be insufficient writing to determine that Organization can be sustained

Attempts to address the assignment, but only rudiments of techniques for forming Focus, Support, and Organization can be detected

Some confusion and/or disjointedness

Lacks appropriate persuasive structure

May be insufficient writing to determine that features can be maintained

1 Subject/position (or issue) unclear


Support may lack clarity


Little or no evidence of a plan


Does not fulfill the assignment; barely deals with the topic; does not present most or all of the features


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Appendix C, part 2 of 2:

Conventions 3 Strong knowledge of conventions is demonstrated ● Standards of punctuation, capitalization. and spelling are consistently followed – may have minor lapses

May have minor errors in usage and sentence formation ●A variety of sentence structures is evident

2 Partial knowledge of conventions is evident ●Severity and density of errors constitute a noticeable pattern

Little attempt at varying sentence structures

1 Little or no discernable knowledge of conventions ●Severity and density of errors is such that meaning is impaired

Sentence structure is simplistic or in error

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Appendix D: EXTENDED-RESPONSE READING RUBRIC

Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections to other

situations or contexts through analysis, evaluation, or comparison/contrast.

Score Criteria

4

• Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly and implicitly.

• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically through analysis, evaluation,

inference, or comparison/contrast.

• Reader uses relevant and accurate references; most are specific and fully supported.

• Reader integrates interpretation of the text with text-based support (balanced).

3

• Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly.

• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically (with some gaps) through analysis,

evaluation, inference, or comparison/contrast.

• Reader uses relevant and accurate references; some are specific; some may be general and not fully supported.

• Reader partially integrates interpretation of the text with text-based support.

2

• Reader demonstrates an accurate but limited understanding of the text.

• Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making only limited connections to other

situations or contexts.

• Reader uses irrelevant or limited references.

• Reader generalizes without illustrating key ideas; may have gaps.

1

• Reader demonstrates little or no understanding of the text; may be inaccurate.

• Reader makes little or no interpretation of the text.

• Reader uses no references or the references are inaccurate.

• Reader’s response is insufficient to show that criteria are met.

0

• Reader’s response is absent or does not address the task.

• Reader’s response is insufficient to show that criteria are met.

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