language arts curriculum guide 8th...

Gresham Barlow School District Curriculum Guide

Language Arts*

Curriculum Guide 8th Grade

To be implemented beginning 2012-2013

* Note: A detailed Writing Curriculum Guide will be produced separately.

Gresham Barlow School District

Language Arts* Curriculum Guide

8th Grade

TABLE OF CONTENTS

Page Instructional Expectations for Reading Instruction in GBSD Middle Schools ………………………………………………………………….

1

Trimester Pacing • Fall Trimester ……………………………………………………..….. • Winter Trimester ………………………………………………..…… • Spring Trimester ………………………………………………...…...

2-‐4 5-‐7

8-‐10

Learning Targets • Language (RL) ..………………………………………………..……. • Informational Text (RI) .……….………………………………... • Speaking and Listening (SL) ………………………………..….

11-‐13 14-‐16 17-‐18

Example Short Fiction Text Collections to Teach With ……… 19

Web-‐based Informational Text Resources ……………………….. 20-‐21

ODE CCSS Language Arts …………………………………………………. 22-‐35

ODE CCSS Appendix B: Text Exemplars and Sample Performance Tasks located on GBSD website: Staff Instruction Resources

To be implemented beginning 2012-2013

Note: A detailed Writing Curriculum Guide will be produced separately.

District-‐Wide Instructional Expectations* for Reading Instruction in GBSD Middle Schools

1. Within English Language Arts classes, between 50% and 70% of the term should be

allocated specifically to reading and reading instruction.

2. Use and combine formative and summative assessment to inform all areas of reading instruction, including whole-‐class instruction (e.g. mini-‐lessons) and individual student reading levels.

3. Implement research-‐based instructional practices, explicitly teaching and modeling

comprehension strategies and habits of mind (of proficient readers) for all students.

4. Provide daily opportunities for students to read self-‐selected texts within the band of difficulty appropriate to students’ reading levels (“just right” books and texts).

5. Incorporate read aloud of high-‐interest texts, taking into account appropriate rigor

required by the common core state standards (see Appendix B-‐CCSS ELA document posted on District website/Staff Instructional Resources). Research indicates that reading aloud to students substantially improves their reading skills, as well as their written, oral, and auditory skills. In addition, students that hear texts read aloud have an increased positive attitude towards reading. (Trelease, 2006)

6. Provide opportunities for students to collaborate and talk about their reading and their

learning, both inside of and outside of whole-‐class lessons.

7. Provide ample opportunities for students to respond to reading through writing. Suggested Practices:

1) Small group instruction

2) Leveled classroom library and leveled school library

3) Book partnerships or book clubs for discussion

4) More student-‐directed thinking/writing about reading, fewer teacher-‐generated prompts/post-‐its/questions, etc.

5) Student-‐teacher conferences to assess and provide feedback about reading

6) Leveled books / grouped books for student choice

7) Reading Logs, reading assigned for homework

8) Reader’s Notebook – responses, thoughts, ideas, Post-‐Its, etc.

*These expectations were set based on meta-‐analysis of research on effective reading instruction. Grade 8 Language Arts Curriculum Guide - Page 1

GBSD 8th Grade Fall Standards

8th Grade-Fall Trimester Underlined text indicates only that portion of the standard is taught Fall trimester.

Literature Standards Addressed Informational Text Standards 8.RL.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.

8.RL.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.

8.RL.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.

8.RL.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.

8.RL.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.

8.RI.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.

8.RI.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.

8.RI.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.

8.RI.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.

Writing Standards Addressed 8.W.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.

Grade 8 Language Arts Curriculum Guide - Page 2


8.W.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.

8.W.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.)

8.W.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.)

8.W.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.

8.W.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.

8.W.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.

8.W.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.

* Using the Grade 8 Curricular Plan for the Common Core Writing Workshop (Heinemann, 2011), Units 1 & 3 will address all standards listed above.



Language Standards Addressed Speaking and Listening Standards Addressed 8.L.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.*

8.L.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.

8.L.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).

8.L.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.

8.SL.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-‐making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

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

8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)


GBSD 8th Grade Winter Standards

8th Grade-Winter Trimester Underlined text indicates only that portion of the standard is taught Winter trimester.

Literature Standards Addressed Informational Text Standards 8.RL.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.



8.RL.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.

8.RL.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.


8.RI.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.

8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).


8.RI.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.

8.RI.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.




Writing Standards Addressed 8.W.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.


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


e. Establish and maintain a formal style.

f. Provide concluding statement/section that follows from & supports information or explanation presented.

8.W.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.









* Using the Grade 8 Curricular Plan for the Common Core Writing Workshop (Heinemann, 2011), Unit 3 or Unit 4, and Unit 5 will address all standards listed above.












c. Spell correctly.









8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.





GBSD 8th Grade Spring Standards

8th Grade-Spring Trimester Underlined text indicates only that portion of the standard is taught Spring trimester.

Literature Standards Addressed Informational Text Standards 8.RL.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.

8.RL.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..

8.RL.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.RL.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.



8.RI.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.

8.RI.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.




Writing Standards Addressed 8.W.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.




8.W.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”).


* Using the Grade 8 Curricular Plan for the Common Core Writing Workshop (Heinemann, 2011), Units 6 & 8 will address all standards listed above.












c. Spell correctly.









8.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.





Grade 8: Reading Language

Grade 8-‐RL/ELA Learning Targets

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets: • I can define textual evidence. • I can define inference. • I can read closely and find the “right there” information in a text. • I can read closely and draw conclusions that require inference(s). • I can analyze the text to find evidence to reach a logical conclusion.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Learning Targets: • I can define plot, setting, theme, and summary. • I can find a theme or central idea of a text. • I can determine how key events develop over the course of the text and contribute to a theme. • I can determine how characters’ actions and interactions develop over the course of the text and

contribute to a theme. • I can determine how setting develops over the course of the text and contributes to a theme. • I can compose a summary stating the key points of the text without adding my own opinions or

feelings.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Learning Targets: • I can identify particular lines of dialogue in a story or drama that move the story forward, reveal

character, or provoke a decision. • I can analyze how a particular line of dialogue in a story or drama moves the story forward. • I can analyze how a particular line of dialogue in a story or drama reveals aspects of a character. • I can analyze how a particular line of dialogue in a story or drama provokes a decision.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Learning Targets: • I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole,

personification, alliteration, onomatopoeia) • I can define and identify analogy and allusion. • I can define denotative meaning. • I can define connotative meaning. • I can recognize the difference between literal language and figurative language. • I can recognize the difference between denotative meaning and connotative meaning. • I can analyze why authors choose specific words to evoke a particular meaning or tone. • I can analyze why authors choose to include particular analogies.




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

Learning Targets: • I can compare and contrast the structures found in two or more texts. • I can analyze the differing structures of two or more texts. • I can determine how the different structures of two or more texts affect the overall meaning of

each text.

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of a dramatic irony) create such effects as suspense or humor.

Learning Targets: • I can recognize how an author develops the points of view of characters and narrators by

revealing thoughts, feelings, actions, and spoken words. • I can recognize how the points of view of characters and audience or reader can be different. • I can analyze how differing points of view can create various effects (e.g. suspense, humor).

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.

Learning Targets: • I can compare and contrast an original text and a filmed or live production of a story or drama. • I can determine if the story stays faithful to or departs from the original text or script. • I can evaluate the choices made by the director or actors.

RL.8.8 n/a

RL.8.9 Analyze how 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.

Learning Targets: • I can identify themes, patterns of events, or characters from myths, traditional stories, or

religious works that are found in current works of fiction. • I can compare traditional themes, events, or characters from myths, traditional stories, or

religious works to current interpretations of the same themes, events, or characters. • I can contrast traditional themes, events, or characters from myths, traditional stories, or

religious works to current interpretations of the same themes, events, or characters. • I can describe how authors of current works of fiction have updated traditional themes, events,

or characters from myths, traditional stories, or religious works.




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

Learning Targets: • I can recognize when the text I am reading is too easy or too difficult for me. • I can determine reading strategies (e.g. visualize, grow theories, ask questions, make

connections, infer, take notes, re-‐read) that that will help me comprehend difficult texts.


Grade 8: Reading Informational Text

Grade 8-‐RI/ELA Learning Targets

RI.8.1 Cite the textual evidence that most strongly appears an analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets: • I can define textual evidence. • I can define inference. • I can read closely and find the “right there” information in a text. • I can read closely and draw conclusions that require inference. • I can analyze the text to find evidence to reach a logical conclusion.

RI.8.2 Determine the 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.

Learning Targets: • I can define central idea. • I can identify a central idea of a text. • I can analyze how a central idea develops over the course of the text. • I can analyze how supporting ideas contribute to the development of central ideas over the

course of the text. • I can compose a summary stating the key points of the text without adding my own opinions or

feelings.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Learning Targets: • I can explain how the individuals, events, and/or ideas in a text affect one another. • I can analyze connections or similarities among individuals, ideas, or events. • I can analyze distinctions or differences between individuals, ideas, or events. • I can analyze how an author makes connections and distinctions between individuals, ideas, or

events through comparisons, analogies, or categories.

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Learning Targets: • I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole,

personification, alliteration, onomatopoeia) • I can define denotative meaning. • I can define connotative meaning. • I can recognize the difference between literal language and figurative language. • I can recognize the difference between denotative meaning and connotative meaning. • I can recognize words that have technical meaning and understand their purpose in a specific

text. • I can evaluate how word choice impacts meaning and tone, including analogies and allusions




RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Learning Targets: • I can analyze the structure of a specific paragraph in a text and determine how this paragraph

helps to develop or refine a key concept. • I can analyze and explain how the role of particular sentences help to develop and refine the

author’s key concept.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Learning Targets: • I can define point of view. • I can determine an author’s point of view. • I can explain an author’s purpose for writing the text. • I can analyze how the author acknowledges conflicting evidence or viewpoints. • I can analyze how the author responds to conflicting evidence or viewpoints.

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.

Learning Targets: • I can recognize the different mediums in which text is presented. • I can evaluate the advantages and disadvantages of using different mediums to present a

particular topic or idea.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Learning Targets: • I can identify an author’s argument and specific claims. • I can identify claims that are supported by fact(s) and those that are opinion(s). • I can recognize evidence that’s irrelevant. • I can evaluate whether the author’s argument is reasonable.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Learning Targets: • I can recognize how two or more texts can provide conflicting information on the same topic. • I can identify where two or more texts disagree on matters of fact or interpretation. • I can analyze how authors emphasize different evidence when writing about the same topic.




RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-‐8 text complexity band independently and proficiently.

Learning Targets: • I can recognize when the text I am reading is too easy or too difficult for me. • I can determine reading strategies (e.g., ask questions, make connections, take notes, make

inferences, visualize, re-‐read) that will help me comprehend difficult texts.


Grade 8: Speaking & Listening

Grade 8-‐SL/ELA Learning Targets

SL.8.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on

that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.



Learning Targets: • I can prepare for a discussion by reviewing required reading and/or material under study. (a) • I can determine key points or central ideas from material under study. (a) • I can create questions and locate support from the text and/or material under study. (a) • I can state the rules for how to discuss ideas. (b) • I can track the progress of a discussion and recognize when the discussion is getting off-‐topic. (b) • I can recognize and make relevant observations and use my ideas and comments to further the

discussion.(c) • I can review the key ideas presented in a discussion, integrate them with my own when

appropriate, and justify my own views based on evidence introduced by the text and others. (a,d)

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

Learning Targets: • I can identify author’s/speaker’s purpose for presenting information (to inform, to persuade, to

entertain, to describe, to convey an experience). • I can analyze the information presented in a variety of media and formats (e.g., charts, graphs,

tables, websites, speeches) to determine the purpose of the presentation. • I can analyze the style presented in a variety of media and formats. • I can evaluate the motives behind the information presented.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Learning Targets: • I can identify the side of an argument a speaker presents. • I can identify the claims that are supported by fact(s). • I can identify the claims that are supported by opinion(s). • I can determine the credibility of a speaker and his/her purpose. • I can evaluate if a speaker’s argument is reasonable using evidence he/she provides to support

his/her claims. • I can identify if a speaker has introduced irrelevant evidence when presenting his/her claim. • I can determine if a speaker has provided enough relevant evidence to support his/her claim or

argument.


Grade 8: Speaking & Listening

Grade 8-‐SL/ELA Learning Targets

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Targets: • I can determine important points and emphasize them when presenting my claims and/or

findings. • I can support my claims and/or findings with relevant evidence, valid reasoning, and well-‐chosen

details. • I can present my information in a logical sequence using appropriate eye contact, adequate

volume, and clear pronunciation.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Learning Targets: • I can identify the parts of my presentation that could use clarification, strengthening, or

additional interest. • I can use appropriate media or visual display to improve my presentation.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

Learning Targets: • I can identify various reasons for speaking (e.g., informational, descriptive, formal, and informal). • I can determine speaking tasks that will require a formal structure. • I can compose a formal speech that demonstrates a command of grade 8 Language standards.


Example Short Fiction Text Collections to Teach With (from simple to more complicated texts)

• Every Living Thing by Cynthia Rylant

(deceptively simple stories about children figuring out their lives) • Baseball in April by Gary Soto

(funny, poignant, dense) • Tripping Over the Lunch Lady, edited by Nancy Mercado

(short stories about coping with school, love, expectations) • What Do Fish Have to Do With Anything? By Avi

(coming of age and friendship stories) • On the Fringe, edited by Donald Gallo

(outsider narratives that reveal oppressive school and peer cultures) • Gone From Home by Angela Johnson

(short, tender, urban coming of age stories) • 13: Thirteen Stories, edited by James Howe

(coming of age stories of adolescent angst) • Guys Write for Guys Read, edited by Jon Sciezka

(short pieces in a variety of genres)

Possible Magazine Resources

• Calliope World History for Students, Cobblestone Publishing • Cobblestone: The History Magazine for Young People, Cobblestone Publishing,

www.cobblestoneonline.net • 3-‐2-‐1 Contact, Students’ Television Workshop • Cicada, Carus Publishing, www.cricketmag.com • Click, Carus Publishing, www.cricketmag.com • Cricket, Carus Publishing, www.cricketmag.com • Dramatics, Educational Theater Association • Faces: People, Places and Culture, Cobblestone Publishing • Literary Cavalcade, Scholastic • Muse, Carus Publishing, www.cricketmag.com • National Geographic for Kids, kids.nationalgeographic.com • New Moon, www.newmoonmagazine.org • Ranger Rick, National Wildlife Foundation • Smithsonian, The Smithsonian Institute • Sports Illustrated for Kids, Time, Inc., www.sikids.com • Stone Soup, www.stonesoup.com • Time For Kids, Time Inc., www.timeforkids.com/TFK/kids • The Weekly Reader, Scholastic, www.weeklyreader.com/kids/ • Zillions: Consumer Reports for Students, Consumers Union


GBSD Secondary Level Informational Resources

Title of Informational Site URL or Text Source Brief description

(quoted from source, if possible)

“Teaching Kids News”

teachingkidsnews.com “Timely, relevant news articles for kids, educators in the classroom and parents at home.”

“Scholastic News On-‐line”

www.scholastic.com/activities/scholasticnews/index.html “A free resource w/breaking news and highlights from the print magazine.”

“Time for Kids” www.timeforkids.com/ “TIME For Kids is a weekly classroom news magazine that motivates kids to read! Issues cover a wide range of real-‐world topics kids love to learn about.”

“Weekly Reader” www.weeklyreader.com (pay-‐site, but free articles available)

“ . . . cutting edge, curriculum-‐rich supplemental materials . . .” “Weekly Reader magazines and digital content are built on a reading-‐comprehension framework and a scope and sequence that provide teachers with a systematic, sequential progression of vocabulary and concept complexity.”

CBBC (Children’s BBC)

www.bbc.co.uk/newsround

World news articles available in print-‐friendly format.

“AVID Weekly”

avidweekly.org (subscription required)

Access to a wide variety of informational articles. They are leveled and high interest topics. * Note: Many articles from this site score higher than the qualitative ranges for text (i.e. Lexiles) set by the Common Core State Standards. Therefore, this resource is likely best-‐suited for advanced middle level readers.

Web-‐based Informational Text Resources

Secondary Level


GBSD Secondary Level Informational Resources

Title of Informational Site URL or Text Source Brief description (from source, if possible)

Tween Tribune Tweentribune.com “Unlike other news sites for kids, TeenTribune and TweenTribune are easy to use, updated daily and allow teens and tweens to participate in so many ways. But most importantly, these sites encourage teens and tweens to seek out news on a daily basis.” * Note: Most articles from this site score higher than the qualitative ranges for text (i.e. Lexiles) set by the Common Core State Standards for MS. Therefore, if being used at middle level, this resource is likely best suited for advanced middle level readers.

“Upfront Magazine” http://upfront.scholastic.com/ (pay-‐site, but free articles available)

“Complete digital issues and interactive resources for subscribers to the New York Times Upfront-‐-‐ perfect for your interactive whiteboard, projector, or computer.”

“Teens’ Health” kidshealth.org “A safe, private place for teens who need honest, accurate information and advice about health, emotions, and life.”

* The Week

theweek.com

“The Week [offers] commentary and analysis of the day's breaking news and current events as well as arts, [and other news-‐related topics].”

• High school level

“Mental Floss” www.mentalfloss.com

For the record: mental_floss magazine is an intelligent read, but not too intelligent. We're the sort of intelligent that you hang out with for a while, enjoy our company, laugh a little, smile a lot and then we part ways. Great times. And you only realize how much you learned from us after a little while. Like a couple days later when you're impressing your friends with all these intriguing facts and things you picked up from us, and they ask you how you know so much, and you think back on that great afternoon you spent with us and you smile.

“Scope” magazine www.scholastic.com/scope (pay subscription, but some articles and lesson plans are free)

Includes literary nonfiction, reader’s theater, videos as companions for articles, and more.


COMMON CORE STATE

STANDARDS FOR

English Language Arts

____ Grade 8


Oregon Department of Education Common Core Introduction

Introduction to the Common Core State Standards for English Language Arts

Grade-‐level version (See ODE subject-‐area web pages for grade-‐band, subject-‐specific versions of the Standards for Literacy in

History/Social Studies, Science, and Technical Subjects)

Preparing Oregon’s Students When Oregon adopted the Common Core in October 2010, our state joined other states in the pursuit of a common, standards-‐based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects—“the Standards”—will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills—Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade-‐level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects this expectation. The Standards for grade 6 and above are predicated on all teachers using their content area expertise to help students meet the particular challenges of reading and writing in their respective fields. For grades K-‐5, the ELA and subject-‐area literacy standards are integrated; for grades 6-‐11/12, they are separate but parallel. Incorporating a Unique Design The College and Career Readiness (CCR) Anchor Standards, the “backbone” of the Standards, describe the literacy skills which all students need when they graduate. The grade-‐specific standards describe the literacy skills, corresponding to the CCR Anchor Standards by number, which all students need when they finish each grade. Keeping the college and career focus at the forefront of Kindergarten through grade 11/12 implementation is critical; that is why the CCRs are placed before the grade-‐specific standards in the CCSS. It is this unique design that supports the preparation of all students to be successful in school, from the beginning of school, and proficient in the Essential Skills of Reading, Writing, and Speaking and Listening required for an Oregon Diploma. Using an Integrated Model of Literacy

• The Standards are cross-‐referenced across all four strands—Reading, Writing, Language, and Speaking and Listening—so they can be clustered for instruction.

• Language Standards apply to the other three strands—Reading, Writing, and Speaking and Listening.


Oregon Department of Education Common Core Introduction

Focusing on Key Features

• Reading: Text complexity and the growth of comprehension*

• Writing: Text types, responding to reading, and research*

• Speaking and Listening: Flexible communication and collaboration*

• Language: Conventions, effective use, and vocabulary*

• Appendices**

o Appendix A: Supplementary material on the four strands; glossary of key terms included

o Appendix B: Text exemplars and sample performance tasks illustrating the complexity, quality, and range of reading appropriate for various grade levels

o Appendix C: Annotated examples of student writing demonstrating at least adequate performance at various levels

Reading this Document Because the CCR Anchor Standards are the backbone of the Standards, the CCRs for each strand are featured on a separate page before the grade-‐specific standards for that strand; this placement underscores the importance of the CCR connection to every standard. Reading down the columns, the order is as follows:

Reading CCRs

• Literature Standards • Informational Text Standards

Language CCRs

• Language Standards

Writing CCRs • Writing Standards

Speaking and Listening CCRs • Speaking and Listening Standards

Notation for grade-‐specific standards: Individual grade-‐specific standards are identified by grade, strand, and number (or number and letter, where applicable); for example, 8.RL.1, means grade 8, Reading Literature, standard 1. Literature Literature 8.RL

Key Ideas and Details 8.RL.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.

*See Appendix A (from ODE homepage search ccss or add go/commoncore to address; then link to ELA). **See Appendices A, B, and C (from ODE homepage search ccss or add go/commoncore to address; then link to ELA).

Strand

Grade

Grade-level Standard Standard number


Adopted October 2010

1

OREGON COMMON CORE STATE STANDARDS FOR

ENGLISH LANGUAGE ARTS– GRADE 8

College and Career Readiness Anchor Standards for Reading The grades 6 -‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

Note on range and content of student reading

To become college and career ready,

students must grapple with works of

exceptional craft and thought whose

range extends across genres, cultures,

and centuries. Such works offer

profound insights into the human

condition and serve as models for

students’ own thinking and writing.

Along with high-quality contemporary

works, these texts should be chosen

from among seminal U.S. documents,

the classics of American literature, and

the timeless dramas of Shakespeare.

Through wide and deep reading of

literature and literary nonfiction of

steadily increasing sophistication,

students gain a reservoir of literary and

cultural knowledge, references, and

images; the ability to evaluate intricate

arguments; and the capacity to

surmount the challenges posed by

complex texts.



2



Reading Standards: Literature The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-‐specific standards and retain or further develop skills and understandings mastered in preceding grades.

Literature 8.RL


8.RL.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.

8.RL.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


8.RL.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.

8.RL.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.


8.RL.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.RL.8 (Not applicable to literature)

8.RL.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




3



Reading Standards: Informational Text Informational Text 8.RI


8.RI.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.

8.RI.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.

8.RI.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


8.RI.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.

8.RI.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.


8.RI.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.

8.RI.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.

8.RI.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 8.RI.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.



4



College and Career Readiness Anchor Standards for Writing

The grade 6-‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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

3. Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

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.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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 tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Writing Standards

Note on range and content of student writing

For students, writing is a key means of

asserting and defending claims, showing

what they know about a subject, and

conveying what they have experienced,

imagined, thought, and felt. To be

college- and career- ready writers,

students must take task, purpose, and

audience into careful consideration,

choosing words, information, structures,

and formats deliberately. They need to

know how to combine elements of

different kinds of writing—for example, to

use narrative strategies within argument

and explanation within narrative—to

produce complex and nuanced writing.

They need to be able to use technology

strategically when creating, refining, and

collaborating on writing. They have to

become adept at gathering information,

evaluating sources, and citing material

accurately, reporting findings from their

research and analysis of sources in a

clear and cogent manner. They must

have the flexibility, concentration, and

fluency to produce high-quality first-draft

text under a tight deadline as well as the

capacity to revisit and make

improvements to a piece of writing over

multiple drafts when circumstances

encourage or require it.



5



The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-‐specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

Writing 8.W

Text Types and Purposes

8.W.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.

8.W.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.


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


e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the

information or explanation presented.

8.W.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.






6



e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of Writing




Research to Build and Present Knowledge



8.W.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




7



College and Career Readiness Anchor Standards for Language

The grades 6 -‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

Knowledge of Language

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

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Note on range and content of student language use

To be college and career ready in

language, students must have firm

control over the conventions of standard

English. At the same time, they must

come to appreciate that language is as

at least as much a matter of craft as of

rules and be able to choose words,

syntax, and punctuation to express

themselves and achieve particular

functions and rhetorical effects. They

must also have extensive vocabularies,

built through reading and study,

enabling them to comprehend complex

texts and engage in purposeful writing

about and conversations around

content. They need to become skilled in

determining or clarifying the meaning of

words and phrases they encounter,

choosing flexibly from an array of

strategies to aid them. They must learn

to see an individual word as part of a

network of other words—words, for

example, that have similar denotations

but different connotations. The inclusion

of Language standards in their own

strand should not be taken as an

indication that skills related to

conventions, effective language use, and

vocabulary are unimportant to reading,

writing, speaking, and listening; indeed,

they are inseparable from such contexts.



8



Language Standards

The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-‐specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Language 8.L

Conventions of Standard English

8.L.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.*

8.L.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

8.L.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

8.L.4 Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-‐appropriate Greek 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).



9



8.L.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).




10



College and Career Readiness Anchor Standards for Speaking and Listening The grades 6-‐12 standards define what students should understand and be able to do by the end of each grade. Each grade-‐specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade-‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

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

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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

Note on range and content of student speaking and listening

To become college and career ready,

students must have ample opportunities

to take part in a variety of rich, structured

conversations—as part of a whole class, in

small groups, and with a partner—built

around important content in various

domains. They must be able to contribute

appropriately to these conversations, to

make comparisons and contrasts, and to

analyze and synthesize a multitude of

ideas in accordance with the standards of

evidence appropriate to a particular

discipline. Whatever their intended major

or profession, high school graduates will

depend heavily on their ability to listen

attentively to others so that they are able

to build on others’ meritorious ideas while

expressing their own clearly and

persuasively.

New technologies have broadened and

expanded the role that speaking and

listening play in acquiring and sharing

knowledge and have tightened their link to

other forms of communication. The

Internet has accelerated the speed at

which connections between speaking,

listening, reading, and writing can be

made, requiring that students be ready to

use these modalities nearly

simultaneously. Technology itself is

changing quickly, creating a new urgency

for students to be adaptable in response

to change.



11



Speaking and Listening Standards The following standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-‐specific standards and retain or further develop skills and understandings mastered in preceding grades.

Speaking and Listening 8.SL

Comprehension and Collaboration 8.SL.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and

teacher-‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.




8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas





language arts curriculum guide 8th...

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