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Grade: 8 Unit 1: Voices of Courage Dates: August-September Standards to be covered:

Reading: Information Reading: Literature Writing Language Speaking and Listening

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. 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.

RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL 8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

W8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

L 8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

● a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

● b. Use an ellipsis to indicate an omission.

● c. Spell correctly.

SL 8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Possible Resources The Boy in the Striped Pajamas excerpts The Boy in the Striped Pajamas film “The Last Seven Months of Anne Frank” pg. 515 “All But My Life” pg. 522 “A Diary from Another World” pg. 528 Articles on the Holocaust

Grade: 8 Unit 2: Revolutionary Voices Dates: September-October Standards to be covered:


RI 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI 8. 3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

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. 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.

W 8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 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.

L 8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of

SL 8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL 8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Possible Resources “Paul Revere’s Ride” pg 716 The Giver “Who are the Ninety-Nines?” pg. 130 List of revolutionary voices - short research project (independent topics for group research: poster presentation, etc.)

Grade: 8 Unit 3: Voices from Beyond Dates: October Standards to be covered:


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.

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.

L 8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

● a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Possible Resources “The Girl in the Lavender Dress” pg. 951 “The Hitchhiker” pg. 654 “The Woman in the Snow” pg. 944 “The Tell-Tale Heart” pg. 624 “The Raven” “The Monkey’s Paw” pg. 680

Grade: 8 Unit 4: Sharing Your Voice Dates: November Standards to be covered:

Reading: Information Reading: Literature

Writing Language Speaking and Listening

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. RL 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.

W 8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant,

well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal

style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

W 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed

Possible Resources examples of blogs and feature articles pre-writing from units 1 & 2 for informational paper models of paragraphs, analogies, allusions, etc.

Grade: 8 Unit 5: Abstract Voices Dates: December Standards to be covered:

Reading: Information

Reading: Literature Writing Language Speaking and Listening

RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 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. RL 8.3Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

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).

Possible Resources “Simile: Willow and Ginkgo” pg. 215 “A Loaf of Poetry” pg. 215 “Mi Madre” pg. 139 “The Ransom of Red Chief” pg. 69 “The Dinner Party” pg. 565 “The Lady, or the Tiger?” pg. 592

Grade: 8 Unit 6: Voices of Determination Dates: January-February Standards to be covered:



W 8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

W 8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event seque. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

L 8.4 b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. W 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Possible Resources: “from Undaunted Courage” pg. 723 The House of Dies Drear “Harriet Tubman: Conductor on the Underground Railroad” pg. 756 “Letter to Harriet Tubman” pg. 765 “I was Dreaming to Come to America” pgs. 885, 886, 887 Personal narrative on overcoming an obstacle / adversity mini unit on Greek and Latin roots

Grade: 8 Unit 7: Find Your Voice and Let It Be Heard Dates: February-March Standards to be covered:

Reading: Information Reading: Literature

Writing Language Speaking and Listening

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. 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. RI 8.8 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. 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.

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. claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. establish and maintain a formal style. e. concluding statement or section that follows from and supports the argument presented. W 8.4 Produce clear and coherent writing in which the development, organization, and style are

SL 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and

appropriate to task, purpose, and audience. W 8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 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. W 8.9 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”).

ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 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.

Possible Resources: “This I Believe” examples (thisibelieve.org) mini debate topics “I Step from Plank to Plank” pg. 296 “Identity” pg. 79 “A Journey” pg. 422 “Knoxville, Tennessee” pg. 422 “Raymond’s Run” pg. 32

Grade: 8 Unit 8: Hidden Voices Dates: April Standards to be covered:



RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 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. RL 8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 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.

W 8.9 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”).

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.*

Possible Resources: “Flowers for Algernon” pg. 220

Grade: 8 Unit 9: The Voices of Storytelling Dates: May Standards to be covered:


RL 8.9 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. RL 8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

W 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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.

SL 8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Possible Resources: “Otoonah” pg. 925 “Paul Bunyan and Babe, the Blue Ox” pg. 934 “John Henry” pg. 956 “Pecos Bill” pg. 959 “The Crying Woman at Llorna”

Group project: In small groups the students take a story and change how it is presented (rap, poem, play, etc.). Students will turn a written copy of their story and present it.

Scott%County%Schools% Grade%8% English%Language%Arts% !

9 Weeks Grade.Content.Standard Overall Standard Type

1st 2nd 3rd 4th 8.L.1 K R S P

College and Career Readiness Anchor Standard Standard Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

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.

Strand Cluster Language Conventions of Standard English

Target

# Target Type

State Target Student Friendly Target Success Criteria (If Appropriate)

Resources

1 K Define verbals: gerunds participles infinitives

I can define gerund. I can define participle. I can define infinitives.

2 K Recognize verbs: active voice passive voice

I can pick out when active and passage voice are used.

3 K Identify verb moods: indicative Imperative Interrogative conditional subjunctive

I can identify when a verb is in the indicative, imperative, interrogative, conditional, and subjunctive moods.

4 K Recognize inappropriate verb voice and mood

I can pick out when verb voice and mood are used inappropriately.


5 R Demonstrate command of the conventions of standard English grammar and usage when writing.

I can write using correct conventions in standard English grammar.

6 R Explain the function of verbals in general and in sentences

I can explain the function of verbals in general and in sentences.

7 R Form and use verbs in active and passive voice

I can use verbs in passive and active voice.

8 R Use the following verb moods correctly: indicative imperative interrogative conditional subjunctive in writing and speaking

I can use the various verb moods correctly (indicative, imperative, interrogative, conditional, and subjunctive) when I write and speak.

9 R Correct inappropriate shifts in verb voice and mood

I can recognize and correct shifts in verb voice and mood

10 S Demonstrate command of the conventions of standard English grammar and usage speaking:

I can show command of conventions when speaking.

11 S Form and use verbs in active and passive voice correctly

I can form and use verbs in active and passive voice.

12 S Use the following verb moods correctly: indicative imperative interrogative conditional subjunctive in writing and speaking Correct inappropriate shifts in verb voice and mood

I can use the various verb moods correctly (indicative, imperative, interrogative, conditional, and subjunctive) when I write and speak. I can correct incorrect verb moods.




College and Career Readiness Anchor Standard Standard Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, ellipsis, dash) to indicate a pause or a break. b. Spell correctly

Strand Cluster Language Conventions of Standard English

Target

# Target Type


Resources

1 K Apply correct capitalization, punctuation, and spelling when writing

I can write using correct capitalization, punctuation, and spelling.

2 K Use punctuation (commas, ellipsis, dash) to indicate a pause or a break

I can use commas, ellipsis, and dashes correctly.

3 K Use commas to set off words or phrases that make a distinct break in the flow of thought, including interrupting elements (nonrestrictive/parenthetical)

I can use commas correctly

4 K Know that the interrupting element can be a phrase, an adverb like however, a transitional phrase like in fact, a name in direct address, word or words that

I can use interrupting phrases (whether they noun, adjectival, or verbal) correctly.


identifies or restates an immediately preceding noun or pronoun, or an inserted question or exclamation

5 K Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted time

I can use an ellipsis correctly.

6 K Know that an ellipsis is three or four dots within the sentence

I know what an ellipsis is and how to correctly use it.

7 K Use a dash to set off material that is parenthetic or summary in nature

I can use a dash correctly.

8 K Know that a dash is two hyphens without a space between them or on either side

I know what a dash is and how to use it correctly.

9 K Recall and apply spelling rules

I can recall and apply the spelling rules.

10 K Identify and correct misspelled words

I can identify and correct misspelled words.




College and Career Readiness Anchor Standard Standard Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects. (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Strand Cluster

Language Knowledge of Language Target

# Target Type


Resources

1 K Recognize the conventions of language for: writing speaking reading listening

I can use language conventions correctly when I write, read and speak and understand the use of language conventions when I listen.

2 K Recognize when: verbs are active or passive voice verbs are conditional and subjunctive mood

I can recognize active and passage voice. I can recognize conditional and subjunctive mood.

3 R Apply knowledge of language when: writing reading listening

I can use language correctly when writing, reading, and speaking.

4 R Apply knowledge of language conventions when: writing reading listening

I can apply knowledge of language conventions when writing, reading and listening.


5 R Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when writing

I can determine when to use verbs in passive and active voice. I can determine when to use conditional and subjunctive mood.

6 S Use knowledge of language conventions when speaking

I can use knowledge of language and conventions when I am speaking.

7 S Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when speaking

I can determine when to use verbs in active voice when speaking. I can determine when to use verbs in passive voice when speaking. I can determine when to use verbs in the conditional mood when speaking. I can determine when to use verbs in the subjunctive mood when speaking.




College and Career Readiness Anchor Standard Standard 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.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Strand Cluster Language Vocabulary Acquisition and Use

Target

# Target Type


Resources

1 K Recognize that many words have more than one meaning

I can recognize that many words have more than one meaning.

2 K Identify common, grade- appropriate Greek and Latin affixes and roots

I can identify common Greek and Latin affixes and roots.

3 K Consult general and specialized reference materials, both print and digital, to: find pronunciation determine or clarify precise meaning or part of speech

I can use general and specialized reference materials, both print and digital, to find pronunciation, and determine or clarify precise meaning or parts of speech.


4 R Verify the initial determination of the meaning of a word

I can use a dictionary to verify the meaning of a word.

5 R Clarify the intended meaning of multiple-meaning words and phrases

I can clarify the meaning of multiple-meaning words and phrases.

6 R Determine the meaning of a word or phrase by: using context clues using common Greek and Latin affixes and roots

I can use context clues and common Greek and Latin affixes and roots to determine the meaning of words and phrases.

7 R Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase

I can figure out the meanings of words I don’t know using many different ways.




College and Career Readiness Anchor Standard Standard Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings..

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).


Target

# Target Type


Resources

1 K Recognize the: meaning of figurative language (e.g. verbal irony, puns) different types of relationships of words

I can recognize figurative language like verbal irony, puns, and symbolism.

2 K Define the meaning of the terms connotation and denotation. (e.g., bullheaded, willful, firm, persistent, resolute)

I can define connotation and denotation.

3 R Analyze text to locate figures of speech (e.g. personification) and interpret meanings in context

I can analyze text to locate figures of speech (e.g. personification) and interpret meanings in context


4 R Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity

I can analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity.

5 R Distinguish among the connotations of words with similar denotations (e.g., bullheaded, willful, firm, persistent, resolute)

I can distinguish between connotations and denotations of words.

6 R Demonstrate the relationship between words to find meaning

I can define words.




College and Career Readiness Anchor Standard Standard Acquire and use accurately 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 considering a word or phrase important to comprehension or expression.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Target

# Target Type


Resources

1 K Identify general academic and domain specific words and phrases that are grade appropriate

I can identify content specific vocabulary and jargon.

2 K Gather vocabulary knowledge when considering words and phrases important to comprehension or expression

I can learn new vocabulary words from what I read and hear.

3 R Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words through

I can comprehend new words based on their meanings.


4 R Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression

I can comprehend and apply new vocabulary words.

5 R Select appropriate references and resources to aid in gathering vocabulary knowledge

I can use a variety of resources to acquire new vocabulary words.



1st 2nd 3rd 4th 8.RI.1 K R S P

College and Career Readiness Anchor Standard Standard 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.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Strand Cluster Reading Informational

Text Key Ideas and Details

Target

# Target Type


Resources

1 K Recognize the difference in explicitly stated information and inference information in a text

I can recognize what is inference and what is stated in the text.

2 R Determine strongly supporting details for: what is explicitly state inferences made

I can identify support for a key idea. I can cite the evidence used to make inferences.

3 R Make inferences about what is said in the text

I can makes inferences about what is said in the text.

4 R Analyze and cite details to determine which ones most strongly support the idea (either explicitly or inferred)

I can analyze a text by evaluating the evidence that supports the key idea.




College and Career Readiness Anchor Standard Standard Analyze and cite details to determine which ones most strongly support the idea (either explicitly or inferred)

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.



Target

# Target Type


Resources

1 K Identify: the central idea of a text ideas that support the central idea

I can identify the central idea. I can identify ideas that support the central idea.

2 R Determine the relationship of ideas that support the central idea

I can determine the relationship of ideas that support the central idea.

3 R Analyze the development of the central idea over the course of the text

I can trace the development of a central idea over the course of a text.

4 R Provide an objective summary that includes the relationship of supporting ideas to the development of the central idea

I can create an objective summary of a text. This means that I include the relationship of the supporting ideas to the development of the central idea.




College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).



Target

# Target Type


Resources

1 K Define: compare/contrast, analogies, categorization

I can define compare/contrast. I can define analogies. I can define categorization.

2 K Identify: individuals, events, deas within a text

I can identify individuals in a text. I can identify evens in a text. I can identify ideas within a text.

3 R Compare how: individuals, ideas, events are connected (including classification and analogies)

I can compare how individuals, ideas, and events are connected in a text.

4 R Contrast the distinctions between: individuals, ideas, events within a text (including classification and analogies)

I can contrast the individuals, ideas, and events in a text.




College and Career Readiness Anchor Standard Standard 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.

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.


Text Craft and Structure

Target

# Target Type


Resources

1 K Identify: words and phrases, figurative words and phrases, connotative words and phrases technical words and phrases in a text

I can recognize words and phrases in a text. I can recognize figurative words and phrases in a text. I can recognize connotative words and phrases in a text. I can recognize technical words and phrases in a text.

2 K Identify words and phrases that include analogies and allusions to other texts, in a text

I can identify analogies. I can identify allusions to another text.

3 R Determine the meaning of words and phrases, including the: figurative, connotative, technical meanings of words and phrases as used in a text

I can determine the figurative meaning of words and phrases as they are used in a text. I can determine the connotative meaning of words and phrases as they are used in a text. I can determine the technical meaning of words and phrases as they are used in a text.


4 R Analyze the impact of word choice on meaning and tone

I can analyze the impact of word choice on meaning. I can analyze the impact of word choice on tone.

5 R Analyze the impact of the use of analogies and allusions to other texts on meaning and tone

I can analyze the impact of analogies on meaning. I can analyze the impact of allusions to other texts on meaning. I can analyze the impact of analogies on tone. I can analyze the impact of allusions to other texts on tone.




College and Career Readiness Anchor Standard Standard 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.

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.



Target

# Target Type


Resources

1 K Identify: different roles of sentences and structure of a specific paragraph in an informational text

I can identify the different roles of sentences. I can identify the structure of a specific paragraph in an informational text.

2 R Analyze the: role that a particular sentence plays in the paragraph in developing and refining the key concept and structure of specific sentences in developing the paragraph

I can analyze the role a sentence plays in developing the key idea of a paragraph. I can analyze the structure of specific sentences in developing the paragraph




College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text.

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.



Target

# Target Type


Resources

1 K Determine the author’s point of view or purpose

I can determine the author’s point of view. I can determine the author’s purpose.

2 K Identify: evidence the author uses to support his/her viewpoint/purpose and conflicting evidence or viewpoints presented in a given text

I can identify the evidence the author uses to support his purpose. I can identify the evidence the author uses to support his purpose. I can identify conflicting evidence in a text. I can identify conflicting viewpoints in a text.

3 R Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints

I can compare/contrast the author’s evidence to conflicting evidence. I can compare/contrast the author’s point of view to a conflicting point of view.

4 R Analyze the techniques the author uses to respond to conflicting evidence

I can analyze the techniques the author uses to respond to conflicting evidence.

5 R Support your analysis with examples from the text.

I can support my analysis with examples from the text.




College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.


Text Integration of Knowledge and Ideas

Target

# Target Type


Resources

1 K Identify mediums: - print - digital - video - multimedia

I can identify print mediums. I can identify digital mediums. I can identify video mediums. I can identify multimedia mediums.

2 K Define evaluate

I can define evaluate.

3 K Use different mediums

I can use different mediums.

4 R Evaluate the advantages of using: - print - digital text - video - multimedia

I can evaluate the advantages of using print to present a topic or idea. I can evaluate the advantages of using digital text to present a topic or idea.


to present a topic or idea I can evaluate the advantages of using video to present a topic or idea. I can evaluate the advantages of using multimedia to present a topic or idea.

5 R Evaluate the disadvantages of using: - print - digital text - video - multimedia to present a topic or idea

I can evaluate the disadvantages of using print to present a topic or idea. I can evaluate the disadvantages of using digital text to present a topic or idea. I can evaluate the disadvantages of using video to present a topic or idea. I can evaluate the disadvantages of using multimedia to present a topic or idea.




College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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.



Target

# Target Type


Resources

1 K Define and identify: relevant/irrelevant evidence, sufficient/insufficient evidence, sound/unsound reasoning in an informational text

I can identify relevant/irrelevant evidence in an informational text. I can identify sufficient/insufficient evidence in an informational text. I can identify sound/unsound reasoning in an informational text.

2 R Delineate the argument and specific claims in a text

I can trace the argument and specific claims in a text.

3 R Classify: evidence as relevant/irrelevant, reasoning as sound/unsound, evidence as sufficient/insufficient in an informational text

I can classify evidence as relevant/irrelevant in an informational text. I can classify reasoning as sound/unsound in an informational text. I can classify evidence as sufficient/insufficient in an informational text.

4 R Evaluate an argument in a text based on sound reasoning, and relevant and sufficient evidence.

I can evaluate an argument in a text using sound reasoning, and relevant and sufficient evidence.




College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.



Target

# Target Type


Resources

1 K Identify differences or conflicting information

I can identify differences or conflicting information in a text.

2 K Recognize facts or interpretations

I can recognize facts in a text. I can recognize interpretations in a text.

3 K Identify criteria for analyzing

I can identify criteria for analyzing a text.

4 R Analyze two or more texts for conflicting information as to how the texts disagree in facts or interpretation

I can analyze how two or more texts disagree in facts or interpretation.




College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational text independently and proficiently.

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.


Text Range of Reading and Level of Text

Complexity Target

# Target Type


Resources

1 K 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

I can identify key ideas and details in an informational text. I can identify craft and structure in an informational text. I can identify integration of knowledge and ideas in an informational text.

2 R 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

I can comprehend the key ideas and details in an informational text. I can comprehend the craft and structure of an informational text. I can comprehend the integration of knowledge and ideas in an informational text.



1st 2nd 3rd 4th 8.RL.1 K R S P

College and Career Readiness Anchor Standard Standard 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.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Strand Cluster Reading Literature Key Ideas and Details

Target

# Target Type


Resources

1 K Identify the key ideas explicitly stated in the text and evidence in the text that strongly supports the key ideas.

I can identify key ideas in a text. I can identify support for a key idea in a text.

2 K Recognize the difference between inference and what is explicitly stated in the text

I can recognize the difference between inference and what is stated in the text.

3 R Analyze text by: making inferences about what a text says that is not directly stated and evaluating which evidence most strongly supports the identified key ideas

I can make inferences about what is said in a text. I can analyze a text by evaluating the evidence that supports the key ideas.

4 R Cite the evidence used to make inferences not explicitly stated in the text.

I can cite the evidence used to make inferences.




College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development; summarize the keys supporting details and ideas.

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


Target

# Target Type


Resources

1 K Understand theme and central idea of a text.

I can identify theme and central idea of a text. Teacher Examples: central idea (i.e. perseverance) theme (i.e. Perseverance leads to success.)

2 K Know the literary elements (characters, setting, plot).

I can identify literary elements.

3 K Objectively summarize a text

I can identify an objective summary of a text.

4 R Analyze the development of a theme or central idea over the course of a text

I can trace the development of a theme or central idea over the course of a text.

5 R Analyze its relationship to the literary elements over the course of a text.

I can examine a theme’s relationship to the literary elements over the course of a text.

6 R Provide an objective summary of the text.

I can create an objective summary of the text.




College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.


Target

# Target Type


Resources

1 K Identify elements of literature: dialogue plot characterization

I can identify the element dialogue in literature. I can identify the element of plot in literature. I can identify the element of characterization in literature.

2 R Analyze lines of dialogue for: propelling action revealing characters provoking decisions

I can analyze how dialogue propels action. I can analyze how dialogue reveals characters. I can analyze how dialogue helps provoke decisions. This means I can analyze how dialogue helps characters make decisions.

3 R Analyze lines of incidents for: propelling action revealing character provoking decisions

I can analyze how events propel action. I can analyze how events reveal facts about characters. I can analyze how events help provoke decisions. This means I can analyze how events help characters make decisions.




College and Career Readiness Anchor Standard Standard 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.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings and analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text.

Strand Cluster Reading Literature Craft and Structure

Target

# Target Type


Resources

1 K Identify: words and phrases figurative words and phrases connotative words and phrases in a text

I can recognize words and phrases. I can recognize figurative words and phrases. I can recognize connotative words and phrases in a text.

2 K Identify meaning and tone of a text

I can recognize meaning and tone of a text.

3 K Identify: analogies allusions to other texts

I can identify analogies. I can identify allusions to other texts.

4 R Determine the meaning of words and phrases, including figurative and connotative meanings, as they are used in a text

I can determine the figurative meaning of words and phrases as they are used in a text. I can determine the connotative meaning of words and phrases as they are used in a text.


5 R Analyze the impact of word choices on meaning and tone of a text

I can analyze the impact of word choices on the meaning of a text. I can analyze the impact of word choices on the tone of a text.

6 R Analyze the impact of: analogies allusions to other texts on meaning and tone

I can analyze the impact of analogies on meaning. I can analyze the impact of allusions to other texts on meaning. I can analyze the impact of analogies on tone. I can analyze the impact of allusions to other texts on tone.




College and Career Readiness Anchor Standard Standard 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.

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Strand Cluster Reading Literature Craft and Structure

Target

# Target Type


Resources

1 K Identify structural elements of two or more texts

I can identify the structure of two or more texts.

2 K Compare and contrast the structure of two literary texts

I can compare and contrast the structure of two or more texts.

3 R Analyze how the structure of each text contributes to its meaning and style

I can analyze how the structure of each text contributes to its meaning. I can analyze how the structure of each text contributes to its style.




College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes content and style.

Analyze how differences in point of view of characters and the audience or reader (e.g. Dramatic irony) create such effects as suspense and humor. Strand Cluster

Reading Literature Craft and Structure Target

# Target Type


Resources

1 K Define dramatic irony suspense humor

I can define dramatic irony. I can define suspense. I can define humor.

2 K Identify characters’ points of view

I can identify characters’ points of view.

3 K Recognize the techniques a writer uses to build suspense

I can recognize the techniques a writer uses to build suspense.

4 K Recognize the techniques writers use to add humor

I can recognize the techniques writers use to add humor.

5 R Cite examples from the text where characters with different points of view create suspense or humor

I can cite examples from the text where the characters’ different points of view create suspense or humor.

6 R Analyze how the characters’ and the audience’s varying points of view create humor and suspense

I can analyze how the different points of view of the characters’ and the audience creates humor and suspense.




College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Strand Cluster Reading Literature Integration of Knowledge and Ideas

Target

# Target Type


Resources

1 K Recognize choices directors and actors make

I can recognize the choices directors and actors make.

2 K Define evaluate

I can define evaluate.

3 R Compare and contrast text(story or drama) and live or filmed production

I can compare and contrast the text to a live or filmed production.

4 R Analyze the faithfulness or departure between the text (story or drama) and the live or filmed production

I can analyze how close the text is to the live or filmed production.

5 R Evaluate the outcome/impact of choices made by directors and actors

I can evaluate the impact of choices made by directors and actors.




College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take

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 how the material is rendered new.

Strand Cluster Reading Literature Integration of Knowledge and Ideas

Target

# Target Type


Resources

1 K Identify: theme, pattern of events, character types

I can identify theme. I can identify the pattern of events. I can identify the types of characters.

2 K Determine the similarities and differences between a modern work of fiction, myth, traditional story or religious work

I can compare and contrast a modern work of fiction to a myth, traditional story or religious work.

3 R Compare/Contrast : themes patterns of events character types of modern work of modern work of fiction, myth, traditional story or religious work

I can compare and contrast the themes of a modern work of fiction to a myth, traditional story or religious work. I can compare and contrast the patterns of events in a modern work of fiction to a myth, traditional story or religious work. I can compare and contrast the types of characters in a modern work of fiction to a myth, traditional story or religious work.

4 R Evaluate how the myths, traditional stories, or religious works are rendered new.

I can evaluate how myths, traditional stories or religious works are modernized.




College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational text independently and proficiently.

By the end of the year, read and comprehend literature, including stories, dramas, and poems in the grades at the high end of grades 6-8 text complexity band independently and proficiently. Strand Cluster

Reading Literature Range of Reading and Level of Text Complexity

Target

# Target Type


Resources

1 K Identify/understand in literary text: 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.

I can identify the key ideas and details in literary text. I can identify the craft and structure of a literary text. I can identify the integration of knowledge and ideas in literary text.

2 R Comprehend in literary text: 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, independently and proficiently

I can comprehend the key ideas and details in literary text. I can comprehend the craft and structure of a literary text. I can comprehend the integration of knowledge and ideas in literary text



1st 2nd 3rd 4th 8.SL.1 K R S P

College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Strand Cluster Speaking and Listening Comprehension and Collaboration

Target

# Target Type


Resources

1 K Identify key ideas from reading material or research

I can identify key ideas from reading material or research during discussions.

2 K Describe components of collegial discussion and decision-making

I can describe the parts of a peer discussion and decision-making.

3 R Analyze text, issues, and others’ opinions

I can analyze a text during discussions. I can analyze issues during discussions. I can analyze the opinions of during discussions.

4 Recognize key ideas and new information posed during discussions

I can recognize key ideas presented during discussions. I can recognize new information presented during discussions.


5 R Synthesize ideas, issues, and arguments to formulate personal opinion and questions for others

I can synthesize ideas, issues, and arguments to form my opinion during discussions. I can synthesize ideas, issues and arguments to form questions for others during discussions.

6 R Evaluate personal views and the views of others

I can evaluate my personal views during discussions. I can evaluate the views of others during discussions.

7 R Track progress toward specific goals and deadlines, defining individual roles as needed

I can trace progress toward specific goals and deadlines. I can define individual roles necessary to reach specific goals and deadlines.

8 R Evaluate new information posed and personal views, as well as the views of others

I can evaluate new information in a discussion. I can evaluate my personal views in a discussion. I can evaluate the views of others in a discussion.

9 R Formulate comments, questions, and responses based on evidence, observations, and ideas

I can formulate comments, questions, and responses based on evidence, observations, and ideas during discussion.

10 S Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 8 topics and texts

I can engage in a variety of discussions by listening and sharing knowledge of topics and texts.

11 S Demonstrate collegial rules for discussion and decision-making

I can demonstrate the rules for peer discussion and decision-making.

12 S Articulate own ideas clearly

I can articulate my ideas clearly during discussion.

13 S Pose relevant questions that connect ideas of several speakers

I can ask questions that connect the ideas of several speakers during discussion.

14 S Respond to questions and comments with relevant details

I can respond to questions and comments with relevant details during discussion.

15 S Acknowledge new information posed and use evidence to justify personal viewpoints

I can acknowledge new information during discussions. I can use evidence to justify my point of view during discussions.




College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media formats, including visually, quantitatively and orally.

Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.

Strand Cluster Speaking and Listening Comprehension and Collaboration Target

# Target Type


Resources

1 K Identify author’s purpose of information presented

I can identify the purpose of information presented.

2 K Identify author’s motives for the presentation of information

I can identify an author’s motives for presenting information.

3 R Analyze the purpose of information presented in diverse media and formats

I can analyze the purpose of information presented in diverse media and formats.

4 R Evaluate the motives behind the presentation of the information

I can evaluate the motives behind the presentation of information in diverse media and forms.




College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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. Strand Cluster

Speaking and Listening Comprehension and Collaboration Target

# Target Type


Resources

1 K Define and identify a speaker’s: argument claims

I can identify a speaker’s argument. I can identify a speaker’s claims.

2 K Define and identify: sound reasoning /unsound reasoning relevant evidence/ irrelevant evidence sufficient evidence/ insufficient evidence

I can identify relevant/irrelevant evidence in a presentation. I can identify sufficient/insufficient evidence in a presentation. I can identify sound/unsound reasoning in a a presentation.

3 R Delineate a speaker’s argument and specific claims

I can trace the argument and specific claims in a presentation.

4 R Evaluate the soundness of a speaker’s reasoning

I can evaluate the soundness of a speaker’s reasoning.

5 R Evaluate the relevance and sufficiency of a speaker’s evidence

I can evaluate the relevance of a speaker’s evidence. I can evaluate the sufficiency of a speaker’s evidence.

6 R Distinguish between: Sound and unsound reasoning Relevant and irrelevant evidence Sufficient and insufficient evidence

I can classify evidence as relevant/irrelevant in a presentation. I can classify reasoning as sound/unsound in a presentation. I can classify evidence as sufficient/insufficient in a presentation.




College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciations.

Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas Target

# Target Type


Resources

1 K Identify claims/findings

I can identify claims and findings in a presentation.

2 K Identify: appropriate eye contact, adequate volume, clear pronunciation

I can identify appropriate eye contact in a presentation. I can identify adequate volume in a presentation. I can identify clear pronunciation in a presentation.

3 R Determine: salient points relevant evidence sound, valid reasoning well-chosen details

I can determine salient points in a presentation. I can determine relevant evidence in a presentation. I can determine sound reasoning in a presentation. I can determine well-chosen details in a presentation.

4 R Organize points and details in a coherent manner

I can organize points and detail in a coherent manner in a presentation.

5 S Give oral presentation presenting claims and findings emphasizing salient points with: relevant evidence, sound, valid reasoning, well-chosen details in a focused, coherent manner

I can give an oral presentation that uses relevant evidence in a focused way. I can give an oral presentation that uses sound, valid reasoning in a focused way. I can give an oral presentation that uses well-chosen details in a focused way.




College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.


# Target Type


Resources

1 K Integrate multimedia and visual displays

I can integrate multimedia and visual displays.

2 R Determine when to integrate multimedia and visual displays to: clarify information strengthen claims and evidence

I can determine when to integrate multimedia and visual displays to clarify information. I can determine when to integrate multimedia and visual displays to strengthen claims and evidence.

3 R Determine when to integrate multimedia and visual displays to add interest

I can determine when to integrate multimedia and visual displays to add interest.

4 S Integrate multimedia components/visual displays in a presentation to: clarify information strengthen claims and evidence add interest

I can integrate multimedia components/visual displays in a presentation to clarify information. I can integrate multimedia components/visual displays in a presentation to strengthen claims and evidence. I can integrate multimedia components/visual displays in a presentation add interest.




College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)


# Target Type


Resources

1 K Describe the qualities of formal speech

I can describe the characteristics of formal speech.

2 K Describe the qualities of informal speech

I can describe the characteristics of informal speech.

3 K (The underpinning knowledge targets are found in Language Standards 1 and 3)

4 R Determine if formal or informal speech is appropriate in the context of a given situation

I can determine if formal or informal speech is appropriate in a given situation.

5 S Adapt speech to a given context or task when speaking

I can adapt speech to a given context or task when speaking.

6 S Demonstrate correct use of formal English when speaking

I can demonstrate correct use of formal English when speaking.



1st 2nd 3rd 4th 8.W.1 K R S P

College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

Strand Cluster Writing Text Types and Purposes

Target

# Target Type


Resources

1 K 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

I can identify accurate and credible sources in writing. I can identify phrases and clauses that create cohesion and clarify relationships in writing. I can identify claims: alternate, counter- or opposing claims in writing. I can identify relevance and evidence in writing. I can identify argument in my writing. I can identify a concluding statement in writing. I can identify formal style in writing.

2 R Determine how to introduce claims, acknowledge or distinguish alternate or

I can determine how to introduce claims in writing I can determine how to acknowledge or distinguish counter-claims in writing.


opposing claims R Organize reasons and evidence

logically I can organize reasons and evidence logically in writing.

R Build support for claims with logical reasoning and relevant evidence; distinguish between relevant and irrelevant evidence

I can use logical reasoning and relevant evidence to support a claim. I can distinguish between relevant and irrelevant evidence in writing.

R Evaluate sources for credibility and accuracy

I can evaluate sources for credibility and accuracy.

R Demonstrate understanding of topic or text

I can demonstrate an understanding of a topic. I can demonstrate an understanding of a text.

R Create cohesion and clarify relationships among claims(s), counterclaims, reasons, and evidence using words, phrases, or clauses

I can create cohesion and clarify relationships among claims(s), counterclaims, reasons, and evidence using words, phrases, or clauses.

R Establish and maintain a formal style

I can establish and maintain a formal style in writing.

R Plan a concluding statement or section that follows from and supports the argument presented

I can plan a concluding statement or section that supports the presented argument.


P Write an argument which: support claims with clear, logical reasons and relevant evidence introduces claims, acknowledges and distinguishes claim(s) from alternate or opposing claims demonstrates logical organization of reasons and evidence cites credible and accurate sources of information demonstrates an understanding of the topic or text uses words, phrases, and clauses to create cohesion and clarify relationships among claim(s), counterclaims, reasons and evidence establishes and maintains a formal style provides a concluding statement that follows from and supports the argument presented

I can write an argument which support claims with clear, logical reasons and relevant evidence. I can write an argument which introduces claims. I can write an argument which acknowledges and distinguishes claim(s) from alternate or opposing claims. I can write an argument which demonstrates logical organization of reasons and evidence. I can write an argument which cites credible and accurate sources of information. I can write an argument which demonstrates an understanding of the topic or text. I can write an argument which uses words, phrases, and clauses to create cohesion and clarify relationships among claim(s), counterclaims, reasons and evidence. I can write an argument which establishes and maintains a formal style. I can write an argument which provides a concluding statement that follows from and supports the argument presented.




College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


Target

# Target Type


Resources

1 K Identify topic

I can identify a topic in writing.

2 K Select relevant content for topic

I can select relevant content for a topic in writing.

3 K Identify transitions I can identify transitions in writing.


4 K Identify precise language and domain-specific vocabulary Identify formal style

I can identify precise language and technical vocabulary in writing. I can identify a formal style in writing.

5 K Identify a conclusion for the topic that follows from and supports the information or explanation presented

I can identify a conclusion for the topic that supports the central idea.

6 R Organize: ideas concepts information into broader categories

I can organize ideas into broader categories in my writing. I can organize concepts into broader categories in my writing. I can organize information into broader categories in my writing.

7 R Analyze and organize relevant content: using facts definitions concrete details quotations to develop the topic

I can organize content using facts to develop the topic in my writing. I can organize content using definitions to develop the topic in my writing. I can organize content using concrete details to develop the topic in my writing. I can organize content using quotations to develop the topic in my writing.

8 R Select appropriate and varied transitions to create cohesion and clarify relationships

I can select appropriate and varied transitions to create cohesion and clarify relationships in my writing.

9 R Determine precise language and domain specific vocabulary

I can determine precise language and technical vocabulary in my writing.


10 R Determine an effective, supportive conclusion for the topic or section that follows from and supports the information or explanation presented

I can determine an effective conclusion that supports the central idea.

1 K Identify topic I can identify a topic in writing.

11 P Write an informative/explanatory text examining a topic to: convey ideas concepts information through the: selection organization analysis of relevant content

I can write an informative/explanatory text. This means that I can choose to can convey an idea, concept, or information. This means I will select and analyze relevant content and organize it appropriately.

12 P Introduce topic previewing what is to follow

I can introduce my topic by previewing what is to follow in the text.

13 P Organize: Ideas concepts information into broader categories

I can organize ideas into broader categories in my writing. I can organize concepts into broader categories in my writing. I can organize information into broader categories in my writing.


14 P Develop the topic with: relevant, well-chosen facts definitions concrete details quotations other information examples

I can develop my topic with relevant, well-chosen facts. I can develop my topic with definitions. I can develop my topic with concrete details. I can develop my topic with quotations. I can develop my topic with other information examples.

15 P Apply: formatting, graphics multimedia to aid comprehension

I can apply formatting in my writing to aid comprehension. I can apply graphics in my writing to aid comprehension. I can apply multimedia in my writing to aid comprehension.

16 P Use appropriate and varied transitions to clarify the relationships among ideas and concepts and create cohesion

I can use appropriate and varied transitions to create cohesion and clarify relationships in my writing.

17 P Use precise language and domain-specific vocabulary

I can use precise language and technical vocabulary in my writing.

18 P Establish and maintain a formal style

I can establish and maintain a formal style in my writing.

19 P Provide an effective, concluding statement or section that supports the topic

I can provide an concluding statement that supports the central idea in my writing.




College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


Target

# Target Type


Resources

1 K Identify various points of view in narratives

I can identify various points of view in narratives.

2 K Identify narrative techniques used in a variety of narratives

I can identify a variety of narrative techniques in writing.

3 K Recognize transition words, phrases, and clauses

I can recognize transition words, phrases, and clauses in writing.


4 K Recognize how authors use:

precise words/phrases description sensory details to help readers visualize or sense the action of a narrative

I can recognize how authors use precise words/phrases in writing. I can recognize how authors use description in writing I can recognize how authors use sensory details to help readers visualize or sense the action of a narrative.

5 R Interpret points of view of various narratives

I can interpret points of view of narratives.

6 R Design and organize event sequences that unfold naturally and logically

I can design and organize event sequences in my writing.

7 R Use a variety of transitions to shift from one setting to another

I can use a variety of transitions to shift from one setting to another.

8 R Analyze the relationships among experiences and events

I can analyze the relationships among experiences and events in writing.

9 R Design an organized sequence of events with dialogue to develop experiences, events, and/or characters

I can design an organized sequences of events with dialogue to develop experiences, events, and/characters.

10 R Use precise, descriptive, and sensory language to capture the action and to develop experiences and events

I can use precise, descriptive, and sensory language to capture the action and to develop experiences and events in writing.

11 R Assemble a conclusion that I can assemble a conclusion that reflects on experiences


reflects on experiences and events in a narrative

and events in a narrative.

12 P Write a narrative to develop real or imagined experiences or events that: engages the reader establishes a context with point of view and introduces a narrator and/or characters uses techniques such as: dialogue, pacing, description, and reflection to develop experiences, events, characters uses a variety of transitions to convey sequence, signal shifts, and reflect relationships uses appropriate precise, descriptive sensory language leads to a reflective conclusion

I can write a narrative to develop real or imagined experiences or events that engages the reader. I can write a narrative to develop real or imagined experiences or events that establishes a context with point of view. I can write a narrative to develop real or imagined experiences or events that introduces a narrator and/or characters. I can write a narrative to develop real or imagined experiences or events that uses techniques such as: dialogue, pacing, description, and reflection to develop experiences, events, characters. I can write a narrative to develop real or imagined experiences or events that uses a variety of transitions to convey sequence, signal shifts, and reflect relationships. I can write a narrative to develop real or imagined experiences or events that uses appropriate precise, descriptive sensory language. I can write a narrative to develop real or imagined experiences or events that leads to a reflective conclusion.




College and Career Readiness Anchor Standard Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.)

Strand Cluster Writing Production and Distribution of Writing

Target

# Target Type


Resources

K (The underpinning knowledge targets are found in Writing Standards 1, 2, 3,7, 8, 9 and Language Standards 1-6)

1 R Analyze the reason for writing a piece to decide on: task purpose audience

I can analyze the reason for a writing piece to decide on the task. I can analyze the reason for a writing piece to decide on the purpose. I can analyze the reason for a writing piece to decide on the audience.

2 R Determine suitable: idea development strategies organization style appropriate to task, purpose, and audience

I can determine suitable idea development appropriate to task, purpose, and audience. I can determine suitable strategies appropriate to task, purpose, and audience. I can determine suitable organization style appropriate to task, purpose, and audience.


R (Additional underpinning

reasoning targets are found Writing Standards 1, 2, 3,7, 8, 9)

S (The underpinning skill targets are found in Writing Standards 5, 6, 7, 10)

3 P Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience

I can produce a writing piece that is clear and coherent with idea development appropriate to task, purpose, and audience. I can produce a writing piece that is clear and coherent with organization style appropriate to task, purpose, and audience.

P (Grade-specific expectations and writing types are found in Writing Standards 1-3)




College and Career Readiness Anchor Standard Standard Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

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.

Strand Cluster Writing Production and Distribution of Writing

Target

# Target Type


Resources

1 K Identify publishing and collaborative options that use technology

I can identify publishing and collaborative options that use technology for writing.

2 K Know how to collaborate effectively for an intended purpose

I can know how to collaborate effectively for an intended purpose in writing.

3 K Select technology to present information and ideas

I can select technology to present information and ideas in writing.

4 R Determine the best technology tools for producing and publishing writing, including on-line tools

I can determine the best technology tools for producing and publishing my writing.

5 R Determine the best technology options for communicating and

I can determine the best technology options for communicating and collaborating with others.


collaborating with others, including on-line tools

6 R Evaluate the relationship between information presented and ideas expressed

I can evaluate the relationship between information present and expressed ideas.

7 S Use technology: including the Internet, to produce, revise, edit, and publish writing to interact and collaborate with others for an intended purpose to present information and ideas

I can use technology to produce, revise, edit, and publish writing. I can use technology to interact and collaborate with others for a purpose. I can use technology to present information and ideas.




College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Strand Cluster Writing Research to Build and Present

Knowledge Target

# Target Type


Resources

1 K Apply: reliable sources of information appropriate inquiry methods to conduct a research project multiple avenues of exploration (technology, library skills, etc.)

I can recognize reliable sources of information to conduct a research project using a variety of resources. I can apply appropriate inquiry methods to conduct a research project using a variety of resources.

2 R Determine which facts/examples best answer a question

I can determine which facts/examples best answer a question.

3 R Draw conclusions about the validity of sources

I can draw conclusions about the validity of sources.

4 R Formulate questions, either verbally or written, that would allow for other

I can formulate verbal or written questions to guide my research.


avenues of exploration 5 R Conduct short research

projects that: answers questions (including self-generated questions): draw on several sources generates additional related focused questions that allow for multiple avenues of exploration

I can conduct short research projects that answer questions. I can conduct short research projects that draw on several sources. I can conduct short research projects that generate additional questions that guide my research.




College and Career Readiness Anchor Standard Standard Gather relevant information from multiple print and digital sources, asses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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.

Strand Cluster Writing Research to Build and Present

Knowledge Target

# Target Type


Resources

1 K Recognize standard format for citation

I can recognize standard format for citation.

2 K Determine the relevance of information gathered from print and digital sources

I can determine relevant information gathered from print and digital sources.

3 K Use search terms effectively

I can use search terms effectively.

4 K Gather relevant information from multiple sources

I can gather relevant information from multiple sources.

5 R Assess the credibility and accuracy of each source

I can assess the credibility and accuracy of each source.

6 R Quote or paraphrase the data and conclusion of others while avoiding plagiarism

I can quote or paraphrase the data and conclusion of others while avoiding plagiarism.




College and Career Readiness Anchor Standard Standard 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.

Writing 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.

Strand Cluster Writing Range of Writing

Target

# Target Type


Resources

1 K Identify: task audience purpose for various types of writing

I can identify the task in various types of writing. I can identify the audience for various types of writing. I can identify the purpose for various types of writing.

2 K Identify the organizational structures for various types of writing

I can identify the organizational structures for various types of writing.

3 R Determine: task purpose audience for various types of writing over extended and short time frames

I can determine the task for various types of writing over extended and short time frames. I can determine the purpose for various types of writing over extended and short time frames. I can determine the audience for various types of writing over extended and short time frames.


4 R Determine appropriate

organization structure to use for various types of writing based upon: Task purpose audience

I can determine appropriate organization structure in various types of writing based on the task. I can determine appropriate organization structure in various types of writing based on the purpose. I can determine appropriate organization structure in various types of writing based on the audience.

5 S Write for various: audiences purposes for a shortened time frame (a single sitting or a day or two)

I can write for various audiences in a shortened time frame. I can write for various purposes in a shortened time frame.

6 S Write for various: audiences purposes with an extended time frame (time for research, reflection, and revision)

I can write for various audiences in an extended time frame. I can write for various purposes in an extended time frame.




College and Career Readiness Anchor Standard Standard 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.

Writing 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.

Strand Cluster Writing Range of Writing

Target

# Target Type


Resources

1 K Identify: task audience purpose for various types of writing

I can identify the task in various types of writing. I can identify the audience for various types of writing. I can identify the purpose for various types of writing.

2 K Identify the organizational structures for various types of writing

I can identify the organizational structures for various types of writing.

3 R Determine: task purpose audience for various types of writing over extended and short time frames

I can determine the task for various types of writing over extended and short time frames. I can determine the purpose for various types of writing over extended and short time frames. I can determine the audience for various types of writing over extended and short time frames.


4 R Determine appropriate

organization structure to use for various types of writing based upon: Task purpose audience

I can determine appropriate organization structure in various types of writing based on the task. I can determine appropriate organization structure in various types of writing based on the purpose. I can determine appropriate organization structure in various types of writing based on the audience.

5 S Write for various: audiences purposes for a shortened time frame (a single sitting or a day or two)

I can write for various audiences in a shortened time frame. I can write for various purposes in a shortened time frame.

6 S Write for various: audiences purposes with an extended time frame (time for research, reflection, and revision)

I can write for various audiences in an extended time frame. I can write for various purposes in an extended time frame.

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