8th Grade Curriculum Map - St Lucie Public K-12 grade-specific standards define end-of-year expectations ... In grade 8, the Common Core ... The modules reflect the balance of informational texts
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English Language Arts 8th Grade
Purpose of Curriculum Map
The English Language Arts Curriculum Map is a tool for organizing what students should know and be able to do in literacy each year. Each document lists the main concepts and skills for each grade level of the Common Core State Standards for English Language Arts. As you can imagine, a two- dimensional map cannot capture the rich, multi-dimensional curriculum we teach. In fact, the ELA Common Core State Standards themselves define what is most essential, they do not describe all that can or should be taught. Nonetheless, the documents serve as a tool that can guide teachers to plan and pace instructional experiences in order to ensure a guaranteed and viable curriculum for all students.
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
The K-12 grade-specific standards define end-of-year expectations
and a cumulative progression designed to enable students to meet
college and career readiness expectations no later than the end of
high school. Students advancing through the grades are expected to
meet each years grade specific standards, retain or further develop
skills and understanding mastered in preceding grades.
Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, Technical Subjects
Organization and Use of the Curriculum Map
The ELA Curriculum Map is organized into 3 sections: Systematic &
Explicit Literacy Instruction, Writing and Language Development, and
Research Projects. The standards are organized within the sections in
order to serve as a guide for teaching, planning, and pacing focused
on the selected standards in each quarter. Each section includes a
focus on the strands of the ELA CCSS. The organization of the ELA
CCSS Strands within the SLPS Curriculum Map is illustrated below:
Systematic & Explicit Literacy Instruction
Writing and Language
*Reading Literature (RL.1-10) *Reading Informational Text (RI.1-10) *Language (L.4-6) *Speaking and Listening (SL.1-3)
* Writing (W.1-6 & W.9-10) *Language (L.1-3)
*Writing (W.1-2 & W.4-9) *Speaking and Listening (SL.4-6)
While the Standards and the Curriculum Map are divided into these
sections for conceptual clarity, the processes are closely connected.
The Standards delineate specific expectations within these strands;
each need not be a separate focus for instruction and assessment.
Often several standards can be addressed by a single rich task.
Florida Coding Schema
Scales & Checklists
Scales are utilized as instructional resources in order to monitor and
track student progress and mastery of the ELA Common Core State
Standards. Scales are matched to the instructional target identified by
the teacher that is most closely aligned to the content of the text.
Scales may be posted/provided for a unit, week, or daily instruction
depending on data and learning target.
Grade 8 English Language Arts Scales
Checklists are utilized as instructional resources in order to monitor
and track student progress and mastery of the ELA Common Core
State Standards. Checklists are located in the instructional resources
sections of Foundational Skills, Language, and Speaking & Listening.
Grade 8 English Language Arts Checklists
Grade 8 English Language Arts Scope and Sequence PARCC Grade 8 Model Content Framework
In grade 8, the Common Core State Standards call for students to grapple with high-
quality, complex nonfiction texts and great works of literature. Starting in grade 8,
the focus of informational texts begins to shift from narrative to exposition.
Students who leave grade 8 know how to cite the textual evidence that most
strongly supports an analysis or critique. Students in grade 8 are primed to question
an authors assumptions and assess the accuracy of his or her claims, and by the
end of grade 8, they are adept at reading closely and uncovering evidence to use in
their own writing. Students can, for instance, analyze in writing two or more texts
that provide conflicting information on the same topic and identify whether the
disagreement is over facts or interpretation. They can analyze how point of view
can be manipulated to create specific effects such as dramatic irony and investigate
how particular passages within a text connect to one another to advance the plot,
reveal a character, or highlight an idea.
Students are to draw explicitly on their reading and research in discussions. They
respond to questions constructively by offering up relevant evidence, observations,
and ideas. By grade 8, students have developed a rich vocabulary of academic
words, which they use to speak and write with more precision.
In addition, grade 8 students write with increasing sophistication, focusing on
organizing ideas, concepts, and information into broader categories; choosing
relevant facts well; and using varied transitions to clarify or show the relationships
among elements. Students should be able to distinguish their claims from alternate
or opposing claims and use words and phrases to clarify the relationships and
transitions among claim(s), counterclaims, reasons, and evidence.
The Grade 8 Content Framework outlines the guiding principles/practices of integrated literacy.
Systematic & Explicit Literacy Instruction
Reading Complex Text
RI.1 & RL.1
Analyze Content RL.2-9 & RI.2.9
Study & Apply Vocabulary
Conduct Discussions SL.1-3
Reading Foundational Skills
Writing & Language Development
Writing to Texts W.1-6 & W.9-10
Routine Writing Develop & Convey
4-6 Analyses Focus on Opinions & Informing/ Explaning
1-2 Narratives Convey Experiences,
Events, and/or Procedures
Study and Apply Grammar
Integrate Knowledge from
Sources when Composing
Grade 8 Content Framework
Explicit Literacy Instruction Utilizing Grade Level Complex Text
Systematic & Explicit LIteracy Instruction
Read Complex Text
Study and Apply
Vocabulary When designing learning experiences for
level complex text
should be utilized
where students are
to cite evidence
Vocabulary is chosen in
order to develop
students use and
understanding of grade
Systematic & Explicit Literacy Instruction Reading Complex Texts:
Exposing students to grade-level texts of appropriate complexity lies at the heart of ELA CCSS. The modules reflect the balance of informational texts (literary nonfiction in ELA classes) and literature that students are expected to read. Fulfilling the ELA standards for grades 6-12 requires much greater attention to a specific category of informational text literary nonfiction than has been traditionally taught. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes to meet the demands of the standards.
LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently. LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and proficiently.
Three to five short texts from across the curriculum:
Educators can create coherence within the curriculum as a whole by choosing short texts to complement the extended text described, by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and comprehend other texts students will study. (Shorter texts can be chosen from Elements of Literature, Science Fusion, DBQ, Appendix B, Etc.)
One extended text:
This should be an extended, full-length work of literature (such as a novel or a play) or longer informational text. Like the others, this text would be aligned with the