eighth grade - pittsburg.k12.ca.us · eighth grade teaching guide for english language arts common...
TRANSCRIPT
Revised 5.30.14
Pittsburg Unified School District
Eighth Grade Teaching Guide for English Language Arts
Common Core Curriculum
2014-2015
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
ELA 8 CCSS Standard Pacing By Nine Week Quarter 2014-2015 School Year
Q1 (1st 9 weeks) Q2 (2nd 9 weeks) Q3 (3rd 9 weeks) Q4 (4th 9 weeks)
Newly Introduced Standards
RL1, 2, 10* RI 1, 2, 10* W 1, 4, 5, 6, 9, 10* L1a, 2, 3, 6*
RL 4, 5 RI 4, 5 W 2, 8 L1b, 4, 5
RL 3, 6 RI 6, 8 W1** L1c
RL 9 RI 3, 9 W 3 L1d
Spiraling Standards
RL 1, 2, 10* RI 1, 2, 10* W 1, 4, 5, 6, 9, 10* L1a, 2, 3, 6*
RL 1, 2, 4, 5, 10* RI 1, 2, 4, 5, 10* W 1, 2, 4, 5, 6, 8, 9, 10* L1a, 1b, 2, 3, 4, 5, 6*
RL 1, 2, 3, 4, 5, 6, 10* RI 1, 2, 4, 5, 6, 8, 10* W 1, 2, 4, 5, 6, 8, 9, 10* L1a, 1b, 1c, 2, 3, 4, 5, 6*
New = 16 Total = 16 New= 9 Total = 25 New = 5 Total = 30 New = 5 Total = 35
* RL10, RI10, W10 & L6 – Not specific standards to be taught, they are descriptions of the scope & depth of reading, writing and language (academic vocabulary) that should take place over the course of the school year.
** Not a new standard, but will be the primary focus of writing in Quarter 3
--------------------------------------------------------------------------------------------------------------------------------------------------
Standards not included and/or Social Studies & Science will support…
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.
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.8.7 - 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. (According to SBAC claims and targets, this standard will not be assessed)
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
8TH
GR
AD
E C
OM
MO
N C
OR
E EL
A S
TAN
DA
RD
S -
YEA
RLY
OV
ERV
IEW
Lan
guag
e
Co
nve
nti
on
s o
f St
and
ard
En
glis
h
1.
Dem
on
stra
te c
om
man
d o
f th
e co
nve
nti
on
s o
f st
and
ard
En
glis
h
gram
mar
an
d u
sage
wh
en w
riti
ng
or
spea
kin
g.
a.
Exp
lain
th
e fu
nct
ion
of
verb
als
(ger
un
ds,
par
tici
ple
s,
infi
nit
ives
) in
gen
eral
an
d t
hei
r fu
nct
ion
in p
arti
cula
r
sen
ten
ces.
b.
Form
an
d u
se v
erb
s in
th
e ac
tive
an
d p
assi
ve v
oic
e
c.
Form
an
d u
se v
erb
s in
th
e in
dic
ati
ve, i
mp
erat
ive,
inte
rro
gati
ve, c
on
dit
ion
al, a
nd
su
bju
nct
ive
mo
od
. d
. R
eco
gniz
e a
nd
co
rrec
t in
app
rop
riat
e sh
ifts
in v
erb
voic
e a
nd
mo
od
.*
2.
Dem
on
stra
te c
om
man
d o
f th
e co
nve
nti
on
s o
f st
and
ard
En
glis
h
cap
ital
iza
tio
n, p
un
ctu
atio
n, a
nd
sp
ellin
g w
hen
wri
tin
g.
a.
Use
pu
nct
uat
ion
(co
mm
a, e
llip
sis,
das
h)
to in
dic
ate
a
pau
se o
r b
reak
.
b.
Use
an
elli
psi
s to
ind
ica
te a
n o
mis
sio
n.
c.
Spel
l co
rrec
tly.
Kn
ow
led
ge o
f La
ngu
age
3.
Use
kn
ow
led
ge o
f la
ngu
age
and
its
con
ven
tio
ns
wh
en w
riti
ng,
sp
eaki
ng,
rea
din
g, o
r lis
ten
ing.
a.
Use
ver
bs
in t
he
acti
ve a
nd
pas
sive
vo
ice
an
d in
th
e co
nd
itio
nal
an
d s
ub
jun
ctiv
e m
oo
d t
o a
chie
ve
par
ticu
lar
effe
cts
(e.g
., e
mp
has
izin
g th
e ac
tor
or
the
acti
on
; exp
ress
ing
un
cert
ain
ty o
r d
escr
ibin
g a
stat
e co
ntr
ary
to f
act)
.
Vo
cab
ula
ry A
cqu
isit
ion
an
d U
se
4.
Det
erm
ine
or
clar
ify
the
mea
nin
g o
f u
nkn
ow
n a
nd
mu
ltip
le-
mea
nin
g w
ord
s o
r p
hra
ses
bas
ed
on
gra
de
8 r
ead
ing
an
d
con
ten
t, c
ho
osi
ng
flex
ibly
fro
m a
ran
ge o
f st
rate
gies
. a.
U
se c
on
text
(e.
g., t
he
ove
rall
mea
nin
g o
f a
sen
ten
ce o
r
par
agra
ph
; a w
ord
’s p
osi
tio
n o
r fu
nct
ion
in a
se
nte
nce
)
as a
clu
e to
th
e m
ean
ing
of
a w
ord
or
ph
rase
. b
. U
se c
om
mo
n, g
rad
e-a
pp
rop
riat
e G
reek
or
Lati
n a
ffix
es
and
ro
ots
as
clu
es t
o t
he
mea
nin
g o
f a
wo
rd (
e.g.
, p
rece
de,
rec
ede,
sec
ede)
.
c.
Co
nsu
lt g
ener
al a
nd
sp
ecia
lize
d r
efer
ence
mat
eria
ls
(e.g
., d
icti
on
arie
s, g
loss
arie
s, t
hes
auru
ses)
, bo
th p
rin
t an
d d
igit
al, t
o f
ind
th
e p
ron
un
ciat
ion
of
a w
ord
or
det
erm
ine
or
clar
ify
its
pre
cise
mea
nin
g o
r it
s p
art
of
spee
ch.
d.
Ver
ify
the
pre
limin
ary
det
erm
inat
ion
of
the
mea
nin
g o
f a
wo
rd o
r p
hra
se (
e.g.
, by
chec
kin
g th
e in
ferr
ed
mea
nin
g in
co
nte
xt o
r in
a d
icti
on
ary)
.
5.
D
emo
nst
rate
un
der
stan
din
g o
f fi
gura
tive
lan
guag
e, w
ord
rela
tio
nsh
ips,
an
d n
uan
ces
in w
ord
mea
nin
gs.
a.
Inte
rpre
t fi
gure
s o
f sp
eech
(e.
g. v
erb
al ir
on
y, p
un
s) in
con
text
.
b.
Use
th
e re
lati
on
ship
be
twee
n p
arti
cula
r w
ord
s to
b
ette
r u
nd
erst
and
eac
h o
f th
e w
ord
s.
c.
Dis
tin
guis
h a
mo
ng
the
con
no
tati
on
s (a
sso
ciat
ion
s) o
f w
ord
s w
ith
sim
ilar
den
ota
tio
ns
(def
init
ion
s) (
e.g.
,
bu
llhea
ded
, will
ful,
firm
, per
sist
ent,
res
olu
te).
6.
Acq
uir
e an
d u
se a
ccu
rate
ly g
rad
e-a
pp
rop
riat
e ge
ner
al a
cad
emic
and
do
mai
n-s
pec
ific
wo
rds
and
ph
rase
s; g
ath
er v
oca
bu
lary
kn
ow
led
ge w
hen
co
nsi
der
ing
a w
ord
or
ph
rase
imp
ort
ant
to
com
pre
hen
sio
n o
r ex
pre
ssio
n.*
Wri
tin
g Te
xt T
ypes
an
d P
urp
ose
s 1
. W
rite
arg
ume
nts
to
sup
po
rt c
laim
s w
ith
cle
ar r
easo
ns
and
re
leva
nt
evi
de
nce
. a
. In
tro
du
ce c
laim
(s),
ack
no
wle
dge
an
d d
isti
ngu
ish
th
e cl
aim
(s)
fro
m a
lte
rnat
e
or
op
po
sin
g cl
aim
s, a
nd
org
aniz
e th
e re
aso
ns
and
evi
de
nce
logi
cally
. b
. Su
pp
ort
cla
im(s
) w
ith
logi
cal r
easo
nin
g an
d r
ele
van
t e
vid
en
ce, u
sin
g ac
cura
te, c
red
ible
so
urce
s an
d
dem
on
stra
tin
g an
un
de
rsta
nd
ing
of
the
top
ic
or
text
. c.
U
se w
ord
s, p
hra
ses,
an
d c
lau
ses
to c
reat
e co
he
sio
n a
nd
cla
rify
th
e
rela
tio
nsh
ips
amo
ng
clai
m(s
), c
ou
nte
rcla
ims,
re
aso
ns,
an
d e
vid
en
ce.
d.
Esta
blis
h a
nd
mai
nta
in a
for
mal
sty
le
e.
Pro
vid
e a
con
clu
din
g st
atem
en
t or
sec
tio
n t
hat
fo
llow
s fr
om
an
d s
up
po
rts
the
argu
me
nt
pre
sen
ted
.
2.
Wri
te in
form
ati
ve/e
xpla
nat
ory
tex
ts t
o e
xam
ine
a to
pic
an
d c
on
vey
ide
as, c
on
cep
ts,
and
info
rma
tio
n t
hro
ugh
th
e se
lect
ion
, org
aniz
atio
n, a
nd
an
alys
is o
f re
leva
nt
con
ten
t.
a.
Intr
od
uce
a t
op
ic c
lear
ly, p
revi
ewin
g w
hat
is t
o f
ollo
w;
org
aniz
e id
eas
, co
nce
pts
, an
d in
form
ati
on
into
bro
ader
cat
ego
rie
s; in
clu
de
fo
rmat
tin
g (e
.g.,
hea
din
gs),
gra
ph
ics
(e.g
., ch
arts
, tab
les)
, an
d m
ult
ime
dia
wh
en
use
ful t
o
aid
ing
com
pre
hen
sio
n.
b.
De
velo
p t
he
top
ic w
ith
rel
eva
nt,
wel
l-ch
ose
n f
acts
, de
fin
itio
ns,
co
ncr
ete
d
etai
ls, q
uo
tati
on
s, o
r o
ther
info
rmat
ion
an
d e
xam
ple
s.
c.
Use
ap
pro
pri
ate
and
var
ied
tra
nsi
tio
ns
to c
reat
e c
oh
esi
on
an
d c
lari
fy t
he
rela
tio
nsh
ips
amo
ng
idea
s an
d co
nce
pts
. d
. U
se p
reci
se la
ngu
age
and
do
mai
n-s
pec
ific
vo
cab
ula
ry t
o in
form
ab
ou
t o
r ex
pla
in t
he
top
ic.
e.
Esta
blis
h a
nd
mai
nta
in a
for
mal
sty
le.
f.
Pro
vid
e a
con
clu
din
g st
atem
en
t or
sec
tio
n t
hat
fo
llow
s fr
om
an
d s
up
po
rts
the
info
rmat
ion
or
exp
lan
atio
n p
rese
nte
d.
3.
Wri
te n
arra
tive
s to
dev
elo
p r
eal o
r im
agi
ned
exp
erie
nce
s o
r e
vent
s u
sin
g e
ffec
tive
te
chn
iqu
e, r
elev
an
t d
escr
ipti
ve d
etai
ls, a
nd
wel
l-st
ruct
ure
d e
ven
t se
qu
en
ces.
a
. En
gage
an
d o
rien
t th
e re
ader
by
esta
blis
hin
g a
con
text
an
d p
oin
t o
f vi
ew
an
d
intr
od
uci
ng
a n
arra
tor
and
/or
char
acte
rs;
orga
niz
e an
eve
nt
seq
ue
nce
th
at
un
fold
s n
atu
rally
an
d lo
gica
lly.
b.
Use
nar
rati
ve t
ech
niq
ues
, su
ch a
s d
ialo
gue,
pac
ing,
de
scri
pti
on
, an
d
refl
ecti
on
, to
dev
elo
p e
xper
ien
ces,
eve
nts
, an
d/o
r ch
arac
ters
. c.
U
se a
var
iety
of
tran
siti
on
wo
rds,
ph
rase
s, a
nd
cla
use
s to
co
nve
y se
qu
en
ce,
sign
al s
hif
ts f
rom
on
e ti
me
fram
e o
r se
ttin
g to
an
oth
er,
an
d s
ho
w t
he
re
lati
on
ship
s am
on
g ex
per
ien
ces
and
eve
nts
. d
. U
se p
reci
se w
ord
s an
d p
hras
es, r
elev
ant
des
crip
tive
d
eta
ils, a
nd
se
nso
ry
lan
guag
e to
cap
ture
th
e ac
tio
n a
nd
co
nve
y e
xper
ien
ces
and
eve
nts
. e.
P
rovi
de
a co
ncl
usi
on
tha
t fo
llow
s fr
om
an
d r
efl
ects
on
th
e n
arra
ted
ex
per
ien
ces
or e
ven
ts. P
rod
uce
cle
ar a
nd
co
her
en
t w
riti
ng
in w
hic
h t
he
d
eve
lop
me
nt,
org
aniz
atio
n, a
nd
sty
le a
re a
pp
rop
riat
e t
o t
ask,
pu
rpo
se, a
nd
au
die
nce
. (G
rad
e-s
pec
ific
exp
ecta
tio
ns
for
wri
tin
g ty
pe
s ar
e d
efi
ne
d in
st
and
ard
s 1
–3 a
bo
ve.)
Pro
du
ctio
n a
nd
Dis
trib
uti
on
of
Wri
tin
g:
4. P
rod
uce
cle
ar a
nd
coh
eren
t w
riti
ng
in w
hic
h th
e d
evel
op
men
t, o
rgan
izat
ion,
an
d s
tyle
ar
e ap
pro
pri
ate
to t
ask,
pu
rpo
se, a
nd
au
die
nce
. (G
rad
e-sp
ecif
ic e
xpec
tati
on
s fo
r w
riti
ng
type
s ar
e d
efin
ed in
sta
nd
ards
1–3
ab
ove
.)
5. W
ith
so
me
guid
ance
an
d s
up
po
rt f
rom
pee
rs a
nd a
dult
s, d
evel
op
an
d s
tren
gth
en
wri
tin
g as
nee
ded
by
pla
nn
ing,
rev
isin
g, e
dit
ing,
rew
riti
ng,
or
tryi
ng a
new
ap
pro
ach
, fo
cusi
ng o
n h
ow
wel
l pu
rpo
se a
nd
au
die
nce
hav
e b
een
ad
dre
ssed
. (Ed
itin
g fo
r co
nve
nti
ons
sho
uld
de
mo
nst
rate
co
mm
and
of
Lan
guag
e st
and
ard
s 1
–3
up
to
an
d
incl
ud
ing
grad
e 8
on
pag
e 52
.)
6. U
se t
echn
olo
gy, i
ncl
ud
ing
the
Inte
rnet
, to
pro
du
ce a
nd p
ub
lish
wri
tin
g an
d p
rese
nt
the
rela
tion
ship
s b
etw
een
info
rmat
ion
and
idea
s ef
fici
entl
y as
wel
l as
to in
tera
ct a
nd
co
llabo
rate
wit
h o
ther
s.
R
esea
rch
to B
uild
an
d P
rese
nt
Kn
ow
led
ge
7. C
on
du
ct s
ho
rt r
esea
rch
pro
ject
s to
an
swer
a q
ues
tio
n (i
ncl
ud
ing
a se
lf-g
ener
ated
q
ue
stio
n),
dra
win
g o
n s
ever
al s
ou
rces
an
d g
ener
atin
g ad
dit
ion
al r
elat
ed, f
ocu
sed
q
ue
stio
ns
that
allo
w f
or
mu
ltip
le a
ven
ues
of
expl
ora
tio
n. (
To b
e ad
dre
sse
d in
So
cial
St
ud
ies/
Scie
nce
) 8
. Gat
her
rel
evan
t in
form
atio
n fr
om
mul
tip
le p
rin
t an
d d
igit
al s
ou
rces
, usi
ng s
earc
h te
rms
effe
ctiv
ely;
ass
ess
the
cred
ibili
ty a
nd a
ccu
racy
of
each
so
urc
e; a
nd
qu
ote
or
par
aph
rase
th
e d
ata
and
con
clu
sio
ns
of
oth
ers
wh
ile a
void
ing
pla
giar
ism
an
d f
ollo
win
g a
stan
dar
d fo
rmat
fo
r ci
tati
on.
(To
be
sup
po
rted
in S
oci
al S
tud
ies/
Scie
nce
) 9
. Dra
w e
vid
ence
fro
m li
tera
ry o
r in
form
atio
nal
tex
ts t
o s
up
po
rt a
nal
ysis
, ref
lect
ion,
an
d
rese
arch
. a.
A
pp
ly g
rad
e 8
Rea
din
g st
and
ards
to
lite
ratu
re (
e.g.
, “A
nal
yze
ho
w a
mo
der
n
wo
rk o
f fi
ctio
n d
raw
s o
n t
hem
es, p
atte
rns
of e
vent
s, o
r ch
arac
ter
typ
es f
rom
m
yth
s, t
rad
itio
nal
sto
ries
, or
relig
iou
s w
ork
s su
ch a
s th
e B
ible
, in
clud
ing
des
crib
ing
ho
w t
he m
ater
ial i
s re
nde
red
new
”).
b.
Ap
ply
gra
de
8 R
eadi
ng
stan
dar
ds t
o li
tera
ry n
on
fict
ion
(e.
g., “
Del
inea
te a
nd
ev
alu
ate
the
argu
men
t an
d s
pec
ific
cla
ims
in a
tex
t, a
sses
sin
g w
het
her
th
e re
aso
nin
g is
so
un
d a
nd t
he
evid
ence
is r
elev
ant
and
su
ffic
ien
t; r
eco
gniz
e w
hen
ir
rele
van
t ev
iden
ce is
intr
odu
ced
”).
R
ange
of
Wri
tin
g*
10. W
rite
rou
tin
ely
ove
r ex
ten
ded
tim
e fr
ames
(ti
me
for
rese
arch
, ref
lect
ion,
an
d
revi
sio
n) a
nd s
ho
rter
tim
e fr
ames
(a
sin
gle
sitt
ing
or
a d
ay o
r tw
o)
for
a ra
nge
of
dis
cip
line-
spec
ific
tas
ks, p
urp
ose
s, a
nd
au
die
nce
s.
Rea
din
g In
form
atio
nal
Ke
y Id
eas
an
d D
eta
ils
1
. C
ite
th
e t
extu
al e
vid
en
ce t
hat
mo
st s
tro
ngl
y su
pp
ort
s an
an
alys
is o
f w
hat
th
e t
ext
say
s e
xplic
itly
as
wel
l as
infe
ren
ces
dra
wn
fro
m t
he
tex
t.
2
. D
ete
rmin
e a
ce
ntr
al id
ea
of
a te
xt a
nd
an
alyz
e it
s d
eve
lop
men
t o
ver
the
co
urs
e o
f th
e t
ext,
incl
ud
ing
its
rela
tio
nsh
ip t
o s
up
po
rtin
g id
eas
; pro
vid
e a
n
ob
ject
ive
su
mm
ary
of
the
te
xt.
3.
An
alyz
e h
ow
a t
ext
mak
es
con
ne
ctio
ns
amo
ng
and
d
isti
nct
ion
s b
etw
een
ind
ivid
ual
s, id
eas
, or
eve
nts
(e.g
., t
hro
ugh
co
mp
aris
on
s, a
nal
ogi
es,
or
cate
gori
es)
. C
raft
an
d S
tru
ctu
re
4.
D
ete
rmin
e t
he
me
anin
g o
f w
ord
s an
d p
hra
ses
as
they
are
use
d in
a t
ext
, in
clu
din
g fi
gura
tive
, co
nn
ota
tive
, an
d t
ech
nic
al m
ean
ings
; an
alyz
e t
he
im
pac
t o
f sp
eci
fic
wo
rd c
ho
ice
s o
n m
ean
ing
and
to
ne
, in
clu
din
g an
alo
gie
s o
r al
lusi
on
s to
oth
er
text
s.
5.
A
nal
yze
in d
etai
l th
e s
tru
ctu
re o
f a
spec
ific
p
arag
rap
h in
a t
ext,
incl
ud
ing
the
ro
le o
f p
arti
cula
r se
nte
nce
s in
de
velo
pin
g an
d r
efi
nin
g a
key
con
cep
t.
6.
D
ete
rmin
e a
n a
uth
or’
s p
oin
t o
f vi
ew
or
pu
rpo
se in
a
text
an
d a
nal
yze
ho
w t
he
au
tho
r ac
kno
wle
dge
s an
d
resp
on
ds
to c
on
flic
tin
g e
vid
en
ce o
r vi
ew
po
ints
. In
tegr
atio
n o
f K
no
wle
dge
an
d Id
eas
7.
Eval
uat
e t
he
adva
nta
ges
and
dis
adva
nta
ges
of
usi
ng
dif
fere
nt
med
ium
s (e
.g.,
pri
nt
or
dig
ital
te
xt, v
ideo
,
mu
ltim
edia
) to
pre
sen
t a
par
ticu
lar
top
ic o
r id
ea.
(To
be
add
ress
ed
in S
oci
al S
tud
ies/
Scie
nce
)
8.
Del
inea
te a
nd
eva
luat
e t
he
argu
men
t an
d s
pec
ific
cla
ims
in a
te
xt, a
sse
ssin
g w
het
her
th
e re
aso
nin
g is
so
un
d a
nd
the
evi
den
ce is
re
leva
nt
and
su
ffic
ien
t; r
eco
gniz
e w
hen
irre
leva
nt
evi
den
ce is
intr
od
uce
d.
9.
An
alyz
e a
case
in w
hic
h t
wo
or
mo
re t
exts
pro
vid
e
con
flic
tin
g in
form
atio
n o
n t
he
sam
e to
pic
an
d id
enti
fy
wh
ere
the
tex
ts d
isag
ree
on
mat
ters
of
fact
or
inte
rpre
tati
on
.
Ran
ge o
f R
ead
ing
and
Lev
el o
f Te
xt C
om
ple
xity
*
10.
By
the
end
of
the
year
, rea
d a
nd
co
mp
reh
end
lite
rary
no
nfi
ctio
n a
t th
e h
igh
en
d o
f th
e gr
ades
6–
8 te
xt
com
ple
xity
ban
d in
dep
end
entl
y an
d p
rofi
cien
tly.
Rea
din
g Li
tera
ture
Ke
y Id
eas
an
d D
eta
ils
1.
Cit
e t
he
tex
tual
evi
de
nce
th
at m
ost
str
on
gly
sup
po
rts
an a
nal
ysis
of
wh
at t
he
te
xt s
ays
exp
licit
ly a
s w
ell a
s in
fere
nce
s d
raw
n f
rom
th
e
text
.
2.
De
term
ine
a t
he
me
or
cen
tral
ide
a o
f a
text
an
d
anal
yze
its
dev
elo
pm
ent
ove
r th
e c
ou
rse
of
the
text
, in
clu
din
g it
s re
lati
on
ship
to
th
e c
har
acte
rs,
sett
ing,
an
d p
lot;
pro
vid
e a
n o
bje
ctiv
e s
um
mar
y o
f th
e t
ext
.
3.
An
alyz
e h
ow
par
ticu
lar
line
s o
f d
ialo
gue
or
inci
de
nts
in a
sto
ry o
r d
ram
a p
rop
el t
he
act
ion
, re
veal
asp
ect
s o
f a
char
acte
r, o
r p
rovo
ke a
d
eci
sio
n.
Cra
ft a
nd
Str
uct
ure
4.
Det
erm
ine
the
mea
nin
g o
f w
ord
s an
d p
hra
ses
as t
hey
are
use
d in
a t
ext,
incl
ud
ing
figu
rati
ve a
nd
con
no
tati
ve m
ean
ings
; an
alyz
e th
e im
pac
t o
f sp
eci
fic
wo
rd c
ho
ice
s o
n m
ean
ing
and
to
ne
, in
clu
din
g
anal
ogi
es
or
allu
sio
ns
to o
the
r te
xts.
5.
Co
mp
are
and
co
ntr
ast
the
stru
ctu
re o
f tw
o o
r m
ore
text
s an
d a
nal
yze
ho
w t
he
dif
feri
ng
stru
ctu
re o
f ea
ch
text
co
ntr
ibu
tes
to it
s m
ean
ing
and
sty
le.
6
. A
nal
yze
ho
w d
iffe
ren
ces
in t
he
po
ints
of
view
of
the
char
acte
rs a
nd
th
e a
ud
ien
ce o
r re
ader
(e
.g.,
cre
ated
thro
ugh
th
e u
se o
f d
ram
atic
iro
ny)
cre
ate
such
effe
cts
as s
usp
ense
or
hu
mo
r.
Inte
grat
ion
of
Kn
ow
led
ge a
nd
Idea
s
7.
An
alyz
e t
he
exte
nt
to w
hic
h a
film
ed
or
live
pro
du
ctio
n o
f a
sto
ry o
r d
ram
a st
ays
fait
hfu
l to
or
dep
arts
fro
m t
he
text
or
scri
pt,
eva
luat
ing
the
cho
ices
mad
e b
y th
e d
irec
tor
or
acto
rs.
8.
(No
t ap
plic
able
to
Lit
erat
ure
)
9.
An
alyz
e h
ow
a m
od
ern
wo
rk o
f fi
ctio
n d
raw
s o
n
them
es, p
atte
rns
of
eve
nts
, or
char
acte
r ty
pes
fro
m
myt
hs,
tra
dit
ion
al s
tori
es,
or
relig
iou
s w
ork
s su
ch a
s
the
Bib
le, i
ncl
ud
ing
de
scri
bin
g h
ow
th
e m
ater
ial i
s
ren
de
red
ne
w.
Ran
ge o
f R
ead
ing
and
Lev
el o
f Te
xt C
om
ple
xity
*
10.
By
the
end
of
the
year
, rea
d a
nd
co
mp
reh
end
lite
ratu
re, i
ncl
ud
ing
sto
ries
, dra
mas
, an
d p
oem
s, a
t th
e
hig
h e
nd
of
grad
es 6
–8 t
ext
com
ple
xity
ban
d
ind
epen
den
tly
and
pro
fici
entl
y.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Reading Literature Reading Informational Q
uar
ter
1 -
- A
ug.
20
- O
ct. 2
8 (
48
day
s)
Key Ideas and Details 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.
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.
Range of Reading and Level of Text Complexity* 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.
Key Ideas and Details 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.
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.
Range of Reading and Level of Text Complexity* 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.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Writing Language Q
uar
ter
1 (
Au
g. 2
0-
Oct
. 28
) (4
8 d
ays)
Text Types and Purposes
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. 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.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
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.
Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support
analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Range of Writing* 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.
Conventions of Standard English
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.
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.
Knowledge of Language 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).
Vocabulary Acquisition and Use 6. 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.*
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
1 (
Au
g. 2
0-
Oct
. 28
) (4
8 d
ays)
Reading Literature
RL.8.1
I can make an inference.
I can judge what the text says explicitly.
I can cite text with the strongest information to support an analysis.
RL.8.2
I can determine a theme.
I can analyze the development of the theme as the text progresses.
I can relate the theme to the story elements of the text.
I can devise an objective summary of the text.
RL.8.10*
I can read and comprehend literature at the high end of grades 6-8 text complexity band independently.
I can read and comprehend literature at the high end of grades 6-8 text complexity band proficiently.
Reading Informational Text
RI.8.1
I can make an inference.
I can judge what the text says explicitly.
I can cite text with the strongest information to support an analysis.
RI.8.2
I can determine a theme or central idea.
I can analyze the development of the theme as the text progresses.
I can relate the theme or central idea to the supporting ideas of the text.
I can devise an objective summary of the text.
RI.8.10*
I can read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band independently.
I can read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band proficiently.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
1 (
Au
g. 2
0-
Oct
. 28
) (4
8 d
ays)
Writing W.8.1
I can present a claim and acknowledge and distinguish opposing claims.
I can logically organize the reasons and evidence.
I can support claims with logical reasoning.
I can use relevant evidence from accurate, credible sources.
I can demonstrate an understanding of the topic or text.
I can utilize words, phrases, and clauses to create cohesion.
I can clarify the relationships among claim(s), counterclaims, reasons, and evidence.
I can establish a formal style.
I can maintain a formal style.
I can compose a conclusion that follows from the argument presented.
I can compose a conclusion that supports the argument presented.
W.8.4
I can produce clear and coherent writing in which the development is appropriate to task, purpose, and audience.
I can produce clear and coherent writing in which the organization is appropriate to task, purpose, and audience.
I can produce clear and coherent writing in which the style is appropriate to task, purpose, and audience.
W.8.5
I can demonstrate development and strength in the writing process with some guidance and support from peers and adults, focusing on how well purpose and audience have been addressed.
W.8.6
I can use technology to create and publish writing.
I can use technology to present the relationship between information and ideas efficiently.
I can use technology to interact and collaborate with others.
W.8.9
I can apply grade 8 Reading standards to literature to support analysis, reflection, and research while writing.
I can apply grade 8 Reading standards to literary nonfiction to support analysis, reflection, and research while writing.
W.8.10*
I can write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.
I can write routinely over shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Language L.8.1a
I can explain the general function of verbals (gerunds, participles, infinitives).
I can explain the function of verbals (gerunds, participles, infinitives) in particular sentences.
L.8.2
I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.
I can use an ellipsis to indicate an omission.
I can spell correctly.
L.8.3
I can use verbs in the active and passive voice to achieve particular effects.
I can use verbs in the conditional and subjunctive mood to achieve particular effects.
L.8.6*
I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Reading Literature Reading Informational Q
uar
ter
2 (
Oct
. 29
- Ja
n. 2
2)
(45
day
s)
Key Ideas and Details 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.
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.
Craft and Structure 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.
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.
Range of Reading and Level of Text Complexity* 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.
Key Ideas and Details 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.
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.
Craft and Structure 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.
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.
Range of Reading and Level of Text Complexity* 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.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Writing Language Q
uar
ter
2 (
Oct
. 29
- Ja
n. 2
2)
(45
day
s)
Text Types and Purposes
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. 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.
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.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
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.
Research to Build and Present Knowledge
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. (To be supported in Social Studies/Science)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Range of Writing*
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.
Conventions of Standard English
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 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.
Knowledge of Language 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).
Vocabulary Acquisition and Use 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.
b. Use common, grade-appropriate Greek or 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).
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).
6. 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.*
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
2 (
Oct
. 29
- Ja
n. 2
2)
(45
day
s)
Reading Literature
RL.8.4
I can detect the meaning of figurative and connotative words and phrases using context clues.
I can analyze the impact of analogies and allusions along with specific word choices in relation to the meaning and tone of a text.
RL.8.5
I can compare and contrast the structure of multiple texts.
I can analyze how the differing structure of each text influences its meaning and style.
Reading Informational Text
RI.8.4
I can detect the meaning of figurative, connotative, and technical words and phrases using context clues.
I can analyze the impact of analogies and allusions along with specific word choices in relation to the meaning and tone of a text.
RI.8.5
I can examine the structure of a specific paragraph in a text.
I can examine the role of particular sentences in developing and refining a key concept.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
2 (
Oct
. 29
- Ja
n. 2
2)
(45
day
s)
Writing W.8.2
I can introduce a topic clearly, previewing what is to follow.
I can organize ideas, concepts, and information into broader categories.
I can incorporate formatting, graphics, and multimedia to aid in comprehension.
I can develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
I can use appropriate and varied transitions to create cohesion.
I can use appropriate and varied transitions to clarify the relationships among ideas and concepts.
I can utilize precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.8
I can compile relevant information from multiple print and digital sources using search term effectively
I can assess the credibility and accuracy of each source.
I can quote or paraphrase material from sources while avoiding plagiarism.
I can use a standard format for citation.
Language L.8.1b
I can form verbs in the active and passive voice.
I can use verbs in the active and passive voice.
L.8.4
I can use context clues to determine the meaning of a word or phrase.
I can use Greek or Latin affixes and roots as clues to the meaning of a word.
I can consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
I can predict the meaning of a word or phrase.
I can then determine a word’s true meaning by using context clues or a dictionary.
L.8.5
I can interpret figures of speech in context.
I can use the relationship between particular words to better understand each of the words.
I can distinguish among the connotations of words with similar denotations.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Reading Literature Reading Informational Q
uar
ter
3 (
Jan
. 23
- A
pri
l 1)
(46
day
s)
Key Ideas and Details 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.
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.
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.
Craft and Structure 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.
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.
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.
Range of Reading and Level of Text Complexity* 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.
Key Ideas and Details 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.
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.
Craft and Structure 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.
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.
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.
Integration of Knowledge and Ideas 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.
Range of Reading and Level of Text Complexity* 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.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Writing Language Q
uar
ter
3 (
Jan
. 23
- A
pri
l 1)
(46
day
s)
Text Types and Purposes
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. 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.
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. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
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.
Research to Build and Present Knowledge
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. (To be supported in Social Studies/Science)
9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Range of Writing* 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.
Conventions of Standard English
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. 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.
Knowledge of Language 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).
Vocabulary Acquisition and Use 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.
b. Use common, grade-appropriate Greek or 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).
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).
6. 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.*
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
3 (
Jan
. 23
- A
pri
l 1)
(46
day
s)
Reading Literature
RL.8.3
I can critique dialogue or incidents in relation to story progression.
I can infer character traits.
I can analyze how particular lines of dialogue or incidents in a story or drama provoke a decision.
RL.8.6
I can differentiate between the points of view of the characters and the audience/reader.
I can evaluate how the differing points of view of the characters and the audience (created through but not limited to dramatic irony) create tone or mood in the passage.
Reading Informational Text
RI.8.6
I can determine the author’s point of view and purpose in a text.
I can examine how the author evaluates and responds to counter arguments.
RI.8.8
I can evaluate the argument and specific claims in a text.
I can assess whether the argument or reasoning is sound and the evidence is relevant and sufficient in a text.
I can recognize when irrelevant evidence is introduced in a text.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
3 (
Jan
. 23
- A
pri
l 1)
(46
day
s)
Writing W.8.1**
I can present a claim and acknowledge and distinguish opposing claims.
I can logically organize the reasons and evidence.
I can support claims with logical reasoning.
I can use relevant evidence from accurate, credible sources.
I can demonstrate an understanding of the topic or text.
I can utilize words, phrases, and clauses to create cohesion.
I can clarify the relationships among claim(s), counterclaims, reasons, and evidence.
I can establish a formal style.
I can maintain a formal style.
I can compose a conclusion that follows from the argument presented.
I can compose a conclusion that supports the argument presented.
Language L.8.1c
I can form verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
I can use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Reading Literature Reading Informational Q
uar
ter
4 (
Ap
ril 2
- J
un
e 9
) (4
1 d
ays)
Key Ideas and Details 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.
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.
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.
Craft and Structure 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.
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.
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.
Integration of Knowledge and Ideas 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.
8. (Not applicable to Literature)
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.
Range of Reading and Level of Text Complexity* 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.
Key Ideas and Details 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.
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.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Craft and Structure 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.
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.
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.
Integration of Knowledge and Ideas 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. (To be addressed in Social Studies/Science)
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.
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.
Range of Reading and Level of Text Complexity* 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.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Writing Language Q
uar
ter
4 (
Ap
ril 2
- J
un
e 9
) (4
1 d
ays)
Text Types and Purposes
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. 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.
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.
3. 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.
Conventions of Standard English
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.* 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.
Knowledge of Language 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).
Vocabulary Acquisition and Use 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.
b. Use common, grade-appropriate Greek or 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).
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).
6. 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.*
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Writing (continued) Language Q
uar
ter
4 (
Ap
ril 2
- J
un
e 9
) (4
1 d
ays)
e. Provide a conclusion that follows from and
reflects on the narrated experiences or events. 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.)
Production and Distribution of Writing: 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
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.
Research to Build and Present Knowledge 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.
(To be addressed in Social Studies/Science)
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. (To be supported in Social Studies/Science)
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Range of Writing* 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.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
4 (
Ap
ril 2
- J
un
e 9
) (4
1 d
ays)
Reading Literature
RL.8.9
I can analyze how a modern work of fiction integrates themes, patterns of events, or character types from myths, traditional stories or religious works.
I can describe how the material is rendered new.
Reading Informational Text
RI.8.3
I can analyze how a text makes connections and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories).
RI.8.9
I can judge a case in which two or more texts provide conflicting information on the same topic.
I can identify where the texts disagree on matters of fact or interpretation.
Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14
Students (I) can….. Vocabulary Q
uar
ter
4 (
Ap
ril 2
- J
un
e 9
) (4
1 d
ays)
Writing W.8.2
I can establish a context and point of view to engage and orient the reader.
I can introduce a narrator and/or characters to engage and orient the reader.
I can organize a natural and logical event sequence.
I can utilize narrative techniques to develop experiences.
I can utilize narrative techniques to develop events.
I can utilize narrative techniques to develop characters.
I can utilize a variety of transition words, phrases, and clauses to convey sequence signal shifts from one time frame or setting to another.
I can utilize a variety of transition words, phrases, and clauses to show the relationships among experiences and events.
I can use precise words and phrases to capture the action and convey experiences and events.
I can use relevant descriptive details to capture the action and convey experiences and events.
I can use sensory language to capture the action and convey experiences and events.
I can create a conclusion that follows from the narrated experiences or events.
I can create a conclusion that reflects on the narrated experiences or events.
Language L.8.1d
I can acknowledge new information expressed by others.
I can qualify or justify views in light of new evidence presented as needed.