Virginia English Standards of Learning Grade 8

Save this PDF as:

Size: px
Start display at page:

Download "Virginia English Standards of Learning Grade 8"

Transcription

1 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning

2 A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation page references are to the Student Edition and Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. is a digitally driven grammar and writing program that improves students skills in Grades It s Personalized gives students personalized, detailed feedback on the strengths and weaknesses of their writing. It is the only program that uses a paragraph scorer as well as an essay scorer so struggling students that aren t ready to write larger pieces can receive the same productive feedback as the rest of the class. It s Flexible has several components that work together as a comprehensive writing program or a seamless complement to any literature anthologies, novels, or other language arts program teachers might be using. It s Manageable The best way for students to become better writers is to spend more time writing. The problem is, the more time they spend writing, the more time teachers need to spend grading and assessing. performs this time-consuming task by grading students writing examples and providing personalized feedback. This lets teachers spend more time teaching and a lot less time grading. It s Engaging provides targeted writing feedback in an online format. Plus, students will receive extensive experience communicating in today s digital world with skills instruction in writing s and blogs, evaluating material on the Internet, and developing multimedia presentations. It s Comprehensive is more than just a writing program. It s a complete language arts program that provides personalized grammar instruction as well. Prentice Hall Writing Coach uses students writing examples to diagnose strengths and weaknesses in their grammar and supports them with grammar instruction and remediation. 2

3 A Correlation of, 2012, Table of Contents Communication: Speaking, Listening, Media Literacy... 4 Reading... 7 Writing Research

4 A Correlation of, 2012, 2012, Communication: Speaking, Listening, Media Literacy 8.1 The student will use interviewing techniques to gain information. a) Prepare and ask relevant questions SE/TE: Use an Editorial for an Interview: for the interview. Write questions for the interviewer, 191; also see: Listening and Speaking: Elaborate on each other s comments, 165, Form open-ended research question, 264 b) Make notes of responses. SE/TE: Use an Editorial for an Interview: Write answers for the interviewee, 191; also see: Listening and Speaking: Video record the discussion, 165, Consult one another and critique the research process, 264 c) Compile, accurately report, and publish responses. d) Evaluate the effectiveness of the interview. SE/TE: Use an Editorial for an Interview: Present the interview to the class, 191; also see: Listening and Speaking: Discuss how to best present website, 249, Present research report, 265 SE/TE: Listening and Speaking: Use an Editorial for an Interview (adjust questions and formality of the language for the audience), The student will develop and deliver oral presentations in groups and individually. a) Choose topic and purpose SE/TE: Tell Key Events of a Narrative appropriate to the audience. Through Images, 85; Make Comic Book Based on a Tall Tal, 113; Turn Poem into a Music Video, 139; Conduct a Seminar Based on an Expository Essay, 165; Use an Editorial for an Interview, 191; Build an Advertisement for Fiction and Poetry, 217; Explore Topic by Planning a Website, 249; Present Research Report for Taking Action, ; Preparing and Presenting a Speech, R31 b) Choose vocabulary and tone appropriate to the audience, topic, and purpose. SE/TE: Listening and Speaking: Share reasoning as a group, 85, Use details to explain and describe ideas, 113, Find online examples and use to create storyboards, 139, Work as a team to present information logically, 165, Pay attention to formality of the language, 191, Look online for critics comments, 217; Preparing and Presenting a Speech, R31 4

5 A Correlation of, 2012, c) Use appropriate verbal and nonverbal presentation skills. d) Respond to audience questions and comments. e) Differentiate between standard English and informal language. 2012, SE/TE: Listening and Speaking: Give feedback about volume, pacing, intonation, 85, 113, 139, Work as a team to present information logically, 165, Write questions for the interviewer, 191, Have group discussion about arrangement of ad elements, 217, Edit your pages, 249, Clear thesis statement, 265; Preparing and Presenting a Speech, R31 SE/TE: Listening and Speaking: Give feedback about volume, pacing, intonation, 85, 113, 139, Elaborate on each other s comments, 165, Write answers for the interviewee, 191, Listen actively, 217, Discuss how to best present website, 249, Consult one another and critique the research process, 264 SE/TE: Listening and Speaking: Pay attention to formality of the language, 191 f) Critique oral presentations. SE/TE: Listening and Speaking: Give feedback about volume, pacing, intonation, 85, 113, 139, Elaborate on each other s comments, 165, Write answers for the interviewee, 191, Listen actively, 217 g) Assume shared responsibility for collaborative work. h) Use a variety of strategies to listen actively. SE/TE: Listening and Speaking: Share reasoning as a group, 85, Choose roles within the group, 113, 139, 165, 191, 217, Work as a team to present information logically, 165, Have group discussion about arrangement of ad elements, 217, Consult one another and critique the research process, 264; Participating in a Group Discussion, R29 SE/TE: Listening and Speaking: Share reasoning as a group, 85, Listen actively to suggestions, 165, Watch news interviews on television to establish criteria, 191, Listen actively, 217, Discuss how to best present website, 249; Listening Critically to a Speech, R31; also see: Connect to the Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 5

6 A Correlation of, 2012, 2012, 8.3 The student will analyze, develop, and produce creative or informational media messages. a) Evaluate the SE/TE: Writing for Media Assignment: persuasive/informational technique Diary Entry for Blog, 86 87, Documentary being used in nonprint media Video Script, ; also see: Listening including television, radio, video, and Speaking: Creating Multimedia and Internet. Projects, 25, Tell Key Events of a Narrative Through Images, 85, Build an Advertisement for Fiction and Poetry, 217, Explore Topic by Planning a Website, 249 b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations. c) Use media and visual literacy skills to create products that express new understandings. d) Evaluate sources for relationships between intent and factual content. SE/TE: Writing for Media Assignment: Letter to the Editor, ; also see: Listening and Speaking: Use an Editorial for an Interview, 191, Build an Advertisement for Fiction and Poetry, 217 SE/TE: Writing for Media Assignment: Diary Entry for Blog, 86 87, Dramatic Scene, , Profile of a Natural Place, , Documentary Video Script, , Letter to the Editor, , Response to a Poem, , Observation Report, , How-To Essay, ; also see: Listening and Speaking: Tell Key Events of a Narrative Through Images, 85, Make Comic Book Based on a Tall Tal, 113, Turn Poem into a Music Video, 139, Conduct a Seminar Based on an Expository Essay, 165, Use an Editorial for an Interview, 191, Build an Advertisement for Fiction and Poetry, 217, Explore Topic by Planning a Website, 249, Present Research Report for Taking Action, SE/TE: Listening and Speaking: Conduct online research to use technology, 113, Research for more information, 165, Watch news interviews on television to establish criteria, 191, Look online for critics comments, 217, Choose research report as a basis for website, 249, Reliable and valid sources, 265 6

7 A Correlation of, 2012, 2012, Reading 8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author s use of figurative language. SE/TE: Figurative language, 55, 96, 129, 131, 133, 135, 142, 143, 169 b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. e) Discriminate between connotative and denotative meanings and interpret the connotation. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing. SE/TE: Word Bank, 67, 93, 121, 147, 113, 199, 225, 251; Dictionary, 470, 473, 588, 590; Spelling, 66, 82, 136, 137, 162, 163, 214, 215, 246, 247, 257, R17 SE/TE: Roots, prefixes, suffixes, 199; also see: Word Bank, 67, 93, 121, 147, 173, 225, 257 SE/TE: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 199, 225, 257 SE/TE: Word Bank, 67, 93, 121, 147, 173, 199, 225, 257 SE/TE: Word Bank, 67, 93, 121, 147, 113, 199, 225, 251; Dictionary, 470, 473, 588, The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and SE/TE: Figurative language, 55, 96, 129, figurative language. 131, 133, 135, 142, 143, 169; also see: Characteristics and Forms of Poetry and Description, ; Student Model: Free Verse and Lyric Poem, ; Poet s Toolbox, 129; Revising and poetic techniques, b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. SE/TE: Response to Literature, ; also see: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 7

8 A Correlation of, 2012, c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors styles. g) Identify and ask questions that clarify various viewpoints. 2012, SE/TE: Response to Literature: Literary Elements, 198; also see: Setting in fiction narratives, 91, 92, 94, 102, 108, 111; Plot, 66, 92, 102, 108, 117; Characters, 75, 92, 95, 102, 114, 117,200 SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Figurative language, 55, 96, 129, 131, 133, 135, 142, 143, 169; Characteristics and Forms of Poetry and Description, ; Student Model: Free Verse and Lyric Poem, ; Poet s Toolbox, 129; Revising and poetic techniques, SE/TE: Style, 92, 103, 117; also see: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Mentor Texts: of view, 94, Personal insights and judgments, 201 h) Identify the main idea. SE/TE: Mentor Texts: Clearly defined focus, 68; Theme (controlling idea), 24, 131, 134, 143, 146, 148, 154, 157, 158, 160, 166, 169, 195 i) Summarize text relating supporting details. j) Identify an author s organizational pattern using textual clues, such as transitional words and phrases. k) Identify cause and effect relationships. SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Mentor Texts: Chronological order, 68; Beginning, Middle, End (narrative structure and plot), 74, 76, 77, 80, 102, 104, 108; Tell Key Events of a Narrative Through Images, 85 SE/TE: Mentor Texts: What happened as a consequence, 69; also see: Beginning, Middle, End (narrative structure and plot), 74, 76, 77, 80, 102, 104, 108 8

9 A Correlation of, 2012, l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process. 2012, SE/TE: Response to Literature: Connect to the Big Questions, 197; also see: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model, 70 71, 98 99, 124, 125 SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and SE/TE: Connect to the Big Questions, 145, knowledge of text structure to 171, 223; Mentor Texts (Try It activities), understand selections , , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author s qualifications, viewpoint, and impact. d) Analyze the author s use of text structure and word choice. e) Analyze details for relevance and accuracy. SE/TE: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , SE/TE: Mentor text: controlling idea, 148, thesis, 174, statements that consider and respond to viewpoints of others, 175; Use an Editorial for an Interview, 191 Writing for Media Assignment: Letter to the Editor (model and extension), SE/TE: Rhetorical and Literary Devices, 54 55; Mentor text: variety of sentence structures, 148, transitions and logical organization, 149; Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , ; also see: Research Writing: Evaluate Your Sources, 232, Careful Note-taking matters, 235; Listening and Speaking: Reliable and valid sources, 265 9

10 A Correlation of, 2012, f) Differentiate between fact and opinion. 2012, SE/TE: Differentiate between fact and opinion, 181; Authoritative, Objective Sources, 232; Listening and Speaking: Reliable and valid sources, 265; Facts and Statistics, 240 g) Identify the main idea. SE/TE: Main Idea, 50, 76, 160, 182, 198; also see: Summarizing, in research writing, 226, 235, 251, 265; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , h) Summarize the text identifying supporting details. i) Identify an author s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process. SE/TE: Summarizing, in research writing, 226, 235, 251, 265; also see: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , SE/TE: Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161; also see: Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Cause and effect Essay: Mentor text, , Student Model, , One cause, many effects, 154; also see: Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Gather Details, 155, 181, 207; Interview and Research, 178; Differentiate between fact and opinion, 181; Mentor Text: Organize the details, 200, reasons and evidence, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 SE/TE: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , ,

11 A Correlation of, 2012, 2012, Writing 8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. a) Identify intended audience. SE/TE: The Writing Process: Audience and Purpose, 32, 33; Narrow Your Topic: Consider Your Audience and Purpose, 73, 101, 127, 153, 179, 205, 231 b) Use prewriting strategies to generate and organize ideas. c) Distinguish between a thesis statement and a topic sentence. d) Organize details to elaborate the central idea and provide unity. e) Select specific vocabulary and information for audience and purpose. f) Use interview quotations as evidence. g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. SE/TE: Prewriting, 32 34, 72 75, , , , , , SE/TE: Topic sentences, 50, 50, 51, 224, 238; Thesis/thesis statements, 35, 146, 154, 157, 158, 160, 166, , 174, 180, 183, 184, 186, 195, 198, 206, 209, 212, 221, 226, 238, 239, 244, 255, 265 SE/TE: Theme (controlling idea): in exposition, in poems, 131, 134, 143, 146, 148, 154, 157, 158, 160, 166, 169, in persuasive writing, 195; Drafting and organization, 35, 76 77, , , , , , SE/TE: Word choice as a writing trait, 27, 28, 48, 58, 63; Rhetorical and Literary Devices, 54 55; Figurative language, 96, 129, 131, 133, 135, 142, 143, 169; also see: Characteristics and Forms of Poetry and Description, ; Student Model: Free Verse and Lyric Poem, ; Poet s Toolbox, 129; Revising and poetic techniques, ; Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161 SE/TE: Listening and Speaking: Watch news interviews on television to establish criteria, 191; Research Plan: Interview a Friend, 255 SE/TE: Revising, 36 41, 78 81, , , , , ,

12 A Correlation of, 2012, h) Use computer technology to plan, draft, revise, edit, and publish writing. 2012, SE/TE: Publishing, 46 47, 84, 112, 138, 164, 190, 216, 248; also see: Writing for Media Assignment: Diary Entry for Blog, 86 87; Dramatic Scene, ; Profile of a Natural Place, ; Documentary Video Script, ; Letter to the Editor, ; Response to a Poem, ; Observation Report, ; How-To Essay, ; Multimedia projects/ presentations, 25; Web sites, 249; Poems as music videos, The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, SE/TE: Effective Sentences: Classifying the including sentence diagrams, to Four Functions of a Sentence, , analyze and improve sentence Combining Sentences, ; Varying formation and paragraph structure. Sentences, , Avoiding Sentence Problems, b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words. c) Choose the correct case and number for pronouns in prepositional phrases with compound objects. d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs and adjectives. f) Use quotation marks with dialogue and direct quotations. g) Use correct spelling for frequently used words. SE/TE: Focus on Craft: Sentence variety, 81; Mentor Text: variety of sentence structures, 148, Transitions, 149; also see: Conjunctions, ; Effective Sentences: Classifying the Four Functions of a Sentence, , Combining Sentences, ; Varying Sentences, , Avoiding Sentence Problems, SE/TE: Prepositional Phrases, SE/TE: Verbs, using consistent, 82, 83, 215, 464, 465 SE/TE: Comparisons Using Adjective and Adverbs, ; Troublesome Adjectives and Adverbs, SE/TE: Quotation marks with dialogue, SE/TE: Spelling, 66, 82, 136, 137, 162, 163, 214, 215, 246, 247,

13 A Correlation of, 2012, 2012, Research 8.9 The student will apply knowledge of appropriate reference materials to produce a research product. a) Collect and synthesize information from multiple sources including online, print and media. SE/TE: Research Writing: Prewriting: Formulate Your Research Question, 231; Make a Research Plan, ; Collect and Organize Your Data, 234; Avoid Plagiarism, 235; Document Your Sources, ; also see: Gather Details, 155, 181, 207; Differentiate between fact and opinion, 181; Listening and Speaking: Research for more information, 165, Look online for critics comments, 217, View informational websites, 249, Reliable and valid sources, 265; Mentor Text: Organize the details, 200, reasons and evidence, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 b) Evaluate the validity and authenticity of texts. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. SE/TE: Differentiate between fact and opinion, 181; Research Writing: Evaluate Your Sources, 232; Careful Note-taking matters, 235; Provide and Document Evidence, 240; also see: Differentiate between fact and opinion, 181; Organize the details, 200, reasons and evidence, 228; Listening and Speaking: Reliable and valid sources, 265; SE/TE: Publishing, 46 47, 248; also see: Writing for Media Assignment: Diary Entry for Blog, 86 87; Dramatic Scene, ; Profile of a Natural Place, ; Documentary Video Script, ; Letter to the Editor, ; Response to a Poem, ; Observation Report, ; How-To Essay, ; Multimedia projects/ presentations, 25; Web sites, 249; Poems as music videos, 139 SE/TE: Differentiate between fact and opinion, 181; Research Writing: Evaluate Your Sources, 232; Careful Note-taking matters, 235; Provide and Document Evidence, 240; also see: Differentiate between fact and opinion, 181; Organize the details, 200, reasons and evidence, 228; Listening and Speaking: Reliable and valid sources, 265; 13

14 A Correlation of, 2012, e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style. f) Publish findings and respond to feedback. g) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. 2012, SE/TE: Document Your Sources, ; also see: MLA (Modern Language Association) style, 228, 234, 246, 275; Model of Works Cited, 229 SE/TE: Publishing, 248; also see: Creating Multimedia Projects, 25; Conduct a Seminar Based on an Expository Essay, 165; Explore Topic by Planning a Website, 249; Present Research Report for Taking Action, SE/TE: Research Writing: Avoid Plagiarism, 235; Research Writing: Document Your Sources, ; also see: MLA (Modern Language Association) style, 228, 234, 246, 275; Model of Works Cited,

No Evidence. 8.9 f X

No Evidence. 8.9 f X Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards

More information

Inspiration Standards Match: Virginia

Inspiration Standards Match: Virginia Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

AK + ASD Writing Grade Level Expectations For Grades 3-6

AK + ASD Writing Grade Level Expectations For Grades 3-6 Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8

McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8 McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge

More information

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:

Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including: Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide

More information

English 7 Essential Curriculum

English 7 Essential Curriculum English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful

More information

Units of Study 9th Grade

Units of Study 9th Grade Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Montgomery County Public Schools English 9B Exam Review

Montgomery County Public Schools English 9B Exam Review Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8

CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8 CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions

More information

Montgomery County Public Schools Advanced English Semester A Exam Review

Montgomery County Public Schools Advanced English Semester A Exam Review Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will

More information

Contextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources

Contextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources Prentice Hall Writing and Grammar: Communication In Action 2004, Gold Level Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts (Grade 9) Grade Nine Phonemic Awareness, Word

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word

More information

Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy

Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy 4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range

More information

Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.

Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons. Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write

More information

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7 Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.

This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc. This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:

More information

Expository Reading and Writing By Grade Level

Expository Reading and Writing By Grade Level Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or

More information

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12 1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

More information

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.

More information

English 2 - Journalism Mitch Martin: mmartin@naperville203.org

English 2 - Journalism Mitch Martin: mmartin@naperville203.org Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors

More information

Reading VIII Grade Level 8

Reading VIII Grade Level 8 Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school

More information

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8) Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards

More information

5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best

5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best 5 th Grade Language Arts Curriculum Map 1 st Nine Weeks Standards & Elements Essential Questions Assessments Best Practices Writing ELA5W1 a.selects a focus, and organizational structure, and a point of

More information

MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10

MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,

More information

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed

More information

Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1

More information

Reading Assessment Checklist Behaviors to Notice, Teach and Support

Reading Assessment Checklist Behaviors to Notice, Teach and Support Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

National Essential Skills Survey / Common Core State Standards / NYS ELA Standards / CDOS / State Assessment Crosswalk

National Essential Skills Survey / Common Core State Standards / NYS ELA Standards / CDOS / State Assessment Crosswalk National Essential Skills Survey / Common Core State Standards / NYS EA Standards / CDOS / State Assessment Crosswalk NESS NYS EA Connections CDOS Regents Reading for iterature E2 E37 E38 1. Cite strong

More information

PTE Academic Preparation Course Outline

PTE Academic Preparation Course Outline PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The

More information

2016-2017 Curriculum Catalog

2016-2017 Curriculum Catalog 2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:

More information

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students

More information

High School Communications Curriculum Indicators tested/taught indicator

High School Communications Curriculum Indicators tested/taught indicator Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

New Jersey Core Curriculum Content Standards: For Language Arts Literacy

New Jersey Core Curriculum Content Standards: For Language Arts Literacy For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS

More information

Reading ELA/Literacy Claim 1

Reading ELA/Literacy Claim 1 Literary Texts 1 Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. DOK 2 Standard: Cite the textual

More information

Grades 6 8. correlated to the. Oregon English/Language Arts Grade-Level Standards. Grades 6 8

Grades 6 8. correlated to the. Oregon English/Language Arts Grade-Level Standards. Grades 6 8 Grades 6 8 correlated to the Oregon English/Language Arts Grade-Level Standards Grades 6 8 McDougal Littell Grade 6 correlated to the Oregon English/Language Arts Grade-level Standards Grade 6 READING

More information

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)

More information

Mansfield City Schools ELA Pacing Guide Grade 6 Reading

Mansfield City Schools ELA Pacing Guide Grade 6 Reading ACQUISITION OF VOCABULARY AV 6.1 - Define the meaning of unknown words by using context clues and the author's use of definition, restatement and example. AV6.6 - Apply the knowledge of prefixes, suffixes

More information

Meeting the Standard in North Carolina

Meeting the Standard in North Carolina KINDERGARTEN 1.02 Demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rhymes). 1.03 Recognize and name upper and lower case letters of the alphabet.

More information

MCAS/DCCAS English Language Arts Correlation Chart Grade 7

MCAS/DCCAS English Language Arts Correlation Chart Grade 7 MCAS/DCCAS English Language Arts Correlation Chart Grade 7 MCAS Finish Line English Language Arts Grade 7 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Vocabulary Strategies Lesson 1:

More information

Ms Juliani -Syllabus Special Education-Language/ Writing

Ms Juliani -Syllabus Special Education-Language/ Writing Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.

More information

Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies

Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies 3 rd Grade Reading and Writing TEKS 3 rd Nine Weeks Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies Figure 19: Reading/Comprehension Skills.

More information

Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

More information

Grade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)

More information

Critical Reading. English Language Arts Curriculum Framework. Revised 2010

Critical Reading. English Language Arts Curriculum Framework. Revised 2010 Critical Reading English Language Arts Curriculum Framework Revised 2010 Course Title: Critical Reading Course/Unit Credit: 1 Course Number: 419110 Teacher Licensure: Please refer to the Course Code Management

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

SOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course 4 2002

SOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course 4 2002 SOUTH DAKOTA Reading and Communication Arts Standards Literature: The Reader s Choice Course 4 2002 OBJECTIVES Reading Goals and Indicators Ninth Grade Reading Goal 1: Students are able to read at increasing

More information

2016-2017 Curriculum Catalog

2016-2017 Curriculum Catalog 2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 400 COURSE OVERVIEW... 1 UNIT 1: JESUS, OUR EXAMPLE... 3 UNIT 2: WORKING WITH INFORMATION... 3 UNIT 3: THE STORY OF OUR

More information

Reading: The student reads and comprehends text across the curriculum.

Reading: The student reads and comprehends text across the curriculum. Curricular Standards for Reading Education Kansas L iterature Reading with Purpose Course 1 2007 STANDARDS Standard 1: Reading Reading: The student reads and comprehends text across the curriculum. Benchmark

More information

As Approved by State Board 4/2/09

As Approved by State Board 4/2/09 Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table

More information

Common Core State Standards Grades 9-10 ELA/History/Social Studies

Common Core State Standards Grades 9-10 ELA/History/Social Studies Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would

More information

Grade 4 Reading Comprehension Sample Selections and Items Test Information Document

Grade 4 Reading Comprehension Sample Selections and Items Test Information Document Grade 4 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Online Resources to Help Students Review for the VPT-English

Online Resources to Help Students Review for the VPT-English This document is intended to help students review for the VPT-English Test. It should prove useful whether students use these resources before or after taking the VPT-English Practice Test. The document

More information

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999) Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within

More information

GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks

GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks 1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between

More information

CST and CAHSEE Academic Vocabulary

CST and CAHSEE Academic Vocabulary CST and CAHSEE Academic Vocabulary Grades K 12 Math and ELA This document references Academic Language used in the Released Test Questions from the 2008 posted CAHSEE Released Test Questions (RTQs) and

More information

the treasure of lemon brown by walter dean myers

the treasure of lemon brown by walter dean myers the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Determine two or more main ideas of a text and use details from the text to support the answer

Determine two or more main ideas of a text and use details from the text to support the answer Strand: Reading Nonfiction Topic (INCCR): Main Idea 5.RN.2.2 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

Sleep: Let s Talk! (Hosting a Socratic Conversation about Sleep)

Sleep: Let s Talk! (Hosting a Socratic Conversation about Sleep) Sleep: Let s Talk! (Hosting a Socratic Conversation about Sleep) Activity 6A Activity Objectives: Using current articles about issues related to sleep, students will be able to: Discuss topics presented

More information

Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School

Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School Publishing/Hampton-Brown Michigan High School Content Expectations for English

More information

Key Ideas and Details

Key Ideas and Details FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine

More information

What s the Big Idea?

What s the Big Idea? What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from

More information

3rd Grade - ELA Writing

3rd Grade - ELA Writing 3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

More information

#804 Digital Media II,

#804 Digital Media II, Digital Media II Level: 11-12 Units of Credit: 1.00 CIP Code: 11.0211 Core Code: 35-02-00-00-011 Prerequisite: Skill Tests: Digital Media I #804 Digital Media II, Adobe Photoshop Adobe Illustrator Adobe

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Grade 3 LA. 3. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 55

Grade 3 LA. 3. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 55 Grade 3 LA. 3. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 55 Grade 3: Reading Process Phonics/Word Analysis Standard: The student demonstrates knowledge

More information

9 th Gr. Eng. Lang. Arts Short Story Unit 1 st Marking Period

9 th Gr. Eng. Lang. Arts Short Story Unit 1 st Marking Period Disposition: Inter-Relationships and Self-Reliance 9 th Grade Big Ideas: Who am I? How can I find my identity and discover where I fit in the world? How do I relate to my family, my community, and my country?

More information

thank you, m'am by langston hughes

thank you, m'am by langston hughes thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic

More information

Strategic Reading. English Language Arts Curriculum Framework. Revised 2010

Strategic Reading. English Language Arts Curriculum Framework. Revised 2010 Strategic Reading English Language Arts Curriculum Framework Revised 2010 Course Title: Strategic Reading Course/Unit Credit: Course Number: 358140 Teacher Licensure: Please refer to the Course Code Management

More information

Grade 6 English Language Arts Performance Level Descriptors

Grade 6 English Language Arts Performance Level Descriptors Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.

More information

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

Fifth Grade in California Public Schools. and the Common Core State Standards

Fifth Grade in California Public Schools. and the Common Core State Standards A Look at Fifth Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

Grade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills

Grade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Reading Assessment Genres Assessed: Literary Informational Fiction (Readiness) Expository (Readiness) Literary Nonfiction

More information