8th ELA Pacing Guide Version 3

Pojoaque Valley Schools
English Language Arts CCSS Pacing Guide

th
8 Grade
*Skills adapted from
Kentucky Department of Education
Math Deconstructed Standards
** Evidence of attainment/assessment,
Vocabulary, Knowledge, Skills and
Essential Elements adapted from
Wisconsin Department of Education and
Standards Insights Computer-Based Program
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Pojoaque Valley Schools
ELA Common Core Pacing Guide Introduction
The Pojoaque Valley Schools pacing guide documents are intended to guide teachers’ use of Common Core
State Standards (CCSS) over the course of an instructional school year. The guides identify the focus standards
by quarter. Teachers should understand that the focus standards emphasize deep instruction for that
timeframe. However, because a certain quarter does not address specific standards, it should be understood that
previously taught standards should be reinforced while working on the focus standards for any designated
quarter. Some standards will recur across all quarters due to their importance and need to be addressed on an
ongoing basis.
The CCSS are not intended to be a check-list of knowledge and skills but should be used as an integrated model
of literacy instruction to meet end of year expectations.
The English Language Arts CCSS pacing guides contain the following elements:
• College and Career Readiness (CCR) Anchor Standard
• Strand: Identify the type of standard
• Cluster: Identify the sub-category of a set of standards.
• Grade Level: Identify the grade level of the intended standards
• Standard: Each grade-specific standard (as these standards are collectively referred to) corresponds to
the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an
accompanying grade-specific standard translating the broader CCR statement into grade-appropriate
end-of-year expectations.
• Standards Code: Contains the strand, grade, and number (or number and letter, where applicable), so
that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3
• Skills and Knowledge: Identified as subsets of the standard and appear in one or more quarters.
Define the skills and knowledge embedded in the standard to meet the full intent of the standard itself.
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Version 2 of the Pojoaque Valley School District Pacing guides for Reading Language Arts and Mathematics
are based on the done by staff and teachers of the school district using the Kentucky model, and a synthesis of
the excellent work done by Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School
Improvement Services, Green Bay, WI. (2010), Standards Insight project.
Standards Insight was developed to give educators a tool for in depth investigation of the Common Core
State Standards (CCSS). The CCSS are “unpacked” or dissected, identifying specific knowledge, skills,
vocabulary, understandings, and evidence of student attainment for each standard. Standards Insight
may be used by educators to gain a thorough grasp of the CCSS or as a powerful collaborative tool
supporting educator teams through the essential conversations necessary for developing shared
responsibility for student attainment of all CCSS. . . . serves as a high-powered vehicle to help
educators examine the standards in a variety of ways.
The Version 2 Pojoaque Valley School District Pacing guides present the standard with levels of detail and then
the necessary skills by quarter based on the Kentucky model. On the second page for each standard, the
synthesis of the Standards Insight project is presented in a way that further defines and refines the standard such
that teachers may use the information to refine their teaching practices.
Based on this synthesis of work and the purpose for the unpacking, the following fields were selected as most
helpful to aid in understanding of the Common Core Standards that will lead to shifts in instruction:
1. Evidence of Student Attainment: “What could students do to show attainment of the standard?”
2. Vocabulary: “What are key terms in the standard that are essential for interpretation and understanding in
order for students to learn the content?”
3. Knowledge: “What does the student need to know in order to aid in attainment of this standard?”
4. Skills and Understanding: “What procedural skill(s) does the student need to demonstrate for attainment of
this standard?”, and “What will students understand to attain the standard?”
The following fields are included in Version 2:
Evidence of Student Attainment: This field describes what the standard may look like in student work.
Specific expectations are listed in performance terms showing what students will say or do to demonstrate
attainment of the standard.
Standards Vocabulary: This field lists words and phrases specific to each standard. Shared interpretation and
in depth understanding of standards vocabulary are essential for consistent instruction across and within grade
levels and content areas.
Knowledge: The knowledge field lists what students will need to know in order to master each standard (facts,
vocabulary, and definitions).
Skills and Understanding: The skills field identifies the procedural knowledge students apply in order to
master each standard (actions, applications, strategies), as well as the overarching understanding that connects
the standard, knowledge, and skills. Understandings included in Standards Insight synthesize ideas and have
lasting value.
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Instructional Achievement Level Descriptors: This field lists, by level what a teacher can expect to see in a
student who achieves at a particular level. Additionally teachers can use this filed to differentiate instruction to
provide further growth for student’s in moving from one level to another. This field can be used to provide
specific teaching approaches to the standard in question.
A Note About High School Standards: The high school standards are listed in conceptual categories.
Conceptual categories portray a coherent view of high school instruction that crosses traditional course
boundaries. We have done everything possible, with teacher input, to link individual standards to the
appropriate pacing guides,
References to Tables: References to tables within the standards in the Standards Insight tool refer to Tables 1-
5 found in the glossary of the Mathematics Common Core State Standards document found at
www.corestandards.org.
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Quarterly View of Standards
8TH Grade English Language Arts Pacing Guide
Quarter 1 2 3 4
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. X X X X
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 X X X
plot; provide an objective summary of the text.
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. X X
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 X X X
choices on meaning and tone, including analogies or allusions to other texts.
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. X X X
RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such X X
effects as suspense or 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 X
by the director or actors.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the X
Bible, including describing how the material is rendered new.
RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band X X X X
independently and proficiently.
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. X X
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective X
summary of the text.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). X
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of X X
specific word choices on meaning and tone, including analogies or allusions to other texts.
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. X X
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. X X X X
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. X X X
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; X
recognize when irrelevant evidence is introduced.
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 X
interpretation.
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. X
Quarter 1 2
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W.8.1 Write arguments to support claims with clear reasons and relevant evidence X X
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of X
relevant content.
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event X X X
sequences.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific X X X X
expectations for writing types are defined in standards 1-3 above.)
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new X X X
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.)
W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to X X X X
interact and collaborate with others.
W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, X X X X
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 X X X X
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. X
W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range X X X X
of discipline-specific tasks, purposes, and audiences.
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, X X X X
building on others' ideas and expressing their own clearly.
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, X X
commercial, political) behind its presentation.
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 X X X
when irrelevant evidence is introduced.
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen X X X
details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. X X X X
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 X X X X
1 and 3 for specific expectations.)
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. X X X X
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. X X X X
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. X X X X
L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range X X X X
of strategies.
Quarter 1 2 3 4
L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. X X
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a X X X X
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word or phrase important to comprehension or expression.
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Common Core ELA Pacing Guide
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Reading Literature Cluster: Key Ideas and Details Grade: 8 Standard 1 (RL.8.1)
Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Identify the: Identify the: Identify the: Identify the:
• key ideas explicitly • key ideas explicitly stated in • key ideas explicitly stated in the • key ideas explicitly stated in the
stated in the text. the text. text. text.
• evidence in the text that • evidence in the text that • evidence in the text that strongly • evidence in the text that strongly
strongly supports the key strongly supports the key supports the key ideas supports the key ideas
ideas ideas
Recognize the difference between Recognize the difference between
Recognize the difference Recognize the difference between inference and what is explicitly stated in inference and what is explicitly stated in
Recurring between inference and what is inference and what is explicitly stated the text the text
Cite the textual evidence that explicitly stated in the text in the text
most strongly supports an Analyze text by: Analyze text by:
analysis of what the text says Analyze text by: Analyze text by: • making inferences about what a • making inferences about what a
explicitly as well as • making inferences about • making inferences about what text says that is not directly stated text says that is not directly stated
inferences drawn from the what a text says that is a text says that is not directly • evaluating which evidence most • evaluating which evidence most
text. not directly stated stated strongly supports the identified strongly supports the identified
• evaluating which • evaluating which evidence key ideas key ideas
evidence most strongly most strongly supports the
supports the identified identified key ideas Cite the evidence used to make Cite the evidence used to make inferences
key ideas inferences not explicitly stated in the not explicitly stated in the
Cite the evidence used to make text text
Cite the evidence used to make inferences not explicitly stated in the
inferences not explicitly stated in text
the
text
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Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors
Attainment Essential Elements
Students: textual evidence Students know: Students understand EERL.8.1. Cite text to Level IV Students will:
that/are able to: support inferences EERL.8.1. Cite text to support what is inferred versus what is stated explicitly in the
analyze the meaning of most strongly techniques for analyzing from stories and text.
a text by explaining supports the meaning of a text analyze the meaning of poems. Ex. Given an inference and several explicit statements, cite text that supports each.
explicit ideas, drawing a text
inferences, and analysis explicit details are used Level III Students will:
providing strong to support a textual support analysis with EERL.8.1. Cite text to support inferences from stories and poems.
pieces of textual what the text analysis explicit ideas from a Ex. Cite specific aspects of the text that tell what happened in a story to make the
evidence to support says explicitly text character take an action (e.g., The boy ran away because the dog was chasing him.).
analysis inferences are used to Ex. Cite specific events of the text that made a character happy (e.g., The man was
inferences drawn support a textual analysis support analysis with happy because he got his money back.).
inferences about a text Ex. Cite text that supports the theme that parents still love you no matter what you do
text the strength of an or do not do (e.g., He broke the glass but his mother still loves him.).
analysis depends upon prioritize quality of
relevant supporting textual evidence to Level II Students will:
evidence select strong EERL.8.1. Identify which evidence from an array of text citations support an
supporting examples inference.
Ex. Choose from a list of three or more citations from the text, one that tells why we
Students understand can infer that a character took an action.
that an analysis of a Ex. Choose from a list of three or more citations from the text, one that tells why we
text includes explicit can infer that a character feels a particular way.
understanding of and
inferences about a text Level I Students will:
supported by several EERL.8.1. Indicate whether an example is a citation from the text or not.
pieces of strong textual Ex. Given a list of possible citations, indicate which is from the text.
evidence. Ex. Indicate “yes” or “no” that a sentence or series of sentences is from the text or
not.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Understand theme and Understand theme and Understand theme and
central idea of a text central idea of a text central idea of a text
Know the literary elements Know the literary elements Know the literary elements
(characters, setting, plot) (characters, setting, plot) (characters, setting, plot)
Determine a theme or central
Objectively summarize a text Objectively summarize a text Objectively summarize a text
idea of a text and analyze its
development over the course
Analyze the development of a Analyze the development of a theme Analyze the development of a theme or
of the text, including its
theme or central idea over the or central idea over the course of a central idea over the course of a text
relationship to the characters,
course of a text text
setting, and plot; provide an
Analyze its relationship to the literary
objective summary of the
Analyze its relationship to the Analyze its relationship to the literary elements over the course of a text
text.
literary elements over the course elements over the course of a text
of a text Provide an objective summary of the text
Provide an objective summary of the
Provide an objective summary of text
the text
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Students use writing determine Students know: Students understand EERL.8.2. Provide a Level IV Students will:
and/or speaking to: that/are able to: summary of a familiar EERL.8.2. Provide a summary of a text.
theme qualities of an text. Ex. Given a story, identify how the feelings of two or more characters relate to the
objectively summarize a objective summarize a text theme of the text.
text including an central idea summary objectively Ex. Complete a partially filled in graphic organizer by providing elements from the
analysis of the story that relate to the central idea that is already provided.
development of a central text themes or central analyze the
idea or theme over the ideas are development of a Level III Students will:
course of a text, analyze developed over theme or central idea EERL.8.2. Provide a summary of a familiar text.
including its relationship development the course of a over the course of a Ex. Given a familiar story, identify the essential elements (e.g., characters, settings,
to the characters, setting, text text including its and events) and combine those elements into a summary (e.g., Using Mark Twain’s
and plot. characters relationship to the The Adventures of Huckleberry Finn – Huck is boy. Huck says no. Huck misbehaves.
texts use characters, setting, and Huck lives in a house. Huck can run fast.).
setting particular details plot Ex. Use a graphic organizer to record the essential elements of a story and then use the
including completed organizer while telling a summary of the story.
plot relationship to Students understand Ex. Use writing strategy software that coaches the student to record the essential
setting, that analyzing the elements of a story and then generate a written summary.
objective summary characters, and development of a
plot to convey a central idea or theme Level II Students will:
theme or central over the course of a EERL.8.2. Identify a summary that reflects a familiar story.
idea text leads to a better Ex. Given two or more summaries, select the one that best matches a familiar story.
understanding of other Ex. Given two or more summaries of familiar stories, match each summary to correct
perspectives and story.
cultures
Level I Students will:
EERL.8.2. Identify parts of a familiar story.
Ex. Given a list of story parts (text or symbols), identify the parts that go with a
familiar story.
Ex. Respond “yes” or “no” when asked if a story part read aloud goes with a familiar
story.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Analyze how particular lines Quarter 1: Quarter 2: Quarter 3: Quarter 4:
of dialogue or incidents in a Identify elements of literature: Identify elements of literature:
story or drama propel the • dialogue • dialogue
action, reveal aspects of a • plot • plot
character, or provoke a • characterization • characterization
decision.
Analyze lines of dialogue for: Analyze lines of dialogue for:
• propelling action • propelling action
• revealing characters • revealing characters
• provoking decisions • provoking decisions
Analyze lines of incidents for: Analyze lines of incidents for:

• propelling action • propelling action
• revealing character • revealing character
• provoking decisions • provoking decisions
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Students use writing and/or analyze Students know: Students understand EERL.8.3. Identify Level IV Students will:
speaking to: that/are able to: which incidents in a EERL.8.3. Explain how incidents in a story or drama lead to subsequent incidents.
particular lines authors use dialogue story or drama lead to Ex. After reading a book, describe an incident and explain how other incidents lead to
analyze how dialogue or of dialogue or or events identify significant subsequent action. it.
events in a story or drama incidents purposefully dialogue or events Ex. After listening to or reading The Adventures of Huckleberry Finn, pick a
move the text forward, conversation when Huck starts to view Big Jim differently.
reveal aspects of a character, dialogue techniques for analyze how dialogue
or provoke a decision analyzing elements or events move story Level III Students will:
incidents of a story or drama forward or develop EERL.8.3. Identify which incidents in a story or drama lead to subsequent action.
character Ex. After reading a book and discussing a critical incident in it, identify which
story incidents lead up to the critical incident.
Students understand Ex. After the teacher projects a passage on an interactive whiteboard and highlights an
drama that plot and character incident, highlight two or more incidents that led to the incident.
development in a Ex. Use a graphic organizer to link an incident from the story with other incidents that
propel the action story are dynamic and led to it.
lead to a better
reveal aspects of understanding of Level II Students will:
a character other perspectives and EERL.8.3. Given two or more incidents from a book, identify which one led to the
cultures. other.
provoke a Ex. Given a cause and effect filled in on a graphic organizer, select and arrow to show
decision the direction of the cause/effect.
Ex. Given a list of incidents from the book, identify which one is caused by the others.

EERL.8.3. Sequence two or more incidents from a familiar story.
Ex. After reading a story the class created about a classroom activity and given
symbolic representations of two incidents, identify which came first and which came
last.
Ex. After reading/listening to a familiar text and given two story incidents (in text or
symbol form), move them into the right order.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Reading Literature Cluster: Craft and Structure Grade: 8 Standard 4 (RL.8.4)
Determine the meaning of Quarter 1: Quarter 2: Quarter 3: Quarter 4:
words and phrases as they are Identify: Identify: Identify:
used in a text, including • words and phrases • words and phrases • words and phrases
figurative and connotative • figurative words and • figurative words and phrases • figurative words and phrases
meanings; analyze the impact phrases • connotative words and phrases • connotative words and phrases
of specific word choices on • connotative words and in a text in a text
meaning and tone, including phrases
analogies or allusions to other in a text Identify meaning and tone of a text Identify meaning and tone of a text
texts.
Identify meaning and tone of a Identify: Identify:
text • analogies • analogies
• allusions to other texts • allusions to other texts
Identify: Determine the meaning of words and Determine the meaning of words and
• analogies phrases, including figurative phrases, including figurative
• allusions to other texts and connotative meanings, and connotative meanings,
Determine the meaning of words as they are used in a text as they are used in a text
and phrases, including figurative
and connotative meanings, Analyze the impact of word choices on Analyze the impact of word choices on
as they are used in a text meaning and tone of a text meaning and tone of a text
Analyze the impact of word Analyze the impact of: Analyze the impact of:
choices on meaning and tone of • analogies • analogies
a text • allusions to other texts • allusions to other texts
on meaning and tone on meaning and tone
Analyze the impact of:
• analogies
• allusions to other texts
on meaning and tone
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Attainment Essential
Elements
Students: determine Students know: Students understand EERL.8.4. Level IV Students will:
the meaning that/are able to: Determine EERL.8.4. Express meanings of words and phrases in literature including figurative
determine the meaning of context must be meanings of language.
words and phrases based words and considered when determine meaning of words and Ex. Use an expression of figurative language from a text (e.g., raining cats and dog, green
on how they are used in a phrases determining the meaning unfamiliar words and phrases in with envy, big headed) in a sentence.
text of a word or phrase phrases based on how literature Ex. After reading The Secret Life of Walter Mitty, use the word cur as used in the story (e.g.,
text they are used in a text including mean, cowardly person) and as it is used to refer to a stray dog (e.g., mongrel dog or mutt).
understand figurative and words and phrases can figurative Level III Students will:
connotative meanings figurative be used in multiple ways identify and explain language. EERL.8.4. Determine meanings of words and phrases in literature including figurative
meaning including figuratively or figurative language with language.
analyze the impact of word connotatively textual support Ex. Given a text, identify the meaning of green with envy, big headed, and quick as a wink.
choices on meaning and connotative Ex. Given figurative language found in the story and shown two different illustrations – one
tone meaning an author's use of words identify and explain that shows it literally (boy winking) and one that shows it figuratively (boy running),
impacts the meaning and connotative language identify which illustration is what the author meant.
notice and understand how analyze tone of a text with textual support Level II Students will:
an author uses analogy or EERL.8.4. Identify multiple meaning words in literature.
allusions impact techniques for analyze an author's use of Ex. Given two pictures depicting the same word with different meanings (e.g., the yard of a
identifying and word choice to create house and a yard as in measurement), identify which illustration depicts what was meant in
word choice understanding analogies meaning and tone the text.
Ex. Given two pictures depicting the same word with different meanings (e.g., the bat with
meaning techniques for identify and analyze how which a ball is hit and a bat that is an animal), identify which illustration depicts what was
identifying and an author uses analogies meant in the text.
tone understanding allusions Level I Students will:
identify and analyze how EERL.8.4. Identify meaning of words in literature.
analogies vocabulary: meaning, an author uses allusions Ex. Point to a picture depicting a word that came from the text.
tone, analogy, allusion Ex. Match words found in The Adventures of Huckleberry Finn (raft, river, slave man, boy,
allusions Students understand that gun, steamboat) to illustrations.
an author's word choice
shapes the meaning and
tone of a text.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Compare and contrast the Quarter 1: Quarter 2: Quarter 3: Quarter 4:
structure of two or more Identify structural elements of two Identify structural elements of two Identify structural elements of two or
texts and analyze how the or more texts or more texts more texts
differing structure of each
text contributes to its Compare and contrast the Compare and contrast the Compare and contrast the
meaning and style. structure of two literary texts structure of two literary texts structure of two literary texts
Analyze how the structure of each Analyze how the structure of each Analyze how the structure of each text
text contributes to its meaning and text contributes to its meaning and contributes to its meaning and style
style style
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Students use writing and/or compare and Students know: Students understand EERL.8.5. Compare Level IV Students will:
speaking to: contrast that/are able to: and contrast the EERL.8.5. Compare and contrast the structure of two or more texts.
form and structure structure of two or Ex. Tell what is the same about the structure of two poems (e.g., “One poem ends in
compare and contrast the structure of a variety of types analyze the form or more texts. rhymes and another does not end in rhymes.”).
structure of two or more of literature structure of literature Ex. Tell what is different about the structure of two stories such as one story has
texts texts dialogue (e.g., “Tells you what the boy is saying,”) and the other does not (e.g., “Just
techniques for compare and contrast tells you what the boy thinks and does.”).
analyze how the differing analyze comparing and the form or structure
structure of each text contrasting texts of two or more texts Level III Students will:
contributes to its meaning differing EERL.8.5. Compare and contrast the structure of two texts with obviously different
and style structure of each form and structure analyze how structures.
text contribute to differences in Ex. Given a story and a poem, tell what is the same and what is different about them
meaning and style structure impact (e.g., “The poem is like a song and the story is like a movie.”).
contributes to its meaning and style Ex. Given a story and a drama, tell what is the same and what is different about them
meaning and (e.g., “The story tells what happens and drama tells what people say.”).
style support thinking with
textual evidence Level II Students will:
EERL.8.5. Identify common structures used in a familiar texts.
Students understand Ex. Given a familiar story, tell one thing about the structure (e.g., “It tells about what
that each element of a happens.”).
text's structure works Ex. Given a familiar poem, tell one thing about the structure (e.g., “It has words that
together to create a rhyme.”).
cohesive whole and Ex. Given a familiar story, activate a switch to identify a repeated phrase that is used to
contribute to the create a structure for the story.
overall meaning.
EERL.8.5. After listening to a familiar text, decide if it is a story or a poem.
Ex. Responds “yes” or “no” when asked, “Was that a story?”
Ex. Points to story after hearing someone read a familiar story.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Analyze how differences in Quarter 1: Quarter 2: Quarter 3: Quarter 4:
the points of view of the Define: Define:
characters and the audience or • dramatic irony • dramatic irony
reader (e.g., created through • suspense • suspense
the use of dramatic irony) • humor • humor
create such effects as suspense
or humor. Identify characters’ points of Identify characters’ points of view
view
Recognize the techniques
Recognize the techniques a writer uses to build suspense
a writer uses to build suspense
Recognize the techniques
Recognize the techniques writers use to add humor
writers use to add humor
Cite examples from the text where
Cite examples from the text characters with different points of
where characters with different view create suspense or humor
points of view create suspense or
humor Analyze how the characters’ and
the audience’s varying points of
Analyze how the characters’ and view create humor and suspense
the audience’s varying points of
view create humor and suspense
Version 3 2015-2016 18
Students: analyze Students know: Students understand EERL.8.6. Level IV Students will:
that/are able to: Determine the EERL.8.6. Compare points of view of characters in a story and the audience or reader
analyze the effect of differences in readers are entitled difference in the in a text with suspense or humor.
differences between the to a point of view analyze how points of view of a Ex. When reading a book with lots of idioms (e.g., any book in the Amelia Bedelia
points of view of points of view that is different from differences in the character and the series), compare the point of view of the main character (Amelia) with the point of view
characters and the narrator or points of view of audience or reader in of other characters (Amelia’s employer) and the reader (e.g., How is Amelia feeling as
audience/reader characters characters characters and the a text with suspense she is following directions? How do her employers feel? How are we feeling as the
audience/reader or humor. reader?).
audience authors develop create specific Ex. When reading a book with a great deal of suspense, compare the point of view of
points of view to effects the main character with other characters in the story and the reader.
reader create specific
effects Students understand Level III Students will:
dramatic irony that an author EERL.8.6. Determine a difference in the points of view of a character and the audience
vocabulary: deliberately selects or reader in a text with suspense or humor.
suspense dramatic irony, and shapes a point of Ex. When reading a book with lots of idioms (e.g., any book in the Amelia Bedelia
suspense view to create a series), compare the point of view of the main character with the point of view of the
humor specific effect. reader (e.g., How is Amelia feeling as she is following directions and how are we
feeling as the reader?).
Ex. When reading a book with a great deal of suspense, compare the point of view of
the main character with the point of view of the reader.
Level II Students will:
EERL.8.6. Identify the point of view of a character in a story that is humorous or
suspenseful.
Ex. After shared reading of a suspenseful story, identify the point of view of the main
character.
Ex. After shared reading of a humorous story, identify the point of view of a character.
EERL.8.6. Identify a character in a story.
Ex. After shared reading of a story, select from choices the name of a character.
Ex. After shared reading of a story, select an illustration from the story that shows the
character the story is about.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
Strand: Reading Literature Cluster: Integration of Grade: 8 Standard 7 (RL.8.7)
Knowledge and Ideas
Analyze the extent to which a Quarter 1: Quarter 2: Quarter 3: Quarter 4:
filmed or live production of a Recognize choices directors and actors
story or drama stays faithful make
to or departs from the text or
script, evaluating the choices Define evaluate
made by the director or actors.
Compare and contrast text (story or
drama) and live or filmed production
Analyze the faithfulness or

departure between the text (story or
drama) and the live or filmed production
Evaluate the outcome/impact of choices

made by directors and actors
Version 3 2015-2016 20
Students use writing and/or analyze Students know: Students understand EERL.8.7. Compare Level IV Students will:
speaking to: that/are able to: and contrast a scene EERL.8.7. Compare and contrast a filmed or live production of a story or drama to the
filmed produced filmed or live from a filmed or live text or script.
analyze how a filmed or production of a story analyze the extent to production of a story Ex. Watch a movie about the Titanic and read the book, The Last Day on the Titanic,
live production of a story or live production or drama is not which a filmed or or drama to the text or then compare and contrast the two.
drama stays faithful to or always the same as live production of a script. Ex. Compare and contrast the script to the production of a play at school.
departs from the text or story the text or script story or drama stays
script version faithful to or departs Level III Students will:
drama from the text or EERL.8.7. Compare and contrast a scene from a filmed or live production of a story or
techniques for script drama to the text or script.
stays faithful to documenting Ex. Compare and contrast a scene from a movie (e.g., when Mole meets Ratty in The
or departs differences between evaluate choices Wind in the Willows) with the parallel scene in the text.
filmed or live made by directors or Ex. Compare and contrast a scene from a movie version of The Adventures of Tom
from production or a story actors Sawyer with the parallel passage in a text-based version of it.
or drama and its
text written version support thinking Level II Students will:
with examples from EERL.8.7. Match a scene in a filmed or live production with the parallel scene in the
script techniques for the text text version.
evaluating the Ex. After reading a scene from a text version of The Wind in the Willows, signal when
evaluating the choices made by support thinking the scene appears in the film version.
choices made by director or actors with examples from Ex. After reading a chapter from The Incredible Journey, signal when the scene
the directors or the text appears in the movie.
actors
Students understand Level I Students will:
that the impact of a EERL.8.7. Match illustrations of characters in a book with the characters in a film or
story or drama is live production.
influenced by the Ex. Given pictures of characters from a film production of The Three Little Pigs, point
mode in which it is to the picture of the appropriate character while the teacher is reading the book.
presented. Ex. While watching a film version of The Wind in the Willows, point to the
corresponding picture of the characters from the book as they appear in the film.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Reading Literature Cluster: Integration of Grade: 8 Standard 9 (RL.8.9)
Knowledge and Ideas
Analyze how a modern work Quarter 1: Quarter 2: Quarter 3: Quarter 4:
of fiction draws on themes, Identify:
patterns of events, or character • theme,
types from myths, traditional • pattern of events or
stories, or religious works • character types
such as the Bible, including
describing how the material is Determine the similarities and
rendered new. differences between a:
• modern work of fiction,
• myth,
• traditional story or
• religious work
Compare/Contrast :
• themes
• patterns of events
• character types
of modern work of
• modern work of fiction,
• myth,
• traditional story or
• religious work
Evaluate how the myths,

traditional stories, or religious are
rendered new
Version 3 2015-2016 22
Students use writing analyze Students know: Students understand EERL.8.9. Compare Level IV Students will:
and/or speaking to: that/are able to: and contrast themes, EERL.8.9. Compare and contrast themes, patterns of events, or characters across one
modern work of techniques for patterns of events, or modern and one traditional story, myth, or religious work.
analyze the connections fiction analysis between and analyze the characters across two Ex. Compare and contrast the traits of a fairy godmother in a modern tale with the
between a modern work of amongst texts connection between or more stories or characteristics of a fairy godmother in a traditional version of Cinderella.
fiction and myths, themes a modern work of dramas. Ex. Compare and contrast the events of a myth with a common “hero journey” theme
traditional stories, or modern texts may fiction and a with the theme of a modern work with a true hero (e.g., firefighter, police officer, or
religious works patterns of events reference traditional traditional text by service member).
texts commenting on:
character types Level III Students will:
vocabulary: theme, theme EERL.8.9. Compare and contrast themes, patterns of events, or characters across two
myths patterns of events, or more stories or dramas.
characters patterns of events Ex. Compare and contrast how Superman and the police both work to keep the law and
traditional stories help people.
character types Ex. Compare and contrast the events in one text with the events of another.
religious works
how traditional Level II Students will:
describing how material is rendered EERL.8.9. Identify the theme, pattern of events, or characters from a story.
the material is new Ex. Use a graphic organizer to record the theme, pattern of events, and names of
rendered new characters from a story.
Students understand Ex. Given events from a story, arrange the events to identify the pattern in which they
that ideas in modern appear in the story.
fiction are Ex. Identify a character that plays a certain role in the story (e.g., good guy, bad guy).
connected to
traditional texts. Level I Students will:
EERL.8.9. Identify a character in a story.
Ex. After shared reading of a story, select from choices the name of a character.
Ex. After shared reading of a story, select an illustration from the story that shows the
character the story is about.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Strand: Reading Literature Cluster: Range of Reading and Grade: 8 Standard 10 (RL.8.10)
Level of Text Complexity
By the end of the year, read Quarter 1: Quarter 2: Quarter 3: Quarter 4:
and comprehend literature, Identify/understand in literary Identify/understand in literary text: Identify/understand in literary text: Identify/understand in literary text:
including stories, dramas, text: • key ideas and details • key ideas and details • key ideas and details
and poems, at the high end of • key ideas and details • craft and structure • craft and structure • craft and structure
grades 6–8 text complexity • craft and structure • integration of knowledge and • integration of knowledge and ideas • integration of knowledge and
band independently and • integration of knowledge ideas at appropriate complexity ideas
proficiently. and ideas at appropriate complexity (Qualitative, Quantitative and Reader and at appropriate complexity
at appropriate complexity (Qualitative, Quantitative and Task) as seen in standards 1-9 (Qualitative, Quantitative and Reader
(Qualitative, Quantitative and Reader and Task) as seen in and Task) as seen in standards 1-9
Reader and Task) as seen in standards 1-9 Comprehend in literary texts:
standards 1-9 • key ideas and details Comprehend in literary texts:
Comprehend in literary texts: • craft and structure • key ideas and details
Comprehend in literary texts: • key ideas and details • integration of knowledge and ideas • craft and structure
• key ideas and details • craft and structure at appropriate complexity • integration of knowledge and
• craft and structure • integration of knowledge and (Qualitative, Quantitative and Reader and ideas
• integration of knowledge ideas Task) as seen in standards 1-9, at appropriate complexity
and ideas at appropriate complexity independently and proficiently (Qualitative, Quantitative and Reader
at appropriate complexity (Qualitative, Quantitative and and Task) as seen in standards 1-9,
(Qualitative, Quantitative and Reader and Task) as seen in independently and proficiently
Reader and Task) as seen in standards 1-9, independently and
standards 1-9, independently and proficiently
proficiently
Version 3 2015-2016 24
Students, with scaffolding read and Students know: Students understand EERL.8.10. **This
as needed: comprehend that/are able to: Essential Element
techniques for references all
read and actively engage in literature making meaning make meaning from elements above.
comprehending from difficult stories difficult stories,
appropriately complex stories and poetry dramas, and poems
stories and poetry
dramas techniques for engage with and
engaging with and appreciate
poetry appreciating difficult appropriately
texts complex texts
grade 6 - 8 text
complexity band techniques for Students understand
selecting texts that that a reader's
independently are interesting, understanding of and
and proficiently motiving, and appreciation for a text
appropriate for who grows through deep
they are as readers thinking and active
collaboration with
others about texts.
Version 3 2015-2016 25
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 8 Standard 1 (RI.8.1)
Recognize the difference in Recognize the difference in
explicitly stated information explicitly stated information
and inference information in a text and inference information in a text
Determine strongly supporting Determine strongly supporting details for:

details for: what is explicitly stated
Cite the textual evidence that what is explicitly stated inferences made
most strongly supports an inferences made
analysis of what the text says Make inferences about what is said in the
explicitly as well as inferences Make inferences about what is text
drawn from the text. said in the text
Analyze and cite details to
Analyze and cite details to determine which ones most
determine which ones most strongly support the idea (either explicitly
strongly support the idea (either or inferred)
explicitly or inferred)
Version 3 2015-2016 26
Students analyze the textual evidence Students know: Students are able to: EERI.8.1. Cite text to Level IV Students will:
meaning of a text by: support inferences EERI.8.1. Cite text to support analysis and inferences from informational text.
most strongly techniques for analyze the meaning from informational Ex. Using a geography chapter, find the text that defines the climate near the ocean,
explaining explicit ideas supports analyzing the meaning of a text text. analyze the climate, and make inferences about the weather.
of a text Ex. Using pictures of islands, cities, and farmland, and text about their climates, cite
drawing inferences analysis support analysis with text to determine the climate and make inferences about the weather.
explicit details are used explicit ideas from a
providing strong pieces of what the text to support a textual text Level III Students will:
textual evidence to support says explicitly analysis EERI.8.1. Cite text to support inferences from informational text.
analysis support analysis with Ex. Using a geography chapter with the text that defines the climate near the ocean
inferences inferences are used to inferences about a highlighted, find information to support the inference that it is rainy near the ocean
drawn support a textual text (e.g., The text says it rains more days than it is sunny.).
analysis Ex. Use a picture map to support inferences about directions (e.g., Asked, “How do
text prioritize quality of we know what direction to go?,” the student responds, “This way – where the arrow is
strength of an analysis textual evidence to pointing.”).
depends upon relevant select strong
supporting evidence supporting examples Level II Students will:
EERI.8.1. Identify text as a key idea or evidence in a text.
Students understand Ex. Choose from a list of three or more citations from the text, one that is evidence
that an analysis of a that cars are faster than a horse and buggy.
text includes explicit Ex. Identify the representation of rain on a weather map as evidence that it will rain
understanding of and today.
inferences about a
text supported by Level I Students will:
several pieces of EERI.8.1. Identify a type of informational text.
strong textual Ex. Select from two choices, the one that has phone numbers (e.g., Point to
evidence. phonebook when asked, “Where do you find a number to call on the phone?”).
Ex. Select from two choices, the one that provides information about the weather
(e.g., Point to a weather map when presented with a weather map and a storybook and
asked, “What tells you about the weather?”).
Version 3 2015-2016 27
8th Grade
College and Career Readiness (CCR) Anchor Standard 2:

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Identify:
• the central idea of a text
• ideas that support the central idea
Determine the relationship of ideas that

Determine a central idea of a support the central idea
text and analyze its
development over the course Analyze the development of the central
of the text, including its idea over the course of the text
relationship to supporting
ideas; provide an objective Provide an objective summary that
summary of the text. includes the relationship of supporting
ideas to the development of the
central idea
Version 3 2015-2016 28
Students use writing and/or determine Students know: Students understand EERI.8.2. Provide a Level IV Students will:
speaking to: that/are able to: summary of a familiar EERI.8.2. Provide a summary of an informational text.
central idea the qualities of an informational text. Ex. Given a history text, summarize the key events.
objectively summarize a objective summary summarize a text Ex. Complete a partially filled in graphic organizer by providing elements from a
variety of informational text objectively science text that relate to the central idea that is already provided.
texts including an analysis central ideas are
of the development of a analyze its developed over the analyze the Level III Students will:
central idea over the course development course of a text development of a EERI.8.2. Provide a summary of a familiar informational text.
of a text and its relationship central idea over the Ex. Use a graphic organizer to record the essential information from a familiar
to supporting details relationship to informational texts course of a text informational text and then use the completed organizer while telling a summary of the
supporting details use particular details information.
to convey a central explain the Ex. Use writing strategy software that coaches the student to record the essential
objective idea relationship between information and then generate a summary.
summary supporting ideas and
central idea Level II Students will:
EERI.8.2. Identify a summary that reflects a familiar informational text.
Students understand Ex. Given two or more summaries, select the one that best matches a familiar
that analyzing the informational text.
development of a Ex. Given two or more summaries of historical events, match each summary to a
central idea or theme familiar informational text.
over the course of a
text leads to a better Level I Students will:
understanding of EERI.8.2. Identify parts of a familiar informational text.
other perspectives and Ex. After shared reading of a familiar informational text, identify an illustration from a
cultures. familiar informational text.
Ex. After shared reading of a familiar informational text, respond by nodding or using
a switch to identify a statement read aloud from a familiar informational text.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Define:
• compare/contrast
• analogies
• categorization
Identify :
• individuals
• events
• ideas
within a text
Analyze how a text makes
connections among and
Compare how:
distinctions between
individuals, ideas, or events • individuals
(e.g., through comparisons, • ideas
analogies, or categories). • events
are connected (including
classification and analogies)
Contrast the distinctions

between:
• individuals
• ideas
• events
within a text (including
classification and analogies)
Version 3 2015-2016 30
Students: analyze Students know: Students understand EERI.8.3. Make Level IV Students will:
that/are able to: connections between EERI.8.3. Make connections and distinctions between key individuals and events in a
analyze connections connections among techniques for key individuals or text.
among and distinctions tracing connections analyze how an author events in a text. Ex. Draw a timeline listing key events and make connections between them (e.g.,
between individuals, ideas, distinctions among individuals, makes connections storms and floods).
or events in a text between ideas, or events among individuals, Ex. After reading and discussing a historical text, make connections between key
ideas, or events individuals given paired choices (e.g., Theodore “Teddy” Roosevelt and Franklin D.
individuals techniques for Roosevelt were President).
tracing distinctions analyze how an author Level III Students will:
ideas between makes distinctions EERI.8.3. Make connections between key individuals or events in a text.
individuals, ideas, between individuals, Ex. Pick out the adult and child in an informational text and identify the connection
events or events ideas, or events between them (e.g., the adult takes care of the child).
Ex. Put events in an informational text in order and identify the connection between
text an author support thinking with them (e.g., Someone started a campfire and the trees burned.).
deliberately selects specific information Ex. Use a story map to outline key individuals and key events in a text.
and organizes from the text Level II Students will:
information EERI.8.3. Identify a character or event in a text and compare to another character or
Students understand event.
that a text's presentation Ex. Identify a character in a newspaper article and compare to another individual in
of an individual, event, the paper (i.e., sports page – football player, soccer player).
or idea also shapes a Ex. Given pictures of three familiar people (e.g., cook, principal, teacher) and then
reader's understanding read three dialogues to them, match the person who said it and where it took place
of other perspectives (e.g., cafeteria, classroom, intercom).
and cultures. Ex. Given pictures of two people, one from American History (e.g., Thomas
Jefferson) and one from World History (e.g., Napoleon), compare their dress and
appearance.
EERI.8.3. Identify an individual or event in a text.
Ex. After shared reading and discussion of an informational text, select from choices
an illustration that shows an individual or event from the text (e.g., point to a picture
of an animal or a boy from an informational text about caring for animals).
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Reading Informational Text Cluster: Craft and Structure Grade: 8 Standard 4 (RI.8.4)
Identify: Identify:
• words and phrases • words and phrases
• figurative words and • figurative words and
• phrases • phrases
• connotative words and • connotative words and phrases
phrases • technical words and phrases
• technical words and phrases in a text
in a text
Identify words and phrases
Determine the meaning of Identify words and phrases that include analogies and
words and phrases as they are that include analogies and allusions to other texts, in a
used in a text, including allusions to other texts, in a text
figurative, connotative, and text
technical meanings; analyze Determine the meaning of words and
the impact of specific word Determine the meaning of words phrases, including the:
choices on meaning and tone, and phrases, including the: • figurative
including analogies or • figurative • connotative
allusions to other texts. • connotative • technical
• technical meanings of words and phrases as used in
meanings of words and phrases as a text
used in a text
Analyze the impact of word choice on
Analyze the impact of word choice meaning and tone
on meaning and tone
Analyze the impact of the use of analogies
Analyze the impact of the use of and allusions to other texts on meaning
analogies and allusions to other and tone
texts on meaning and tone
Version 3 2015-2016 32
Students: determine the Students know: Students understand EERI.8.4. Determine Level IV Students will:
meaning that/are able to: meanings of words EERI.8.4. Express meanings of words and phrases in informational text including figurative
use clues in a text and context must be and phrases in language.
outside resources to words and considered when determine meaning of informational text Ex. Use an expression of figurative language from an informal text (e.g., “I have a dream”) to
unfamiliar words and write a sentence.
determine the figurative, phrases determining the including figurative
phrases based on how
connotative, and/or meaning of a word or language.
they are used in a text;
technical meaning of words figurative phrase Level III Students will:
and phrases in a text meaning EERI.8.4. Determine meanings of words and phrases in literature including figurative
identify and explain
words and phrases figurative language language.
analyze the impact of word connotative can be used in with textual support Ex. Given figurative language from a weather report and shown two different illustrations –
choice on meaning and tone meaning multiple ways one that shows it literally (large amounts of rain) and one that shows it figuratively (raining
including figuratively cats and dogs), determine which illustration is what the author meant.
identify and explain
notice and understand how technical or connotatively connotative language
an author uses analogy or meaning with textual support Level II Students will:
allusions an author's use of EERI.8.4. Identify the meaning of multiple meaning words as they are used in informational
"analyze the words impacts the analyze an author's use text.
impact" meaning and tone of of word choice to Ex. Given two pictures depicting the same word with different meanings (e.g., park a car and a
create meaning and national park), identify which illustration depicts what was meant in an informational text
a text
word choice tone about national parks.
techniques for Ex. Given two pictures depicting the same word with different meanings (e.g., a rock on the
identify and analyze ground and rock in a rocking chair), identify which illustration depicts what was meant in a
meaning identifying and how an author uses physical science text.
understanding analogies
tone analogies
identify and analyze Level I Students will:
analogies techniques for how an author uses EERI.8.4. Identify a word from an informational text.
identifying and allusions Ex. After shared reading of a text, identify a word from it (e.g., point to an illustration of a frog
allusions understanding in a book about frogs).
allusions Students understand Ex. After shared reading of a text about space in which illustrations were included, respond to
that an author's word indicate a word from the text (e.g., Select the picture of a spaceship when asked, “Was this in
choice shapes the the text?,” when presented with the picture of a spaceship, a lake, and a building.).
vocabulary: meaning,
meaning and tone of a
tone, analogy,
text.
allusion
Version 3 2015-2016 33
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Identify : Identify :
• different roles of sentences • different roles of sentences
• structure of a specific • structure of a specific paragraph in
paragraph in an an informational text
Analyze in detail the informational text
structure of a specific Analyze the:
paragraph in a text, including Analyze the: • role that a particular sentence
the role of particular • role that a particular plays in the paragraph in
sentences in developing and sentence plays in the developing and refining the key
refining a key concept. paragraph in developing and concept
refining the key concept • structure of specific sentences in
• structure of specific developing the paragraph
sentences in developing the
paragraph
Version 3 2015-2016 34
Attainment Essential
Elements
Students use writing and/or analyze in detail Students know: Students understand EERI.8.5. Level IV Students will:
speaking to: that/are able to: Determine the role EERI.8.5. Determine a topic sentence and two supporting details or example.
structure common qualities of use writing or speaking of sentences in a Ex. Identify the topic sentence/main idea and two additional facts about it (e.g., The
analyze the structure of a paragraphs to: paragraph (e.g., topic is Africa; there are tigers in Africa and there is not enough water.).
text including: text topic sentence, Ex. Retell main idea of an informational passage (e.g., Many animals live in the desert;
sentences within a analyze the structure of supporting details, the desert is dry; there are plants).
structure of individual role paragraph work a paragraph and examples).
paragraphs together to develop Level III Students will:
developing and or refine a concept analyze the role of EERI.8.5. Determine the role of sentences in a paragraph (e.g., topic sentence, details,
role of particular sentences refining particular sentences and examples).
in developing and refining a within a paragraph to Ex. In the provided paragraph, identify the topic sentence and a sentence providing a
key concept key concept develop or refine a key supporting detail.
concept Ex. Underline the topic sentence and a detail in a passage displayed on an interactive
whiteboard.
Students understand
that each element of a Level II Students will:
text's structure works EERI.8.5. Identify a detail.
together to create a Ex. Using a paragraph projected on an interactive whiteboard, underline a detail in an
cohesive whole and article.
develop ideas. Ex. Given two sentences, underline the sentence containing a detail from an
informational passage (e.g., Sally is a girl that works in the store.).

EERI.8.5. Indicate bold print or a highlighted word.
Ex. Point to a bolded print word from a sentence.
Version 3 2015-2016 35
8th Grade
College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Determine the author’s point of Determine the author’s point of Determine the author’s point of view or Determine the author’s point of view or
view or purpose view or purpose purpose purpose
Identify : Identify : Identify : Identify :

• evidence the author uses to • evidence the author uses to • evidence the author uses to • evidence the author uses to support
support his/her support his/her support his/her viewpoint/purpose his/her viewpoint/purpose
viewpoint/purpose viewpoint/purpose • conflicting evidence or • conflicting evidence or viewpoints
• conflicting evidence or • conflicting evidence or viewpoints presented in a given presented in a given text
Determine an author’s point viewpoints presented in a viewpoints presented in a text
of view or purpose in a text given text given text Compare and contrast the author’s
and analyze how the author Compare and contrast the author’s evidence and/or viewpoints to the
acknowledges and responds Compare and contrast the author’s Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints
to conflicting evidence or evidence and/or viewpoints to the evidence and/or viewpoints to the conflicting evidence and/or viewpoints
viewpoints. conflicting evidence and/or conflicting evidence and/or Analyze the techniques the author uses to
viewpoints viewpoints Analyze the techniques the author uses to respond to conflicting evidence
respond to conflicting evidence
Analyze the techniques the author Analyze the techniques the author Support your analysis with
uses to respond to conflicting uses to respond to conflicting Support your analysis with examples from the text
evidence evidence examples from the text
Support your analysis with Support your analysis with

examples from the text examples from the text
Version 3 2015-2016 36
Students: determine Students know: Students understand EERI.8.6. Level IV Students will:
that/are able to: Determine an EERI.8.6. Determine an author’s purpose and point of view and identify an opposing
determine an author's point author's point of techniques an author author’s purpose or point of view.
of view or purpose view uses to develop point determine an author's point of view. Ex. When presented with two texts on the same topic but from different viewpoints,
of view or purpose point of view or identify the authors’ different perspectives.
analyze how the author author's purpose purpose
acknowledges and responds techniques an author Level III Students will:
to conflicting evidence or analyze uses to distinguish analyze how an author EERI.8.6. Determine an author’s purpose or point of view.
viewpoints his/her point of view acknowledges and Ex. After reading an informational text, state the author’s purpose (e.g., After reading
acknowledges from that of others responds to conflicting about Africa, answer, “What is the author trying to tell you?,” say “About animals in
and responds evidence Africa.”).
techniques an author Ex. After watching a television commercial online (YouTube) or an advertisement
conflicting uses to respond to Students understand printed in a magazine, identify the product and what the commercial wants you to do
evidence or conflicting that an author (e.g., What does the commercial say that convinces you about the product? What in the
viewpoints viewpoints or deliberately selects commercial makes you want to buy the product?).
evidence and shapes a point of
view or purpose. Level II Students will:
EERI.8.6. Identify a resource based on its purpose.
Ex. Select text about snakes from at least three different options.

EERI.8.6. Request a resource.
Ex. Ask for a resource by topic or purpose, (e.g., The teacher says, “What do you want
to read about?,” and the student says, “tigers.”).
Ex. Use a preprogrammed C device to request an informational text by topic or
purpose.
Version 3 2015-2016 37
8th Grade
College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
Strand: Reading Informational Text Cluster: Integration of Grade: 8 Standard 7 (RI.8.7)
Knowledge and Ideas
Identify mediums of different Identify mediums of different types: Identify mediums of different types:
types: • print • print
• print • digital • digital
• digital • video • video
• video • multimedia • multimedia
• multimedia
Define evaluate Define evaluate
Define evaluate
Use different mediums Use different mediums
Use different mediums
Evaluate the advantages and Evaluate the advantages of using: Evaluate the advantages of using:
disadvantages of using Evaluate the advantages of using: • print • print
different mediums (e.g., print
• print • digital • digital
or digital text, video,
• digital • video • video
multimedia) to present a
particular topic or idea. • video • multimedia • multimedia
• multimedia to present a topic or idea to present a topic or idea
to present a topic or idea
Evaluate the disadvantages of using: Evaluate the disadvantages of using:
Evaluate the disadvantages of • print • print
using: • digital • digital
• print • video • video
• digital • multimedia • multimedia
• video to present a topic or idea to present a topic or idea
• multimedia
to present a topic or idea
Version 3 2015-2016 38
Students use writing and/or evaluate Students know: Students understand EERI.8.7. Select Level IV Students will:
speaking to: that/are able to: medium based on EERI.8.7. Use the best media to create a project using a media source.
advantages and different mediums the advantages and Ex. Use a computer to type a journal entry.
evaluate the advantages and disadvantages that can be used to evaluate the disadvantages of Ex. Record a report on audio recording equipment.
disadvantages of using present a topic or advantages and using print, digital Ex. Use PowerPoint to create a presentation.
different mediums to present using different idea (including print disadvantages of using text, video, or
a particular topic or idea. mediums text, digital text, a specific medium to multimedia to Level III Students will:
video, multimedia) present a topic or idea present a topic or EERI.8.7. Select medium based on the advantages and disadvantages of using print,
print idea. digital text, video, or multimedia to present a topic or idea.
advantages and Students understand Ex. Choose a medium for listening to music (e.g., DVD player or MP3 player).
digital text disadvantages of that a reader's Ex. Choose a medium for seeing and hearing another person not in the same room
using different understanding of (e.g., Skype) or just hearing another person not in the same room (e.g., cell phone).
video mediums to present information is Ex. Choose the best medium for checking the spelling of a word (e.g., spell check or
a topic or idea influenced by the dictionary).
multimedia mode in which it is Ex. Given three possible sources, select the one that is best for the stated use (e.g.,
presented. “Which would be used to see what is on TV tonight?” Possibilities include TV guide,
present a dictionary, or catalog).
particular idea or
topic Level II Students will:
EERI.8.7. Recognize different functions of media sources.
Ex. Recognize that one types on a computer (e.g., “What can you do on a computer?”).
Ex. Recognize that one can watch a movie on a TV or computer (e.g., “What can you
use to watch a movie?”).

EERI.8.7. Identify media sources.
Ex. Point to a TV when named.
Ex. Point to a computer when named.
Version 3 2015-2016 39
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Knowledge and Ideas
Define and identify:
• relevant/irrelevant evidence
• sufficient/insufficient evidence
• sound/unsound reasoning
Delineate and evaluate the in informational text
argument and specific claims
in a text, assessing whether Delineate the argument and specific
claims in a text
the reasoning is sound and
the evidence is relevant and Classify:
sufficient; recognize when • evidence as relevant/irrelevant
irrelevant evidence is • reasoning as sound/unsound
introduced. • evidence as sufficient/insufficient
in informational text
Evaluate an argument in a text

based on sound reasoning, and relevant
and sufficient evidence
Version 3 2015-2016 40
Students use writing and/or delineate Students know: Students understand EERI.8.8. Determine Level IV Students will:
speaking to: that/are able to: whether claims in a EERI.8.8. Determine whether claims in a text are fact or opinion and identify
evaluate techniques for text are fact or opinion. evidence to support facts.
delineate arguments from delineating the trace an argument Ex. Determine whether stated information is true or false and point to the text.
specific claims argument argument and claims and claims through a Ex. State the reason something is real or fantasy (e.g., “Animals don’t really talk,
in a text text; include specific houses don’t fly, people don’t fly.”).
evaluate arguments and specific claims details
specific claims techniques for Level III Students will:
text evaluating argument evaluate an argument EERI.8.8. Determine whether claims in a text are fact or opinion.
assess reasoning behind an and claims in a text and claims Ex. After two statements are read by the student or teacher, identify which is a fact
argument and claims assess versus which is an opinion using key words such as I think, I believe, I feel (e.g., The
techniques for assess whether water comes from rivers versus I think that people should take better care of the
assess the relevancy of reasoning is sound recognizing reasoning is sound rivers.).
evidence used to support irrelevant evidence
the claim evidence is assess whether Level II student will:
relevant and evidence is relevant EERI.8.8. Identify a factual statement from a text.
recognize when irrelevant sufficient and sufficient Ex. After reading a text with the teacher and a small group to determine which claims
evidence is introduced are fact, identify whether a statement is factual about a text (e.g., “Is the text we read
irrelevant recognize when about frogs catching flies with its tongue?”).
evidence irrelevant evidence is Ex. After reading and discussing a book with an adult to determine the facts it states,
introduced identify a fact from choices.
Students understand Level I Students will:

that the validity of an EERI.8.8. Respond to a statement about a passage.
argument and its Ex. After shared reading of an informational passage, repeat a word or phrase from
claims depend on the the passage.
relevancy and Ex. After shared reading of an informational passage, nod to agree when the teacher
sufficiency of repeats a statement from the passage.
supporting evidence.
Version 3 2015-2016 41
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Knowledge and Ideas
Identify differences or
conflicting information
Analyze a case in which two
Recognize facts or
or more texts provide
Interpretations
conflicting information on
the same topic and identify
Identify criteria for analyzing
where the texts disagree on
matters of fact or
Analyze two or more texts for conflicting
interpretation.
information as to how the texts disagree
in facts or
interpretation
Version 3 2015-2016 42
Students use writing and/or analyze Students know: Students understand EERI.8.9. Compare Level IV Students will:
speaking to: that/are able to: and contrast the key EERI.8.9. Compare and contrast the key information in more than two different texts
two or more texts texts disagree information in two on the same topic.
analyze conflicting analyze conflicting different texts on the Ex. Provided a school’s football schedule, school poster, and a local sports article about
information about a single conflicting techniques for information same topic. the team, identify key information such as the next game, teams, score, etc.
topic provided by two or information identifying where provided by two or
more texts texts disagree more texts about the Level III Students will:
same topic same topic EERI.8.9. Compare and contrast the key information in two different texts on the same
difference between topic.
matters of fact fact and interpretation Students understand Ex. Tell how two texts give different information on the same topic (e.g., The teacher
that the evidence asks, “Where can frogs live?” and the students respond, “Frogs can live in a pond. Frogs
interpretation and interpretations can live in trees.”).
of facts in a text are Ex. Compare information from two books on the same geography topic (e.g., The
deliberately teacher asks, “Both books are about the desert. What do both tell you about the desert?,”
selected by author and the student responds, “It is hot. It is dry.”).
to influence the
reader. Level II Students will:
EERI.8.9. Identify a fact from informational text.
Ex. After reading an informational text, tell whether a fact was stated in the text (e.g.,
“Did we learn that George Washington was the first president?”).
Ex. After reading an informational text, identify from choices a fact from the text.
Ex. After teacher shares informational text about cloud types, identify a picture showing
cumulus clouds.

EERI.8.9. Identify a fact.
Ex. After shared reading and discussion of an informational text in which the teacher
repeats facts read, identify a fact that answers a simple what question about the text
using partner-assisted scanning or eye gaze.
Ex. During shared reading of informational text, use a switch, a nod, or answer “yes” or
“no” when the teacher asks, “Did we read . . . ?”
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8th Grade
College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Strand: Reading Informational Text Cluster: Range of Reading and Grade: 8 Standard 10 (RI.8.10)
Level of Text Complexity
Identify/understand:
• key Ideas and details
• craft and structure
• integration of knowledge and ideas
at appropriate complexity
By the end of the year, read
(Qualitative, Quantitative and Reader and
and comprehend literary
Task) as seen in standards 1-9
nonfiction at the high end of
the grades 6–8 text
Comprehend independently:
complexity band
independently and • key Ideas and details
proficiently. • craft and structure
• integration of knowledge and ideas
at appropriate complexity
(Qualitative, Quantitative and Reader and
Task) as seen in standards 1-9
Version 3 2015-2016 44
Students, with scaffolding read and Students know: Students understand EERI.8.10. **This
as needed: comprehend that/are able to: Essential Element
techniques for references all
read and actively engage in literary nonfiction making meaning make meaning from elements above.
comprehending from appropriately difficult literary
appropriately complex text complexity difficult nonfiction
informational texts band informational text
engage with and
independently and techniques for appreciate difficult
proficiently engaging with and texts
appreciating
difficult texts Students understand
that a reader's
techniques for understanding of and
selecting texts that appreciation for a text
are interesting, grows through deep
motiving, and thinking and active
appropriate for who collaboration with
they are as readers others about texts.
Version 3 2015-2016 45
8th Grade
College and Career Readiness (CCR) Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
Strand: Writing Cluster: Text Types and Purposes Grade: 8 Standard 1 (W.8.1)
Write arguments to support Quarter 1: Quarter 2: Quarter 3: Quarter 4:
claims with clear reasons and Identify and explain: Identify and explain:
relevant evidence. • accurate, credible sources • accurate, credible sources
a. Introduce claim(s), • phrases and clauses that create • phrases and clauses that create
acknowledge and distinguish cohesion and clarify relationships cohesion and clarify relationships
the claim(s) from alternate or • claims; alternate, counter-or • claims; alternate, counter-or
opposing claims, and opposing claims opposing claims
organize the reasons and • relevance and evidence • relevance and evidence
evidence logically. • argument • argument
b. Support claim(s) with • concluding statement • concluding statement
logical reasoning and
• formal style • formal style
relevant evidence, using
accurate, credible sources Determine how to introduce claims, Determine how to introduce claims,
and demonstrating an
acknowledge or distinguish alternate or acknowledge or distinguish alternate or
understanding of the topic or opposing claims opposing claims
text.
c. Use words, phrases, and Organize reasons and evidence logically Organize reasons and evidence logically
clauses to create cohesion
and clarify the relationships Build support for claims with logical Build support for claims with logical
among claim(s),
reasoning and relevant evidence; reasoning and relevant evidence;
counterclaims, reasons, and distinguish between relevant and distinguish between relevant and
evidence.
irrelevant evidence irrelevant evidence
d. Establish and maintain a
formal style.
Evaluate sources for credibility and Evaluate sources for credibility and
e. Provide a concluding accuracy accuracy
statement or section that
follows from and supports Demonstrate understanding of topic or Demonstrate understanding of topic or
the argument presented.
text text
Create cohesion and clarify relationships Create cohesion and clarify relationships
Version 3 2015-2016 46
among claims(s), among claims(s),
counterclaims, reasons, and evidence counterclaims, reasons, and evidence
using words, phrases, or clauses using words, phrases, or clauses
Establish and maintain a formal style Establish and maintain a formal style
Plan a concluding statement or section Plan a concluding statement or section

that follows from and supports the that follows from and supports the
argument presented argument presented
Write an argument which: Write an argument which:

• support claims with clear, logical • support claims with clear, logical
reasons and relevant evidence reasons and relevant evidence
• introduces claims, acknowledges • introduces claims, acknowledges
and distinguishes claim(s) from and distinguishes claim(s) from
alternate or opposing claims alternate or opposing claims
• demonstrates logical organization • demonstrates logical organization
of reasons and evidence of reasons and evidence
• cites credible and accurate • cites credible and accurate sources
sources of information of information
• demonstrates an understanding of • demonstrates an understanding of
the topic or text the topic or text
• uses words, phrases, and • uses words, phrases, and
• clauses to create cohesion and • clauses to create cohesion and
• clarify relationships among • clarify relationships among
claim(s), counterclaims, reasons claim(s), counterclaims, reasons
and evidence and evidence
• establishes and maintains a • establishes and maintains a formal
formal style style
• provides a concluding statement
provides a concluding statement that that follows from and supports the
follows from and supports the argument argument presented
presented
Version 3 2015-2016 47
Students write arguments argument Students know: Students understand EEW.8.1.a-b. Write Level IV Students will:
to support claims with that/are able to: an argument to EEW.8.1.a-b. Write an argument to support claims with clear reasons or evidences.
clear reasons, relevant support claims the difference support claims with Ex. Write a claim about the class election (e.g., Joe is best) and an argument to support
evidence, and: between argument identify qualities of one clear reason or the claim (e.g., he is friend) and two or more reasons (e.g., he nice, smart).
clear reasons and opinion arguments, piece of evidence. Ex. Write a claim (e.g., School uniforms are bad.) and an argument to support it (e.g.,
an introduction that states c. N/A They are ugly.) with two or more reasons (e.g., Brown is ugly. White is ugly. Sweater
the claim and relevant evidence what write an argument to d. N/A ugly.).
acknowledges and counterarguments support a claim, e. N/A Ex. Write a claim about the school rules (e.g., No fighting at school.), an argument to
distinguishes opposing introduce claim are and how to support it (e.g., It is the rule.), and reasons why the rule exists (e.g., Someone hurt and
claims identify, form, and acknowledge and mad. Not nice.).
acknowledge and use them distinguish claim from EEW.8.1.c-e. N/A
a logical structure for distinguish alternate or opposing
organizing reasons and alternate or techniques for claims, Level III Students will:
evidence opposing claim selecting the best EEW.8.1.a-b. Write an argument to support claims with one clear reason or piece of
evidence (accurate, use logical reasoning evidence.
claims supported with logical reasoning credible sources) to and relevant evidence Ex. Write a claim about the class election (e.g., Joe is best) and an argument to support
logical reasoning support their claim (credible sources) to the claim (e.g., he is friend) and a reason (e.g., he is good).
organize reasons support claim, Ex. Write a claim (e.g., School uniforms are bad.) and an argument to support it (e.g.,
claims supported with and evidence arguments too hard) with a reason (e.g., lots of buttons).
accurate and credible clearly demonstrate an demonstrate Ex. Write a claim (e.g., No fighting at school.), an argument to support it (e.g., It is the
sources understanding of the understanding of topic rule.), and a reason (e.g., someone hurt).
accurate, credible topic and state and EEW.8.1.c-e. N/A
a clear understanding of sources support a claim use words, phrases, and
the topic clauses to clarify Level II Students will:
"demonstrating an techniques for relationships and create EEW.8.1.a-b. With teacher guidance and support, write a claim with one clear reason
clear relationships between understanding of creating cohesion cohesion, or piece of evidence.
claims, counterclaims, the topic or text" and clarifying Ex. Write Joe is the best when asked to write about the upcoming class election, and
reasons, and evidence with relationships among write with a formal after a teacher-led discussion of possible reasons, add an argument or reason to support
words, phrases, and create cohesion claims, reasons, style it.
clauses counterclaims, and Ex. Write claim when asked about a school policy (e.g., uniforms bad), and following
clarify evidence (words, write with a predictable a teacher-led discussion, work with a peer to add an argument or reason to support it.
relationships structure (introduction Ex. Write when asked about a school rule (e.g., No fighting at school.), and following
Version 3 2015-2016 48
a formal style among claims , phrases, and clauses) with statement of a group brainstorming activity, add one argument or reason to support it.
counterclaims, claim, clearly organized EEW.8.1.c-e. N/A
conclusion that is related reasons and writing style is evidence, and
to and supports the evidence adjusted based on conclusion that Level I Students will:
argument audience and supports argument), EEW.8.1.a-b. With guidance and support, state agreement or disagreement with
formal style purpose claims written by peers.
Students understand Ex. After a peer writes, state agreement or disagreement (e.g., After a peer writes,
concluding the difference that well-developed uniforms are bad., indicate “Yes” when asked, “Do you agree? Are the uniforms
statement or between formal and arguments express a bad?”) and then using assistive technology, type letters or words providing a reason.
sections that informal style point-of-view and are Ex. After a peer writes, use a switch to agree or disagree (e.g., Joe is best), the student
follows from and supported by relevant indicates “No” when asked, “Do you agree? Is Joe best for class president?”), and
supports argument arguments follow a evidence. observe as the teacher adds the student’s name to the “Joe is best” chart and reads all
predictable structure the names aloud.
(e.g. introduction Ex. After a peer writes, indicate agreement or disagreement with a claim (e.g., A peer
that states claim and writes, principal has gray hair, signal thumbs up to indicate agreement and thumbs
organizes reasons down to indicate disagreement).
and evidence, body EEW.8.1.c-e. N/A
paragraphs with
logically organized
supporting claims,
and supporting
concluding
statement)
Version 3 2015-2016 49
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Writing Cluster: Text Types and Grade: 8 Standard 2 (W.8.2)
Purposes
Write Quarter 1: Quarter 2: Quarter 3: Quarter 4:
informative/explanatory texts Identify topic
to examine a topic and
Select relevant content for
convey ideas, concepts, and
topic
information through the
selection, organization, and Identify transitions
analysis of relevant content.
Identify precise language and domain-
a. Introduce a topic clearly, specific vocabulary
previewing what is to follow;
organize ideas, concepts, and Identify formal style
information into broader
categories; include Identify a conclusion for the topic that
follows from and supports the information
formatting (e.g., headings),
or explanation presented
graphics (e.g., charts, tables),
and multimedia when useful Organize:
to aiding comprehension. • ideas
• concepts
b. Develop the topic with • information
relevant, well-chosen facts, into broader categories
definitions, concrete details,
quotations, or other Analyze and organize relevant
information and examples. content :
• using facts
c. Use appropriate and varied • definitions
transitions to create cohesion • concrete details
and clarify the relationships • quotations
Version 3 2015-2016 50
among ideas and concepts. to develop the topic
d. Use precise language and Select appropriate and varied

domain-specific vocabulary transitions to create cohesion and clarify
to inform about or explain relationships
the topic.
Determine precise language and
e. Establish and maintain a domain specific vocabulary
formal style.
Determine an effective, supportive
f. Provide a concluding conclusion for the topic or section that
statement or section that follows from and supports the information
follows from and supports or explanation presented
the information or
explanation presented.
Version 3 2015-2016 51
Students create informative informative / Students know Students understand EEW.8.2.a-b. Write Level IV Students will:
/ explanatory pieces to explanatory texts informative / that/are able to: to convey ideas and EEW.8.2.a-b. Write to convey ideas and information clearly, grouping ideas into
examine a topic and convey explanatory texts: information clearly categories including facts, details, and other information as well as graphics and
ideas, concepts, and examine a topic identify qualities of including facts, multimedia as needed.
information through the examine a topic informative/explanat details, and other Ex. Write about a hobby stating what the hobby is (e.g., I like cooking.), writing a
selection, organization, and convey ideas, ory pieces information as well as paragraph about favorite foods to cook with a reason (e.g., I like make gril ches [grilled
analysis of relevant content concepts, convey ideas, graphics and cheese], mac n chees [macaroni and cheese]. I like melt ches [melted cheese].) and
by: information concepts, and examine topics by multimedia as needed. favorite desserts (e.g., I like make [making] hot fuj sunda [fudge sundaes] with ice
information selecting, organizing, c. N/A crem sprinkls [cream sprinkles]. Ice crem [cream] is cold and swet [sweet].).
introducing the topic clearly selection, and analyzing d. N/A EEW.8.2.c-e. N/A
organization, and select, organize, and relevant content e. N/A
previewing what is to analysis of analyze relevant f. N/A Level III Students will:
follow relevant content content introduce a topic EEW.8.2.a-b. Write to convey ideas and information clearly including facts, details,
clearly by and other information as well as graphics and multimedia as needed.
organizing ideas, concepts, introduce a topic use strategies such previewing what is Ex. Write about a hobby stating what the hobby is (e.g., I like cooking.), facts and
and information into as definition, to follow details about it (e.g., like pancake [pancakes], cereal, gril ches [grilled cheese], mac n
broader categories previewing what classification, ches [macaroni and cheese]), and then add pictures of favorite foods on the printed
is to follow comparison/contrast, organize ideas, document.
including purposeful and cause/effect concepts, and Ex. Write about a topic assigned by the teacher clearly stating the topic, providing
formatting, graphics, and organize ideas, information into details about it, and selecting graphics from the Internet to support the final product.
multimedia concepts, use formatting (e.g. broad categories EEW.8.2.c-e. N/A
information headings), graphics,
developing a topic fully and multimedia to write Level II Students will:
through relevant, well- broader categories aid comprehension informative/explanat EEW.8.2.a-b. With guidance and support, write to convey ideas and information
chosen facts, definitions, ory pieces with a clearly including facts, details, and other information as well as graphics and
concrete details, and definition follow a predictable predictable structure multimedia as needed.
quotations structure (e.g. (introduce topic, Ex. Given a ready-made set-up in writing software with word and picture banks the
classification introduce topic, provide a general teacher created about the student’s hobbies, select a hobby (e.g., cooking) and then
using a variety of preview what is to observation and select words from the word bank (e.g., pancakes, cereal, mac n cheese [macaroni and
transitional words, phrases, comparison/contra follow, develop focus, group related cheese]) and use spelling (e.g., I like to cook.) to write about the topic.
and clauses to create st topic, concluding information Ex. Given a ready-made set-up in writing software with word and picture banks the
cohesion and clarify logically, develop teacher created about a class subject, write about a topic assigned by the teacher clearly
Version 3 2015-2016 52
relationships among ideas cause/effect statement) topic through facts, stating the topic, providing details about it, and selecting graphics from the Internet to
and concepts definitions, details, support the final product.
formatting develop topic with quotations, EEW.8.2.c-e. N/A
using precise word choice relevant, well- examples, and other
including domain-specific graphics, chosen facts, information, and Level I Students will:
vocabulary definitions, concrete conclusion) EEW.8.2.a-b. With guidance and support, participate in shared writing to convey ideas
multimedia details, quotations, and information clearly including facts, details, and other information as well as
establishing a formal style examples, and other incorporate useful graphics and multimedia as needed.
develop the topic information formatting, graphics, Ex. Work with peers who have chosen the same topic and make choices of facts,
ending with a relevant and and multimedia in details, and/or graphics to add to the writing product.
supportive concluding relevant, well- use appropriate and informative/explanat Ex. Work in a group with the teacher who offers choices and models use of voice
statement or section chosen facts, varied transitions to ory pieces output communication devices to encourage active participation among all group
definitions, create cohesion and members in the shared writing, adding the student’s messages to the shared writing
concrete details clarify relationships employ facts, text.
among ideas and definitions, concrete Ex. Point to symbols on a communication device to communicate ideas about an
appropriate and concepts details, quotations, upcoming event, “I go,” which the teacher types in a talking word processor as the
varied transitions examples, and other student observes and listens.
use precise language information to Ex. Point to symbols on a communication device to communicate information about
create cohesion and domain-specific develop topics transportation after school, “Mom drives,” selects from an online array of relevant
vocabulary to photos, which the teacher adds to an online presentation site where the student can
clarify the inform about and employ appropriate independently read, listen, and observe the text created.
relationships explain the topic and varied EEW.8.2.c-e. N/A
transitions to create
precise language use elements of cohesion and clarify
formal style relationships among
domain-specific ideas and concepts
vocabulary use a concluding
statement or section include precise
formal style that follows from language and
and supports the domain-specific
concluding information or vocabulary in
statement that explanation informative/explanat
follows from and provided ory pieces
supports the
information or vocabulary: create a conclusion
Version 3 2015-2016 53
explanation transitions that follows from
and supports the
information or
explanation
presented.
Students understand
that informative /
explanatory writing
conveys ideas,
concepts, and
information through
relevant and well-
chosen facts and
detailed
organization.
Version 3 2015-2016 54
8th Grade
College and Career Readiness (CCR) Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
Purposes
Write narratives to develop Quarter 1: Quarter 2: Quarter 3: Quarter 4:
real or imagined experiences Identify various points Identify various points Identify various points
of view in narratives of view in narratives of view in narratives
or events using effective
technique, relevant Identify narrative techniques used Identify narrative techniques used Identify narrative techniques used in a
descriptive details, and well- in a variety of narratives in a variety of narratives variety of narratives
structured event sequences.
Recognize transition words, Recognize transition words, Recognize transition words,
a. Engage and orient the phrases, and clauses phrases, and clauses phrases, and clauses
reader by establishing a
context and point of view and Recognize how authors use: Recognize how authors use: Recognize how authors use:
introducing a narrator and/or • precise words/phrases • precise words/phrases • precise words/phrases
characters; organize an event • description • description • description
sequence that unfolds • sensory details • sensory details • sensory details
to help readers visualize or to help readers visualize or to help readers visualize or
naturally and logically.
sense the action of a narrative sense the action of a narrative sense the action of a narrative
b. Use narrative techniques,
Interpret points of view of Interpret points of view of Interpret points of view of
such as dialogue, pacing, various narratives various narratives various narratives
description, and reflection, to
develop experiences, events, Design and organize event Design and organize event Design and organize event
and/or characters. sequences that unfold naturally sequences that unfold naturally sequences that unfold naturally and
and logically and logically logically
c. Use a variety of transition
words, phrases, and clauses
to convey sequence, signal Use a variety of transitions to shift Use a variety of transitions to shift Use a variety of transitions to shift from
shifts from one time frame or from one setting to another from one setting to another one setting to another
setting to another, and show
Analyze the relationships among Analyze the relationships among Analyze the relationships among
the relationships among experiences and events experiences and events experiences and events
Version 3 2015-2016 55
experiences and events. Design an organized sequence of Design an organized sequence of Design an organized sequence of events
events with events with with
d. Use precise words and dialogue to develop dialogue to develop dialogue to develop
phrases, relevant descriptive experiences, events, and experiences, events, and experiences, events, and
details, and sensory language /or characters /or characters /or characters
to capture the action and
Use precise, descriptive, and Use precise, descriptive, and Use precise, descriptive, and sensory
convey experiences and
sensory language to capture the sensory language to capture the language to capture the action and to
events. action and to develop experiences action and to develop experiences develop experiences and events
and events and events
e. Provide a conclusion that
Write a narrative to develop real or
follows from and reflects on Write a narrative to develop real or Write a narrative to develop real or imagined experiences or events that:
the narrated experiences or imagined experiences or events imagined experiences or events • engages the reader
events. that: that: • establishes a context with point of
• engages the reader • engages the reader view and introduces a narrator
• establishes a context with • establishes a context with and/or characters
point of view and point of view and • uses techniques such as: dialogue,
introduces a narrator and/or introduces a narrator and/or pacing, description, and reflection
characters characters develop experiences, events,
• uses techniques such as: • uses techniques such as: characters
dialogue, pacing, dialogue, pacing, • uses a variety of transitions to
description, and reflection description, and reflection convey sequence, signal shifts, and
develop experiences, develop experiences, reflect relationships
events, characters events, characters uses appropriate precise, descriptive
• uses a variety of transitions • uses a variety of transitions sensory language leads to a reflective
to convey sequence, signal to convey sequence, signal conclusion
shifts, and reflect shifts, and reflect
relationships relationships
• uses appropriate precise, uses appropriate precise,
descriptive sensory descriptive sensory language leads
language leads to a to a reflective conclusion
reflective conclusion
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Students write a narrative narrative Students know that a Students understand EEW.8.3. Select an Level IV Students will:
that includes real or narrative: that/are able to: event or personal EEW.8.3.a-b. Introduce the experience or situation, multiple characters, and multiple
imagined experiences or effective experience and write events in sequence.
events which: technique can be real or : +write a real or about it. Ex. Write about a personal experience (e.g., Go to movies), writing about himself (me)
imagined imagined narrative a-b. Introduce the and friends (JT and K), and including multiple events (Go in car. By popcn [popcorn].
engage the reader relevant that spans one or experience or sit fnt [front]).
descriptive utilizes a narrator more time frames situation, at least one Ex. After reading and discussing a non-fiction text, write a summary about an event
establish the situation details and/or settings with a character, and two or (e.g., Boston Tea Party), the situation (tea tax), the actors (colonists), the actions (got
describes characters narrator, characters, more events in on ships, threw tea in harbor).
introduce narrator or context by how they look, naturally unfolding sequence. EEW.8.3.c-e. N/A
characters what they do, say, events, dialogue, c. N/A
point of view and think descriptions, d. N/A Level III Students will:
organize an event sequence reflection, pacing, e. N/A EEW.8.3.a-b. Introduce the experience or situation, at least one character, and two or
that unfolds naturally well-structured utilizes reflection to transition words, more events in sequence.
event sequences develop experiences, phrases, and clauses, Ex. Write about a personal experience (e.g., make bns [brownies]), writing about
use dialogue, pacing, events, and/or a sense of closure, himself (me) and mom (mom), and including two events (cook. eat.).
description, and reflection event sequence character and a conclusion that Ex. After reading and discussing a non-fiction text, generate group notes in visual
to develop experiences, that unfolds reveals something planning software, convert those visual notes into a written outline in the software, and
events, and/or characters naturally and uses transition words, important about self expand those notes into a summary about an event (e.g., Boston Tea Party), the
logically phrases, and clauses or life. situation (tea tax), the actors (colonists), the actions (got on ships, threw tea in harbor).
vary transitional words, EEW.8.3.c-e. N/A
pacing Students understand
phrases, and clauses to may involve multiple
that narratives
convey sequence, signal time frames and/or Level II Students will:
reflection convey real or
shifts, and show settings EEW.8.3.a-b. With guidance and support, introduce the experience or situation, at
imagined
relationships in experiences least one character, and two or more events in sequence.
precise words uses descriptive experiences or
and events Ex. With guidance and support from a teacher who guides the student through each
and phrases language to capture events through
step of writing, write about going to the grocery store (siping [shopping]).
use precise words and action deliberate use of
sequencing, narrative Ex. After reading and discussing a non-fiction text, identify key actors and events from
phrases relevant
a list on an interactive whiteboard, and write a summary using a template (e.g., This
descriptive shows relationships technique to develop
a unique voice, and text is about [event]. The colonists [did what two things] because [what were they mad
use relevant descriptive details among experiences about].).
point of view.
EEW.8.3.c-e. N/A
Version 3 2015-2016 57
details sensory language and events
use sensory language transition words, provides a sense of EEW.8.3.a-b. With guidance and support, communicate about a personal experience.
phrases, clauses closure Ex. With the support of an adult who gets the student’s remnant book and turns the
capture action pages, select an artifact from the remnant book (e.g., movie ticket) and then use signs
conclusion provides a conclusion and gestures to say, “me go,” which the adult writes on a sticky note and reads aloud
convey experiences and that reveals and sticks on the page in the book.
events precisely something important Ex. Using switches or symbols, select a word about something they like to do (e.g., go
about self or life to movies, watch TV, play games), which the adult adds to a group chart of likes and
use a conclusion that dislikes and reads aloud to the group.
follows from narrated vocabulary: Ex. Having seen a photo from a field trip, use a multi-message device to communicate
experiences or events transitions about the experience (Go farm. Happy.) which the teacher will write below the photo
and read aloud as the student observes.
EEW.8.3.c-e. N/A
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8th Grade
College and Career Readiness (CCR) Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Strand: Writing Cluster: Production and Grade: 8 Standard 4 (W.8.4)
Distribution of Writing
Analyze the reason for writing a Analyze the reason for writing a Analyze the reason for writing a piece to Analyze the reason for writing a piece to
piece to decide on: piece to decide on: decide on: decide on:
• task • task • task • task
• purpose • purpose • purpose • purpose
• audience • audience • audience • audience
Determine suitable: Determine suitable: Determine suitable: Determine suitable:

• idea development • idea development • idea development • idea development
• strategies • strategies • strategies • strategies
Produce clear and coherent
writing in which the • organization • organization • organization • organization
development, organization, • style • style • style • style
and style are appropriate to appropriate to task, purpose and appropriate to task, purpose and appropriate to task, purpose and audience appropriate to task, purpose and audience
task, purpose, and audience. audience audience
(Grade-specific expectations Produce a writing piece that is clear and Produce a writing piece that is clear and
for writing types are defined Produce a writing piece that is Produce a writing piece that is coherent coherent
in standards 1–3 above.) clear and coherent clear and coherent with: with:
with: with: • idea development • idea development
• idea development • idea development • organization • organization
• organization • organization • style • style
• style • style appropriate to task, purpose and audience appropriate to task, purpose and audience
appropriate to task, purpose and appropriate to task, purpose and (Grade-specific expectations and writing (Grade-specific expectations and writing
audience audience types are found in types are found in
(Grade-specific expectations and (Grade-specific expectations and Writing standards 1-3) Writing standards 1-3)
writing types are found in writing types are found in
Writing standards 1-3) Writing standards 1-3)
Version 3 2015-2016 59
Students: "clear and Students know: Students understand EEW.8.4. Produce Level IV Students will:
coherent writing" that/are able to: writing that is EEW.8.4. N/A
are flexible in the use of qualities of clear and appropriate for the
development, organization, development coherent writing produce clear and task, purpose, or Level III Students will:
and style to produce clear coherent writing audience. EEW.8.4. Produce writing that is appropriate for the task, purpose, or audience.
and coherent writing organization purposes for a variety Ex. Write the steps of the science experience in the group’s log.
appropriate to task, of types of writing analyze a writing Ex. Write a response to a book read in English language arts class following the rubric
audience, and purpose style task to determine provided by the teacher.
potential audiences what is required
apply this skill to a variety "appropriate to for a variety of types Level II Students will:
of styles of writing task, purpose, of writing adapt writing to EEW.8.4. With guidance and support, produce writing that is appropriate for the task,
(opinion, informative / and audience" fulfill a specific purpose, or audience.
explanatory, and narrative) techniques for purpose Ex. Follow a set of written criteria to write a response to a book read in English
"grade-specific developing ideas language arts class.
expectations" adapt writing to meet Ex. Use a set of guidelines and word prediction software to write a letter with an
techniques for the needs of an opening, body, and a closing.
organizing writing audience
techniques for develop ideas in a EEW.8.4. With guidance and support, produce writing for a variety of purposes.
creating consistent, way appropriate to Ex. With a switch accessible ready-made set-up on the computer, write a report about a
appropriate style task and purpose book by making choices between 2-3 options at a time to indicate the book title (e.g.,
selecting the book from three pictures of book covers), state an opinion (e.g., choose
organize thoughts in from good, bad, so-so), and select related facts or details to add (e.g., good ending).
a way appropriate to
task and purpose
use style appropriate

to task and purpose
apply these skills to

a variety of types of
Version 3 2015-2016 60
writing
Students understand
that the
development,
organization, and
style of clear and
coherent writing
pieces are
determined by task,
purpose, and
audience.
Version 3 2015-2016 61
8th Grade
College and Career Readiness (CCR) Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Strand: Writing Cluster: Production and Distribution Grade: 8 Standard 5 (W.8.5)
of Writing
With some guidance and support from With some guidance and support from With some guidance and support from
peers and adults, students recognize peers and adults, students recognize how peers and adults, students recognize how
how to: to: to:
• plan • plan • plan
• revise • revise • revise
• edit • edit • edit
• rewrite • rewrite • rewrite
With some guidance and • try a new approach • try a new approach • try a new approach
support from peers and
adults, develop and Recognize how well to focus on: Recognize how well to focus on: Recognize how well to focus on:
strengthen writing as needed • audience • audience • audience
by planning, revising,
• purpose • purpose • purpose
editing, rewriting, or trying a
new approach, focusing on
Know how to edit for conventions of Know how to edit for conventions of Know how to edit for conventions of
how well purpose and
Writing demonstrating (see Writing demonstrating (see Writing demonstrating (see
audience have been
Language standards 1-3) Language standards 1-3) Language standards 1-3)
addressed. (Editing for
conventions should
With some guidance and support from With some guidance and support from With some guidance and support from
demonstrate command of
peers and adults, student develop and peers and adults, student develop and peers and adults, student develop and
Language standards 1–3 up
strengthen writing by: strengthen writing by: strengthen writing by:
to and including grade 8 on
page 52.) • planning • planning • planning
• revising • revising • revising
• editing • editing • editing
• rewriting • rewriting • rewriting
• trying a new approach • trying a new approach • trying a new approach
Determine how well the focus of : Determine how well the focus of : Determine how well the focus of :
• audience • audience • audience
• purpose • purpose • purpose
have been addressed have been addressed have been addressed
Version 3 2015-2016 62
Students, with some some guidance and Students know: Students understand EEW.8.5. With Level IV Students will:
guidance and support from support from adults that/are able to: guidance and support EEW.8.5. Plan by brainstorming and revise own writing by adding more information.
adults and peers, develop and peers techniques for using from adults and Ex. Given a topic and a sample brainstorming bubble, generate ideas and write them
and strengthen writing by: guidance and use some adult and peers, plan by down, and, after getting feedback from peers, revise by adding additional ideas.
develop and support from peers peer guidance and brainstorming and Ex. Develop outline before beginning the writing process (topic - favorite animals:
planning, revising, editing, strengthen writing and adults support to strengthen revise own writing by outline three reasons for each favorite animal listed), and after getting a peer’s
rewriting, or trying a new as needed writing adding more feedback, revise by adding to the outline.
approach to best address qualities of well- information.
purpose and audience planning developed and use planning, revision, Level III Students will:
strong writing editing, rewriting, or a EEW.8.5. With guidance and support from adults and peers, plan by brainstorming
revising new approach to and revise own writing by adding more information.
techniques for strengthen writing Ex. After sharing writing with peers, work with peers to brainstorm ideas to add. Peers
editing planning writing write all of the ideas in a list and give it to the student to use in revising and adding
explain techniques more information to improve the overall quality of the writing.
rewriting techniques for used to make writing Ex. Work with peers to plan a written report of their research project. Each takes turns
revising writing appropriate for reading what they have to one another and then the group works together to add ideas
trying a new purpose and audience to a graphic organizer provided by the teacher. Finally, the student adds ideas from the
approach techniques for graphic organizer to own writing to strengthen it.
editing writing produce writing that is Ex. After reading a science text, work with a classmate to take notes in graphic
how well purpose well-developed and organizer software, convert the graphic representation into an outline, and use word
and audience have techniques for strong prediction software with a specific topic dictionary to complete the L column of a
been addressed rewriting KWL chart, share it with another pair of classmates, and revise based on their
Students understand feedback.
conventions a variety of that planning, revising,
approaches to editing, rewriting, Level II Students will:
writing trying a new approach, EEW.8.5. With guidance and support from adults and peers, plan by brainstorming to
and focusing on how strengthen own writing.
writing addresses a well purpose and Ex. Work with the teacher to brainstorm ideas of things to add to strengthen her
purpose and audience have been writing. The teacher adds the ideas to a software-based graphic organizer and shows
audience addressed are critical the student how the ideas can be used in writing.
to the development of Ex. Work with peers to brainstorm ideas for writing and record them in own writing
Version 3 2015-2016 63
strong writing pieces. folders to use in future writing.
Ex. Work with the teacher and peers in writing groups to listen to each group member
respond (“What I liked best about your writing . . . ,” “One question I have is . . .
?,”.and “One suggestion I have is . . . .”), and use that feedback to revise draft with
teacher guidance.

EEW.8.5. With guidance and support from peers and adults, write.
Ex. With guidance and support from peers, select words from a word bank to write.
Ex. With guidance and support from an adult, use partner-assisted scanning with two
switches to direct the adult to say each letter of the alphabet (e.g., “Tell me the next
one.”) and write desired letters (“Write that one for me.”).
Ex. Working with a peer on the computer, type a letter and the peer adds to the letter to
create a word. Together, they compose a text.
Version 3 2015-2016 64
Common Core ELA Pacing Guide 2013-2014
8th Grade
College and Career Readiness (CCR) Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Strand: Writing Cluster: Production and Distribution Grade: 8 Standard 6 (W.8.6)
of Writing
Identify publishing and Identify publishing and Identify publishing and Identify publishing and
collaborative options that use collaborative options that use collaborative options that use technology collaborative options that use technology
technology technology
Know how to collaborate Know how to collaborate
Know how to collaborate Know how to collaborate effectively for an intended effectively for an intended
effectively for an intended effectively for an intended purpose purpose
purpose purpose
Select technology to present information and Select technology to present information and
Select technology to present Select technology to present ideas ideas
information and ideas information and ideas
Determine the best Determine the best
Determine the best Determine the best technology tools for producing and publishing technology tools for producing and publishing
technology tools for producing and technology tools for producing and writing, including on-line tools writing, including on-line tools
publishing writing, including on-line publishing writing, including on-line
Use technology, including the
tools tools Determine the best technology options for Determine the best technology options for
Internet, to produce and publish
communicating and communicating and
writing and present the
Determine the best technology options Determine the best technology options collaborating with others, collaborating with others,
relationships between information
for communicating and for communicating and including on-line tools including on-line tools
and ideas efficiently as well as to
collaborating with others, collaborating with others,
interact and collaborate with
including on-line tools including on-line tools Evaluate the relationship Evaluate the relationship
others.
between information between information
Evaluate the relationship Evaluate the relationship presented and presented and
between information between information ideas expressed ideas expressed
presented and presented and
ideas expressed ideas expressed Use technology: Use technology:
• including the Internet, to produce, • including the Internet, to produce, revise,
Use technology: Use technology: revise, edit, and publish writing edit, and publish writing
• including the Internet, to • including the Internet, to • to interact and collaborate with others • to interact and collaborate with others
produce, revise, edit, and produce, revise, edit, and for an intended purpose for an intended purpose
publish writing publish writing • to present information and ideas to present information and ideas
• to interact and collaborate • to interact and collaborate with
with others for an intended others for an intended purpose
purpose to present information and ideas
to present information and ideas
Version 3 2015-2016 65
Students: use technology Students know: Students understand EEW.8.6. Use Level IV Students will:
that/are able to: technology, including EEW.8.6. Use technology, including the Internet, to produce writing while interacting and
use technology to produce and produce technology can be used the Internet, to collaborating with others.
publish writing to produce and publish use technology to produce writing to Ex. Work with a peer to use a website to learn about a topic, take notes in graphic organizer
publish writing produce and publish interact and software, convert the graphic organizer to an outline, and co-author a summary.
use the Internet to produce and writing collaborate with Ex. In a science lesson, after visiting a topically relevant website, use a talking word processor to
publish writing present the the Internet can be used others. draft notes and then share what was learned with peers.
relationships to produce and publish use the Internet to Level III Students will:
present relationships between between writing produce and publish EEW.8.6. Use technology, including the Internet, to produce writing to interact and collaborate
information and ideas information and writing with others.
efficiently ideas efficiently technology can be used Ex. Use e-mail to interact with a pen pal.
to present relationships use technology (and the Ex. Record daily activities on a blog that is shared with parents instead of a traditional home-
use technology to interact and interact and between information Internet) to present school notebook.
collaborate with others collaborate with and ideas efficiently relationships between Ex. Navigate the Internet using screen reader software, identify information about the selected
others information and ideas topic, use the information to write using a talking word processor with an alternative keyboard,
techniques for using efficiently and share what was learned with classmates.
technology to interact Ex. Use a teacher-created or teacher-identified website to learn about a topic with a peer, take
and collaborate with use technology to notes with the peer in graphic organizer software, convert the graphic organizer to an outline,
peers interact and collaborate and co-author a summary.
with others Level II Students will:
EEW.8.6. With guidance and support from adults, use technology, including the Internet, to
Students understand that produce writing to interact and collaborate with others.
technology and the Ex. Use a list of criteria, word prediction software, and an alternative keyboard to write an e-mail
Internet can be used to to a pen pal.
effectively and Ex. Use an alternative keyboard programmed with the day’s activities and some comments to
efficiently produce and write an entry on a blog that is shared with parents instead of a home-school notebook.
publish writing, present Level I Students will:
relationships between EEW.8.6. With guidance and support, use technology to interact and collaborate with others in
information and ideas, shared writing activities.
and interact and Ex. Use voice output communication devices to interact with peers during collaborative writing
collaborate with others. projects, pointing out ideas or words they would like added to the text.
Ex. Use a preprogrammed alternative keyboard to contribute to a small group writing project.
Ex. Use a camera to capture pictures that are then used in a story being developed by a small
group and indicate “yes” or “no” when asked if accompanying text written by group seems on
target.
Version 3 2015-2016 66
8th Grade
College and Career Readiness (CCR) Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
under investigation.
Strand: Writing Cluster: Build and Present Grade: 8 Standard 7 (W.8.7)
Knowledge
Apply: Apply: Apply: Apply:
• reliable sources of • reliable sources of information • reliable sources of information • reliable sources of information
information • appropriate inquiry methods to • appropriate inquiry methods to • appropriate inquiry methods to conduct
• appropriate inquiry methods conduct a research project conduct a research project a research project
to conduct a research project • multiple avenues of • multiple avenues of exploration • multiple avenues of exploration
• multiple avenues of exploration (technology, (technology, library skills, etc.) (technology, library skills, etc.)
exploration (technology, library skills, etc.)
library skills, etc.) Determine which facts/examples best answer Determine which facts/examples best answer a
Determine which facts/examples best a question question
Conduct short research projects Determine which facts/examples answer a question
to answer a question (including a best answer a question Draw conclusions about the validity of Draw conclusions about the validity of sources
self-generated question), drawing Draw conclusions about the validity of sources
on several sources and Draw conclusions about the validity sources Formulate questions, either
generating additional related, of sources Formulate questions, either verbally or written, that would allow for other
focused questions that allow for Formulate questions, either verbally or written, that would allow for avenues of exploration
Formulate questions, either verbally or written, that would allow other avenues of exploration
multiple avenues of exploration.
verbally or written, that would allow for other avenues of exploration Conduct short research projects that:
for other avenues of exploration Conduct short research projects that: • answers questions (including self-
Conduct short research projects that: • answers questions (including self- generated questions):
Conduct short research projects that: • answers questions (including generated questions): • draw on several sources
• answers questions (including self-generated questions): • draw on several sources • generates additional related focused
self-generated questions): • draw on several sources • generates additional related focused questions that allow for multiple
• draw on several sources • generates additional related questions that allow for multiple avenues of exploration
• generates additional related focused questions that allow avenues of exploration
focused questions that allow for multiple avenues of
for multiple avenues of exploration
exploration
Version 3 2015-2016 67
Students use several sources short research Students know: Students understand EEW.8.7. Conduct Level IV Students will:
and multiple avenues of project that/are able to: short research projects EEW.8.7. Conduct short research projects to answer and pose questions based on
exploration to conduct short research answers a to answer and pose multiple sources of information.
research projects that: answer a question self-generated select a topic for questions based on Ex. Interact with a variety of websites using a screen reader to access the information
question short research one source of in order to answer a question posed by the teacher and generate two questions of his
answer self-generated self-generated information. own.
questions question steps in the research develop a single Ex. Complete the K and W column of a KWL chart on a particular informational topic,
process (i.e. develop research question and then visit a variety of websites to answer questions they posed in the W column
develop new questions several sources multi-faceted based on individual and take notes in the L column as they do so.
based on investigation questions, locate interest
additional sources, evaluate Level III Students will:
related, focused sources, organize locate several varied EEW.8.7. Conduct short research projects to answer and pose questions based on one
questions findings, etc.) sources to answer source of information.
research question Ex. Read a text posted on an interactive whiteboard, highlight the answer to a question
multiple avenues thorough research posed by the teacher, and then use the information to write own question in response.
of exploration uses several sources generate additional Ex. Complete the K and W column of a KWL chart on a particular informational topic,
focus questions and then visit a website to answer questions they posed in the W column and take notes
thorough research based on findings in the L column as they do so.
investigates multiple
facets of a topic use a graphic Level II Students will:
organizer to record EEW.8.7. With guidance and support, conduct short research projects to answer
thoughts questions based on one source of information.
Ex. Given a question and text posted on an interactive whiteboard, research to find the
answer questions answer to a question after a peer reads the question aloud and discusses it with the
through research student before reading the text aloud to find the answer.
Ex. Read or listen to sections of a book about water highlighted by a peer or teacher,
Students understand and then use highlighted information to write an answer to a question (e.g., “Where is
that research is a most of the water on earth?” Water in oshun [ocean].).
process that involves
answering a focused Level I Students will:
question, EEW.8.7. With guidance and support, participate in shared research and writing to
investigating several answer questions.
Version 3 2015-2016 68
varied sources, and Ex. Use partner-assisted scanning to answer a question during reading (e.g., The
generating related teacher tells students that they are going to listen while she reads in order to answer a
questions. question, “What did the main character do that is surprising?” and presents three
choices. Then, the teacher reads to the place where the answer is, stops to reread the
question and possible answers, and then gets a response from the student using partner-
assisted scanning.).
Ex. Read or listen to sections of a book about water highlighted by a peer or teacher,
and then use highlighted information to write an answer to a question (e.g., “Where is
most of the water on earth?” Water in oshun [ocean].).
Version 3 2015-2016 69
8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Writing Cluster: Build and Present Grade: 8 Standard 8 (W.8.8)
Knowledge
Recognize standard format for Recognize standard format for Recognize standard format for citation Recognize standard format for citation
citation citation
Determine the relevance of Determine the relevance of
Determine the relevance of Determine the relevance of information gathered from information gathered from
Gather relevant information information gathered from information gathered from print and digital sources print and digital sources
from multiple print and print and digital sources print and digital sources
digital sources, using search Use search terms effectively Use search terms effectively
terms effectively; assess the Use search terms effectively Use search terms effectively
credibility and accuracy of Gather relevant information Gather relevant information
each source; and quote or Gather relevant information Gather relevant information from multiple sources from multiple sources
paraphrase the data and from multiple sources from multiple sources
conclusions of others while Assess the credibility an Assess the credibility an
avoiding plagiarism and Assess the credibility an Assess the credibility an d accuracy of each source d accuracy of each source
following a standard format d accuracy of each source d accuracy of each source
for citation. Quote or paraphrase the data and Quote or paraphrase the data and
Quote or paraphrase the data and Quote or paraphrase the data and conclusion of others while avoiding conclusion of others while avoiding
conclusion of others while conclusion of others while plagiarism plagiarism
avoiding avoiding
plagiarism plagiarism
Version 3 2015-2016 70
Students learn relevant gather relevant Students know: Students understand EEW.8.8. Select Level IV Students will:
information from multiple information that/are able to: quotes from multiple EEW.8.8. Select quotes from multiple print or digital sources that state conclusions
credible and accurate print difference between print or digital about a topic.
and digital sources by: multiple print and print and digital : sources that provide Ex. Given a collection of bookmarked websites, use a screen reader to read the sites
digital sources sources important and select quotes that state conclusions about the topic and write notes on the
locate relevant print
effectively using search information about a information they provide.
and digital sources
terms, quoting or using search terms techniques for topic. Ex. Given a collection of books, search for quotes that state conclusions on an assigned
paraphrasing data and effectively assessing credibility topic and write notes on the information they provide.
gather relevant
conclusions and accuracy of
information from print
assess the sources Level III Students will:
and digital sources
avoiding plagiarism credibility and EEW.8.8. Select quotes from multiple print or digital sources that provide important
accuracy techniques for information about a topic.
use search terms
following standard citation avoiding plagiarism Ex. Given a collection of articles on a social studies topic, read the articles and
effectively
format quote or (quoting sources or highlight quotes that provide important information on the topic and write notes about
paraphrase data paraphrasing) the information they provide.
assess credibility and
and conclusions Ex. Given a series of bookmarked websites, navigate to each site, copy/paste quotes
accuracy of each
process for note- that provide important information, and add notes on the information they provide.
source
avoiding taking during and
plagiarism after reading Level II Students will:
take notes on sources
EEW.8.8. Select quotes from print or digital sources that provide information about a
standard format information to topic.
quote or paraphrase
for citation include in a standard Ex. Highlight quotes from an informational text on a topic (e.g., Harriet Tubman was
data and conclusions
format for citation the conductor on the underground railroad.) and add notes on the information they
avoid plagiarism provide.
vocabulary: Ex. Use the highlighting feature on an interactive whiteboard to highlight and save
plagiarism follow standard format quotes from a paragraph, and then write notes on information they provide.
for citation Ex. Given a book, mark informative quotes with sticky notes, and with teacher
guidance and support, write notes on information they provide.
Students understand Ex. Given a selection of quotes from a text on a given topic, identify which quotes
that research involves specifically address the topic and, following teacher-led discussion, write what they
systematically mean.
gathering information
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from multiple Level I Students will:
credible, accurate print EEW.8.8. With guidance and support during shared reading, identify when
and digital sources, information about a topic is read.
avoiding plagiarism, Ex. Use a single message voice output communication device to say, “That’s about
and creating a [character’s name].” each time the teacher reads something about the character in the
standard bibliography. book. The teacher attributes meaning by connecting to information on the page.
Ex. During shared reading, given a list of words (some of which are relevant in the
text), identify those that are connected meaningfully, and with teacher guidance and
support, determine from page and yes or no responses what information they provide.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Purposes
Draw evidence from literary Quarter 1: Quarter 2: Quarter 3: Quarter 4:
or informational texts to Identify key ideas and details which
support analysis, reflection, provide evidence to support conclusions
and research. about the text accessed through research
a. Apply grade 8 Reading Cite textual evidence

standards to literature (e.g., to support analysis of what the text says
“Analyze how a modern work explicitly
of fiction draws on themes, Draw evidence from key ideas and details
patterns of events, or character as support for research
types from myths, traditional
stories, or religious works Analyze key ideas and details in a text as
such as the Bible, including evidence for support understanding of text
describing how the material is
rendered new”). Reflect on key ideas and details in a text as
evidence for support understanding of text
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”).
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Students critically read literary text Students know: Students understand EEW.8.9. Use Level IV Students will:
literature and literary that/are able to: information from EEW.8.9.a. N/A
nonfiction and use writing informational text elements of literary and EEW.8.9.b. Apply Essential Elements of Grade 8 Reading Standards to informational
to: analytical, reflective, compose an analytical, informational text to text (e.g., “Determine whether claims in a text are fact or opinion and identify evidence
analysis and research-based reflective, or research- support writing. to support facts.”).
analyze how a modern work writing based piece in Ex. Read a text to determine which claims are fact and then make a list of those facts
of fiction draws on themes, reflection response to literature Apply Essential from the text.
patterns of events, or techniques for critical and literary nonfiction Elements of Grade 8 Ex. Read a book to determine the author’s point of view and then write about it
character types from myths, research reading of literature Reading Standards including evidence from the text.
traditional stories, or and literary analyze a teacher- to literature (e.g.,
religious works such as the analyze nonfiction provided prompt or “Compare and Level III Students will:
Bible, including how the question about a text contrast themes, EEW.8.9.a. Apply Essential Elements of Grade 8 Reading Standards to literature
material is rendered new modern work of techniques for note- to determine what is patterns of events, or (e.g., “Compare and contrast themes, patterns of events, or characters across two or
fiction taking during and being asked characters across more stories or dramas.”).
delineate and evaluate the after reading two or more stories Ex. After reading to compare and contrast two stories, write about the differences
argument and specific themes form ideas in response or dramas.”). between the two texts.
claims in a text, assessing techniques for to a teacher-provided Ex. After reading to identify which incidents in a story or drama lead to subsequent
whether the reasoning is patterns of events composing academic prompt or question Apply Essential incidents, write about those incidents.
sound and the evidence is writing including about a text Elements of Grade 8 Ex. After reading two stories, complete notes in a Venn diagram in graphic organizer
relevant and sufficient character types descriptions, Reading Standards software, listing what is unique to the characters and people in the two texts and what
explanations, and support ideas with to informational text is the same, and then having converted the Venn diagram into an outline via the
recognize when irrelevant myths comparisons and evidence from a text (e.g., “Determine software, expand the notes as a comparison passage.
evidence is introduced contrasts whether claims in a EEW.8.9.b. Apply Essential Elements of Grade 8 Reading Standards to informational
traditional stories explain how a modern text are fact or text (e.g., “Determine whether claims in a text are fact or opinion.”).
modern works of work of fiction draws opinion.”). Ex. Read a text to determine which claims are fact and then make a list of those facts.
religious works fiction draw on on themes, events, or Ex. Read a book to determine the author’s point of view and then write about it.
themes, events, or character types from
material is character types from myths, traditional Level II Students will:
rendered new myths, traditional stories, or religious EEW.8.9.a. With guidance and support, apply Essential Elements of Grade 8 Reading
stories, or religious works Standards to literature (e.g., “Compare and contrast themes, patterns of events, or
literary
characters across two or more stories or dramas.”).
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nonfiction works delineate and evaluate Ex. After reading to compare and contrast two stories with the teacher and a small
an argument, specific group of peers, convert the graphic organizer they created in software into a text-based
delineate and arguments and claims claims, sound outline and expand on the words to write about the ways the books are the same and
evaluate should be sound, reasoning, and different.
relevant, and evidence Ex. After reading a story and a topically related history text, with teacher guidance and
argument supported by reasons support, complete notes in a Venn Diagram in graphic organizer software, listing what
and evidence Students understand is unique to characters in a fictional text and people in a topically related nonfiction
specific claims that analysis, text and what is the same, and then, with teacher guidance, turning the notes into
reflection, and sentences comparing the two.
assessing research are EEW.8.9.b. With guidance and support, apply Essential Elements of Grade 8 Reading
strengthened by citing Standards to informational text (e.g., “Determine whether claims in a text are fact or
reasoning is relevant evidence from opinion.”).
sound appropriate texts. Ex. Read a text with the teacher and a small group to determine which claims are fact
and then work with the group to write a list of those facts.
evidence is Ex. After reading a book with an adult to determine the author’s point of view, discuss
relevant and the point of view and write about the facts from the conversation while the teacher
sufficient helps the student recall the facts.
irrelevant EEW.8.9.a. With guidance and support from adults and peers, participate in shared
evidence writing activities that apply Essential Elements of Grade 8 Reading Standards to
literature (e.g., “Compare and contrast themes, patterns of events, or characters across
(familiar with two or more stories or dramas.”).
grade 8 reading Ex. Working with a teacher and a small group of peers, use a sequenced message voice
standards) output device to direct peers (e.g., How were they the same? Did you write it?) in
asking questions to support their writing about the ways the two texts are the same and
different and answer yes or no questions from the teacher about whether they agree
with what the students write.
EEW.8.9.b. With guidance and support, participate in group writing activities
applying Essential Elements of Grade 8 Reading Standards to informational text (e.g.,
“Determine whether claims in a text are fact or opinion.”).
Ex. Use voice output communication devices to interact with peers during
collaborative writing projects.
Ex. Use a preprogrammed alternative keyboard and alphabet access to contribute to a
small group writing project.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Writing Cluster: Range of Writing Grade: 8 Standard 10 (W.8.10)
Write routinely over extended Quarter 1: Quarter 2: Quarter 3: Quarter 4:
time frames (time for Identify: Identify: Identify: Identify:
research, reflection, and • task • task • task • task
revision) and shorter time • audience • audience • audience • audience
frames (a single sitting or a • purpose • purpose • purpose • purpose
day or two) for a range of for various types of writing for various types of writing for various types of writing for various types of writing
discipline-specific tasks, Identify the organizational Identify the organizational Identify the organizational Identify the organizational
purposes, and audiences. structures for various types of structures for various types of structures for various types of writing structures for various types of writing
writing writing
Determine: Determine:
Determine: Determine: • task • task
• task • task • purpose • purpose
• purpose • purpose • audience • audience
• audience • audience for various types of writing over extended for various types of writing over extended
for various types of writing over for various types of writing over and short time frames and short time frames
extended and short time frames extended and short time frames
Determine appropriate Determine appropriate
Determine appropriate Determine appropriate organization structure to use for various organization structure to use for various
organization structure to use for organization structure to use for types of writing based upon: types of writing based upon:
various types of writing based various types of writing based • task • task
upon: upon: • purpose • purpose
• task • task • audience • audience
• purpose • purpose
• audience • audience Write for various: Write for various:
• tasks • tasks
Write for various: Write for various: • purposes • purposes
• tasks • tasks • audiences • audiences
• purposes • purposes for a shortened time frame (a single sitting for a shortened time frame (a single sitting
• audiences • audiences or a day or two) or a day or two)
for a shortened time frame (a for a shortened time frame (a single
Version 3 2015-2016 76
single sitting or a day or two) sitting or a day or two) Write for various: Write for various:
• tasks • tasks
Write for various: Write for various: • purposes • purposes
• tasks • tasks • audiences • audiences
• purposes • purposes with an extended time frame (time for with an extended time frame (time for
• audiences • audiences research, reflection, and revision) research, reflection, and revision)
with an extended time frame with an extended time frame (time
(time for research, reflection, and for research, reflection, and
revision) revision)
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With practice and support, write routinely Students know: Students understand EEW.8.10. Write Level IV Students will:
students: that/are able to: routinely for a variety EEW.8.10. Write routinely over extended time frames (research, reflection, and
range of tasks, techniques for of tasks, purposes, revision).
produce writing for a range purposes, and writing in short complete various and audiences. Level III Students will:
of tasks, purposes, and audiences and/or extended pieces of writing over EEW.8.10. Write routinely for a variety of tasks, purposes, and audiences.
audiences, including writing time frames varying lengths of Ex. Write a note to the principal about an upcoming event.
in short and/or extended extended time time Ex. Write a short research report for social studies class.
time frames. frames task specific writing Level II Students will:
procedures organize clear and EEW.8.10. With guidance and support, write routinely for a variety of tasks, purposes,
shorter time coherent pieces of and audiences.
frames techniques for writing for a variety Ex. Using word prediction software on the computer and teacher feedback, write a note
creating writing of reasons and in a to the school principal about an upcoming event.
appropriate for variety of settings Ex. Using word prediction software and a set of criteria, complete a short research
specific audiences report.
and purposes Students understand Ex. With guidance and support, write labels to go with a display for a group research
that writing pieces are project.
organized and Level I Students will:
developed based on EEW.8.10. With guidance and support, communicate routinely in ways that are linked
task, audience, and to writing for a variety of purposes and audiences.
purpose. Ex. After shared reading of an informational passage and repeating a word or phrase
from the passage, use a multiple message voice output device and models from an
adult communication partner to make comments during group writing projects which
are written on a comments page and read aloud to the student by a peer.
Ex. After shared reading of an informational passage and nodding to agree when the
teacher repeats a statement from the passage, use a multiple message voice output
device with a peer who helps navigate to the appropriate page to give feedback to peers
who are sharing their writing. This feedback is written by peers on their drafts and read
aloud to the student.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Speaking and Listening Cluster: Comprehension and Grade: 8 Standard 1 (SL.8.1)
Collaboration
Engage effectively in a Quarter 1: Quarter 2: Quarter 3: Quarter 4:
range of collaborative Identify key ideas from Identify key ideas from Identify key ideas from Identify key ideas from
discussions (one-on-one, in reading material or research reading material or research reading material or research reading material or research
groups, and teacher led)
Describe components of Describe components of Describe components of Describe components of
with diverse partners on collegial discussion and collegial discussion and collegial discussion and collegial discussion and
grade 8 topics, texts, and decision-making decision-making decision-making decision-making
issues, building on others’
ideas and expressing their Recognize key ideas and new Recognize key ideas and new Recognize key ideas and new information Recognize key ideas and new information
own clearly. information posed during information posed during posed during discussions posed during discussions
discussions discussions
a. Come to discussions Analyze text, issues, and others’ opinions Analyze text, issues, and others’ opinions
prepared, having read or Analyze text, issues, and others’ Analyze text, issues, and others’
researched material under opinions opinions Synthesize ideas, issues, and arguments to Synthesize ideas, issues, and arguments to
formulate personal opinion and questions formulate personal opinion and questions
study; explicitly draw on
Synthesize ideas, issues, and Synthesize ideas, issues, and for others for others
that preparation by arguments to formulate personal arguments to formulate personal
referring to evidence on the opinion and questions for others opinion and questions for others Evaluate personal Evaluate personal
topic, text, or issue to probe views and the views of others views and the views of others
and reflect on ideas under Evaluate personal Evaluate personal
discussion. views and the views of others views and the views of others Track progress toward specific goals and Track progress toward specific goals and
deadlines, defining deadlines, defining
b. Follow rules for collegial Track progress toward specific Track progress toward specific individual roles as needed individual roles as needed
discussions and decision- goals and deadlines, defining goals and deadlines, defining
individual roles as needed individual roles as needed Evaluate new information Evaluate new information
making, track progress
posed and personal views, as well as the posed and personal views, as well as the
toward specific goals and Evaluate new information Evaluate new information views of others views of others
deadlines, and define posed and personal views, as well posed and personal views, as well Formulate comments, Formulate comments,
individual roles as needed. as the views of others as the views of others questions, and responses based on questions, and responses based on
Formulate comments, Formulate comments, evidence, evidence,
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c. Pose questions that questions, and responses based on questions, and responses based on observations, and ideas observations, and ideas
connect the ideas of several evidence, evidence,
speakers and respond to observations, and ideas observations, and ideas Engage in a variety of discussions by Engage in a variety of discussions by
others’ questions and listening and sharing acquired listening and sharing acquired
Engage in a variety of discussions Engage in a variety of discussions and prior knowledge of grade 8 topics and and prior knowledge of grade 8 topics and
comments with relevant by listening and sharing acquired by listening and sharing acquired texts texts
evidence, observations, and and prior knowledge of grade 8 and prior knowledge of grade 8
ideas. topics and texts topics and texts Demonstrate collegial rules for discussion Demonstrate collegial rules for discussion
and and
d. Acknowledge new Demonstrate collegial rules for Demonstrate collegial rules for decision-making decision-making
information discussion and discussion and
expressed by others, decision-making decision-making Articulate own ideas clearly Articulate own ideas clearly
and, when warranted,
qualify or justify their Articulate own ideas clearly Articulate own ideas clearly Pose relevant questions that connect ideas Pose relevant questions that connect ideas
own views in light of of several speakers of several speakers
the evidence Pose relevant questions that Pose relevant questions that
presented. connect ideas of several speakers connect ideas of several speakers Respond to questions and Respond to questions and
comments with relevant details comments with relevant details
Respond to questions and Respond to questions and
comments with relevant details comments with relevant details Acknowledge new information posed and Acknowledge new information posed and
use evidence to justify use evidence to justify
Acknowledge new information Acknowledge new information personal viewpoints personal viewpoints
posed and use evidence to justify posed and use evidence to justify
personal viewpoints personal viewpoints
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Students engage effectively range of Students know: Students understand EESL.8.1. Listen and Level IV Students will:
in a range of discussions collaborative that/are able to: communicate with a EESL.8.1.a. Come to discussions with self-created materials or supports to use in
with a variety of participants, discussions techniques to variety of partners in sharing information.
demonstrating the ability to: prepare for prepare for collaborative order to discuss issues Ex. Program information into a multiple message voice output device for use in
diverse partners discussions (reading, discussions by reading,
regarding the content. discussion and opens page with messages as discussion begins.
researching,
be prepared by reading or researching, Ex. Prepare note cards with pictures and words to use during a discussion.
investigating, and
researching required grade 8 topics, investigating, Come to discussions EESL.8.1.b. Follow simple rules and carry out roles during discussions.
reflecting
materials texts, and issues reflecting) prepared to share Ex. Lead discussion on an assigned topic by beginning the discussion and waiting for
use evidence gained information others to respond before adding more.
refer to evidence in order to rules for strategies to during preparation to previously studied. Ex. Report on information requested by the group when the group leader requests the
explore and use ideas gained collegial incorporate evidence explore ideas during the information and respond to follow-up questions when asked.
from preparation discussions and about the topic into discussion Follow simple rules EESL.8.1.c-d. Respond to others’ questions and comments by asking and answering
decision-making the discussion and carry out assigned questions regarding content.
follow rules for collegial listen attentively to roles during Ex. Ask and answer questions related to a topic.
discussions and decision- track progress rules for collegial discussions about grade discussions. Ex. Tell purpose of conversation/story.
making toward specific discussions and 8 topics, texts, and
goals and decision-making issues c-d. Respond to Level III Students will:
ask questions that connect deadlines others’ questions and EESL.8.1.a. Come to discussions prepared to share information.
contribute to discussions
the ideas of several speakers techniques to pose comments by Ex. Practice preprogrammed messages in a multiple message voice output device for
about grade 8 topics,
individual roles questions that answering questions use in discussion.
texts, and issues
contribute relevant evidence, connect ideas of regarding content. Ex. Preview a discussion study guide prior to the discussion.
observations, and ideas several speakers follow rules for EESL.8.1.b. Follow simple rules and carry out assigned roles during discussions.
collegial discussions Ex. Present facts about the content being discussed when called on.
recognize new information strategies to respond and decision-making Ex. When assigned the role of clarifier, prepare questions (e.g., “Why do you think that
expressed by others with relevant is so?”) and ask them after another speaker completes a point to seek clarifying
evidence, contribute to collegial information.
qualify or justify own views, observations, and discussions Ex. When assigned the role of leader, use a preprogrammed message to begin the
if necessary ideas discussion and then keep the discussion going with other preprogrammed continuing
discuss topics, text, or
messages.
strategies to issues one-on-one or in
EESL.8.1.c-d. Respond to others’ questions and comments by answering questions
groups
recognize new regarding content.
information Ex. After attending an assembly, answer questions.
participate in teacher-
Version 3 2015-2016 81
expressed by others led discussions Ex. During a presentation by a police officer, discuss the duties of a police officer (e.g.,
keep safe).
new evidence ask questions that
expressed during the connect ideas of several Level II Students will:
discussion may speakers
EESL.8.1.a. Prepare for discussions.
warrant justification Ex. Get ready for a discussion with peers by completing a specific assignment on a
contribute relevant
or qualification of shared topic (e.g., Find a fact about . . . .).
evidence, observations,
their own views and ideas Ex. Prepare for a discussion about a science topic by watching a video on the topic
prior to the discussion.
acknowledge new EESL.8.1.b. With guidance and support from adults and peers, follow simple rules for
information expressed discussions.
by others Ex. Listen to others during discussion without interrupting.
Ex. Given a visual cue to wait, wait for others to finish speaking and for the visual cue
qualify or justify their to be replaced with a cue for your turn before adding prepared comments.
views based on new EESL.8.1.c-d. Respond to information presented by an unfamiliar person.
evidence expressed Ex. Answer questions to complete an assigned task.
during the discussion
Ex. Using voice, eye gaze to two or three symbols, or a multi-message communication
system, respond when asked what student thought of a speaker’s presentation (e.g., “I
Students understand that
liked it,” “Boring,” “Funny,” “Interesting”).
engaging in effective
collaborative
discussions involve Level I Students will:
preparation, following EESL.8.1.a. Participate in discussions.
rules for collegial Ex. Respond to others when addressed.
discussions, posing and Ex. Use a switch/step-by-step or symbols to make comments to others during
responding to questions, discussions.
elaborating details, EESL.8.1.b. With guidance and support from adults and peers, follow rules during
understanding multiple group discussions.
perspectives, and
Ex. Respond to others when addressed.
possibly modifying their
Ex. Use a preprogrammed, single message voice output device to contribute a prepared
own views.
comment during a group discussion.
EESL.8.1.c-d. Respond to presentations by others.
Ex. Clap when the speaker is finished.
Ex. Move head to follow the speaker when he or she moves around during
presentation.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Collaboration
Analyze the purpose of Quarter 1: Quarter 2: Quarter 3: Quarter 4:
information presented in Identify author’s purpose Identify author’s purpose
diverse media and formats of information presented of information presented
(e.g., visually, quantitatively,
orally) and evaluate the Identify author’s motives Identify author’s motives
motives (e.g., social, for the presentation of for the presentation of
commercial, political) behind information information
its presentation.
Analyze the purpose of information Analyze the purpose of information
presented in diverse media and presented in diverse media and
Formats Formats
Evaluate the motives behind the Evaluate the motives behind the
presentation of the information presentation of the information
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During or after listening or analyze Students know: Students understand EESL.8.2. Describe Level IV Students will:
viewing, students: that/are able to: the purpose of EESL.8.2. Relate information to its purpose as presented in graphical, oral, visual, or
purpose of techniques to analyze information multimodal formats.
analyze the purpose of information information seen or analyze information presented in Ex. State the purpose of an informational video (e.g., “Teach us about lions.”) and relate
information (e.g., “Lions not many. No place to live.”).
information presented in heard in diverse seen or heard in graphical, oral,
Ex. State the purpose of a graph (e.g., “Shows you what kids like to wear most.”) and relate
diverse media formats diverse media media and formats diverse media formats visual, or
information (e.g., “Kids buy backpacks happy colors.”).
and formats (e.g., multimodal formats. Ex. Use a multiple message voice output device to state the purpose of a presentation by a
evaluate the possible visually, strategies to evaluate evaluate the motives visitor (e.g., “Tell about work in city.”) and relate information (e.g., “Know what jobs.”).
motives behind its quantitatively, the motives (social, (social, commercial,
presentation orally) commercial, political) political) behind the Level III Students will:
behind the presentation EESL.8.2. Describe the purpose of information presented in graphical, oral, visual, or
evaluate the presentation multimodal formats.
motives Students understand Ex. State the purpose of an informational video (e.g., “Teach us about lions.”).
vocabulary words: that listeners or Ex. State the purpose of a graph (e.g., “Shows you what kids like to wear most.”).
analyze, purpose, viewers form a Ex. Use a multiple message voice output device to state the purpose of a presentation by a
visitor (e.g., “Tell about work in city.”).
motives thorough
understanding of a
topic, text, or issue by EESL.8.2. Identify the topic of information presented in oral, visual, or multimodal formats.
evaluating the Ex. State the topic of an information video (e.g., “lions”).
credibility and Ex. State the topic of a graph (e.g., “things kids wear”).
accuracy of Ex. Use a multiple message voice output device to state the topic of a presentation by a visitor
information presented (e.g., “work”).
in diverse media and
formats. Level I Students will:
EESL.8.2. Identify one detail or fact from information presented in oral, visual, or multimodal
formats.
Ex. After watching an informational video, select from an array of choices a picture that reflects
one detail or fact from the video.
Ex. After viewing and discussing a graph of things students like to wear the most, select a
garment from a display of garments when asked, “What did the students like to wear?”
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8th Grade
College and Career Readiness (CCR) Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Collaboration
Delineate a speaker’s Quarter 1: Quarter 2: Quarter 3: Quarter 4:
argument and specific Define and identify a Define and identify a Define and identify a
claims, evaluating the speaker’s: speaker’s: speaker’s:
soundness of the reasoning • argument • argument • argument
and relevance and sufficiency • claims
• claims • claims
of the evidence and •
Define and identify:
• •
identifying when irrelevant Define and identify: Define and identify:
• sound reasoning
evidence is introduced. • sound reasoning • sound reasoning
• unsound reasoning
• relevant evidence • unsound reasoning • unsound reasoning
• irrelevant evidence • relevant evidence • relevant evidence
• sufficient evidence • irrelevant evidence • irrelevant evidence
• insufficient evidence • sufficient evidence • sufficient evidence
• insufficient evidence • insufficient evidence
Delineate a speaker’s argument and
specific claims Delineate a speaker’s argument and Delineate a speaker’s argument and
specific claims specific claims
Evaluate the soundness of a speaker’s
reasoning
Evaluate the soundness of a speaker’s Evaluate the soundness of a speaker’s
Evaluate the relevance and reasoning reasoning
sufficiency of a speaker’s evidence
Evaluate the relevance and Evaluate the relevance and
Distinguish between: sufficiency of a speaker’s evidence sufficiency of a speaker’s evidence
• sound and unsound reasoning
• relevant and irrelevant Distinguish between: Distinguish between:
evidence • sound and unsound reasoning • sound and unsound reasoning
• sufficient and insufficient • relevant and irrelevant evidence • relevant and irrelevant evidence
evidence
• sufficient and insufficient evidence • sufficient and insufficient evidence
in a speaker’s argument
in a speaker’s argument in a speaker’s argument
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During or after listening or delineate Students know: Students understand EESL.8.3. Determine Level IV Students will:
viewing, students: that/are able to: whether claims in an EESL.8.3. Determines which claims in an oral presentation are fact and which are
argument techniques for oral presentation are opinion.
delineate a speaker's attentive listening listen attentively to fact or opinion. Ex. After listening to an oral presentation and being provided with a list of claims from
argument and specific specific claims a speaker to the presentation, sort them into two groups: facts and opinions.
the relationship delineate and
claims Ex. After viewing a video of an oral presentation once, watch again and when the
between an argument evaluate:
evaluate the teacher stops the video after each claim, determine if the claim is fact or opinion.
and specific claims
evaluate soundness of the soundness
reasoning main argument(s) Level III Students will:
techniques for
reasoning recording a speaker's EESL.8.3. Determine whether claims in an oral presentation are fact or opinion.
evaluate relevance and specific claims
arguments, specific Ex. Restate a claim made by the presenter and tell if it is true or not (e.g., “He said
sufficiency of evidence relevance and claims, supporting frogs catch flies with their tongues. Fact! My frog eats flies.”).
sufficiency reasons, and evidence
claims supported by
Ex. After listening to an oral presentation and being presented with two claims from
identify where irrelevant evidence
the presentation, indicate which is fact and which is opinion.
evidence is introduced evidence signal words included
in speeches to indicate claims not supported
irrelevant evidence transitions or by evidence
EESL.8.3. Determine whether a single claim made by a speaker is fact or opinion.
relationships between
Ex. During a conversation about a book, indicate whether a peer’s comment is fact or
ideas reasoning and use of
opinion (e.g., A peer says, “That was the best book ever!” When asked, the student can
supporting evidence
techniques for indicate if the statement is fact or opinion.).
evaluating the Ex. After morning announcements, when the teacher writes one of the statements that
irrelevant evidence
soundness of was made on the board (e.g., “The boys won the track meet.”), indicate if the statement
reasoning is fact or opinion.
Students understand
that discerning
strategies for Level I Students will:
listening involves
identifying when EESL.8.3. State own opinion on a topic.
irrelevant evidence is critiquing and
Ex. After listening to an oral presentation, select a symbol to indicate whether it was a
introduced evaluating.
good or bad presentation.
Ex. After listening to an oral presentation, give a thumbs-up or thumbs-down to
indicate whether it was a good or bad presentation.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Speaking and Listening Cluster: Presentation of Grade: 8 Standard 4 (SL.8.4)
Knowledge and Ideas
Present claims and findings, Quarter 1: Quarter 2: Quarter 3: Quarter 4:
emphasizing salient points in Identify claims/findings Identify claims/findings Identify claims/findings
a focused, coherent manner
with relevant evidence, Identify: Identify: Identify:
sound valid reasoning, and • appropriate eye contact • appropriate eye contact • appropriate eye contact
well-chosen details; use • adequate volume • adequate volume • adequate volume
appropriate eye contact, • clear pronunciation • clear pronunciation • clear pronunciation
adequate volume, and clear
pronunciation. Determine: Determine: Determine:
• salient points • salient points • salient points
• relevant evidence • relevant evidence • relevant evidence
• sound, valid reasoning • sound, valid reasoning • sound, valid reasoning
• well-chosen details • well-chosen details • well-chosen details
Organize points and details in a Organize points and details in a coherent Organize points and details in a coherent
coherent manner manner manner
Give oral presentation presenting Give oral presentation presenting claims Give oral presentation presenting claims
claims and findings emphasizing and findings emphasizing salient points and findings emphasizing salient points
salient points with: with: with:
• relevant evidence • relevant evidence • relevant evidence
• sound, valid reasoning • sound, valid reasoning • sound, valid reasoning
• well-chosen details • well-chosen details • well-chosen details
in a focused, coherent manner in a focused, coherent manner in a focused, coherent manner
Demonstrate: Demonstrate: Demonstrate:

• appropriate eye contact • appropriate eye contact • appropriate eye contact
• adequate volume • adequate volume • adequate volume
• clear pronunciation • clear pronunciation • clear pronunciation
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Students use appropriate claims and findings Students know: Students understand EESL.8.4. Present Level IV Students will:
eye contact, adequate that/are able to: findings including EESL.8.4. Present findings including relevant details to support claims.
volume, and clear emphasizing salient techniques for relevant details. Ex. Use presentation software to present information from an inquiry project including
pronunciation to convey points presenting claims and use speaking to present general findings (e.g., Siberian tigers are the largest animals in the cat family.) and
findings claims and findings
focused, coherent ideas specific details (e.g., They weigh up to 1,000 lbs. and grow as long as 13 ft.).
including: focused, coherent Ex. Present findings from a science experiment (e.g., Hot things make cold things
common words and use verbal and non-
manner warm.) including details (e.g., The hot brick stayed hot and the cold pack got warm.).
gestures used by verbal techniques to
presenting claims and speakers to emphasize emphasize key points
findings relevant evidence main points Level III Students will:
select details and EESL.8.4. Present findings including relevant details.
emphasizing main points sound valid techniques for examples to compliment Ex. Present findings from a science experiment (e.g., The cold pack got warm.)
reasoning organizing and main ideas including details (e.g., The hot brick stayed hot.).
using key details and clarifying the Ex. After reading a book to learn about an assigned topic, present information from the
examples well-chosen details relationship between include evidence to book including relevant details.
main points and details support reasoning in a
relevant evidence and appropriate eye verbal presentation Level II Students will:
sound reasoning contact techniques for
EESL.8.4. Present findings.
conveying evidence use appropriate eye
Ex. Presents findings from a science experiment (e.g., The cold pack got warm.).
adequate volume that supports contact
reasoning Ex. Choose from several choices about the findings of an experiment (e.g., one finding
use adequate volume
and two details) and present findings.
clear pronunciation Ex. After viewing a video about an assigned topic for the purpose of learning two key
importance of
appropriate eye use clear pronunciation ideas, present findings.
contact
Students understand that Level I Students will:
importance of the technique, ideas, and EESL.8.4. With guidance and support, present findings from a group project.
adequate volume organization of a speaker Ex. Given a presentation including the findings from a group project, the student uses
impact the engagement a switch to the advance through the slides when prompted.
importance of clear and understanding of the Ex. Use a sequenced message device to present findings from a group project one
pronunciation audience.
detail at a time.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Knowledge and Ideas
Integrate multimedia and Quarter 1: Quarter 2: Quarter 3: Quarter 4:
visual displays into Integrate multimedia and Integrate multimedia and Integrate multimedia and Integrate multimedia and
presentations to clarify visual displays visual displays visual displays visual displays
information, strengthen
claims and evidence, and add Determine when to integrate Determine when to integrate Determine when to integrate multimedia Determine when to integrate multimedia
interest. multimedia and visual displays to: multimedia and visual displays to: and visual displays to: and visual displays to:
• clarify information • clarify information • clarify information • clarify information
• strengthen claims and • strengthen claims and • strengthen claims and evidence • strengthen claims and evidence
evidence evidence • •
• • Determine when to integrate multimedia Determine when to integrate multimedia
Determine when to integrate Determine when to integrate and visual displays to add interest and visual displays to add interest
multimedia and visual displays to multimedia and visual displays to
add interest add interest Integrate multimedia Integrate multimedia
components/visual displays in a components/visual displays in a
Integrate multimedia Integrate multimedia presentation to: presentation to:
components/visual displays in a components/visual displays in a • clarify information • clarify information
presentation to: presentation to: • strengthen claims and evidence • strengthen claims and evidence
• clarify information • clarify information • add interest • add interest
• strengthen claims and • strengthen claims and
evidence evidence
• add interest • add interest
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Students include integrate Students know: Students understand EESL.8.5. Integrate Level IV Students will:
multimedia components and that/are able to: multimedia and EESL.8.5. Create a presentation with multimedia and visual information integrated
visual displays to: multimedia varied multimedia visual information throughout.
components clarify information, into presentations. Ex. After reading and viewing information about a topic, create a presentation that
clarify information visual displays strengthen claims and includes important information integrated with pictures, sounds, and other multimedia
techniques to evidence, and add elements.
strengthen claims and presentations integrate multimedia interest to a Ex. Create a display to present information on a topic that includes text, illustrations,
evidence and visual displays presentation through pictures, and sounds.
clarify into presentations the integration of
add interest in presentations information multimedia Level III Students will:
appropriate times components and visual EESL.8.5. Integrate multimedia and visual information into presentations.
strengthen claims when multimedia displays Ex. Given a presentation on a familiar topic, select pictures and sounds to include and
and evidence components and select the place where they will fit in the presentation.
visual displays can be The student Ex. Given the text of a presentation displayed on an interactive whiteboard and a
add interest used for clarification, understand that a palette of clip art images, select images and place them into the presentation.
emphasis, and speaker can clarify,
interest emphasize Level II Students will:
information, and add EESL.8.5. Select visuals and other multimedia elements to include in a presentation.
techniques for interest through Ex. Given an array of pictures, select pictures to include in a presentation.
creating multimedia multimedia Ex. Given a selection of sound clips, select the sounds to include in a presentation.
components or visual components and visual
displays for displays. Level I Students will:
clarification, EESL.8.5. With guidance and support, select a visual or other multimedia element to
emphasis, and include in a group presentation.
interest Ex. Given a presentation created by a small group of peers and an array of possible
visual supports identified by peers, select a visual to include in the presentation.
Ex. Given a presentation created by a group of peers and two possible sound effects to
include, select a sound effect.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Knowledge and Ideas
Describe the qualities of Describe the qualities of Describe the qualities of Describe the qualities of
formal speech formal speech formal speech formal speech
Describe the qualities of Describe the qualities of Describe the qualities of Describe the qualities of
Adapt speech to a variety of informal speech informal speech informal speech informal speech
contexts and tasks,
demonstrating command of Determine if formal or informal Determine if formal or informal Determine if formal or informal speech is Determine if formal or informal speech is
formal English when speech is appropriate in the speech is appropriate in the appropriate in the context of a given appropriate in the context of a given
indicated or appropriate. (See context of a given situation context of a given situation situation situation
grade 8 Language standards 1
and 3 on page 52 for specific Adapt speech to a given context Adapt speech to a given context or Adapt speech to a given context or task Adapt speech to a given context or task
expectations.) or task when speaking task when speaking when speaking when speaking
Demonstrate correct use of formal Demonstrate correct use of formal Demonstrate correct use of formal English Demonstrate correct use of formal English
English when speaking English when speaking when speaking when speaking
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Students: adapt speech Students knows: Students understand EESL.8.6. Adapt Level IV Students will:
that/are able to: communication to a EESL.8.6. Adapt communication to a variety of contexts and tasks using complete
adapt speech to a variety of variety of what types of variety of contexts sentences when indicated for formal situations.
contexts and tasks. contexts and contexts call for adapt their speech and tasks using Ex. When discussing questions for an interview, use telegraphic speech but compose
tasks formal English appropriately to task complete sentences complete sentences when actually interviewing peers (e.g., The student says, “Ask
demonstrate command of and situation when indicated or name, age, favorite singer, why” then ask the following: “Hi, can you help me with a
speaking in formal English demonstrating techniques for appropriate. project? I need to ask you some questions. What is your name? How old are you?
when indicated or command of evaluating whether demonstrate command Who is your favorite singer? Tell me why you think that. Thanks for your help!”).
appropriate formal English formal English is of formal English
appropriate to a task when appropriate to Level III Students will:
when indicated and situation task and situation EESL.8.6. Adapt communication to a variety of contexts and tasks using complete
or appropriate sentences when indicated or appropriate.
vocabulary: formal Students understand Ex. During lunch, adapt from informal, telegraphic speech when communicating with
English that a speaker is peers (e.g., The student holds up the milk carton and says, “help”) to complete
flexible in his/her use sentences when an adult stops to ask a question (e.g., “We can go now.”).
of language and Ex. During a discussion, speak in complete sentences to share prepared information
technique based on and shift to informal language to respond to follow-up questions from peers.
task and situation.
EESL.8.6. Communicate in a variety of contexts and tasks using complete sentences
when asked.
Ex. After saying, “more,” expand to say, “I want more” when asked.
Ex. After using a multiple message voice output device to say, “bad class,” expand it
to say, “The class was bad.” when asked to say it in a complete sentence.

EESL.8.6. Communicate in a variety of contexts.
Ex. When working with peers, eye gaze to choices offered by peers to make choices
and contribute.
Ex. When working with a related services provider, select a symbol from an array of
options to communicate a choice of activities.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Strand: Language Cluster: Conventions of Grade: 8 Standard 1 (L.8.1)
Standard English
Define verbals: Define verbals: Define verbals: Define verbals:
• gerunds • gerunds • gerunds • gerunds
• participles • participles • participles • participles
Demonstrate command of the • infinitives • infinitives • infinitives • infinitives
conventions of standard • • • •
English grammar and usage Recognize verbs: Recognize verbs: Recognize verbs: Recognize verbs:
when writing or speaking. • active voice • active voice • active voice • active voice
• passive voice • passive voice • passive voice • passive voice
a. Explain the function of
verbals (gerunds, participles, Identify verb moods: Identify verb moods: Identify verb moods: Identify verb moods:
infinitives) in general and • indicative • indicative • indicative • indicative
their function in particular • Imperative • Imperative • Imperative • Imperative
sentences. • Interrogative • Interrogative • Interrogative • Interrogative
• conditional • conditional • conditional • conditional
b. Form and use verbs in the • subjunctive • subjunctive • subjunctive • subjunctive
active and passive voice.
Recognize inappropriate verb Recognize inappropriate verb Recognize inappropriate verb voice and Recognize inappropriate verb voice and
c. Form and use verbs in the voice and mood voice and mood mood mood
indicative, imperative,
interrogative, conditional, Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions Demonstrate command of the conventions
and subjunctive mood. conventions of standard English conventions of standard English of standard English grammar an of standard English grammar an
grammar an grammar an d usage when writing: d usage when writing:
d. Recognize and correct d usage when writing: d usage when writing:
inappropriate shifts in verb Explain the function of verbals in general Explain the function of verbals in general
voice and mood.* Explain the function of verbals in Explain the function of verbals in and in sentences and in sentences
general and in sentences general and in sentences
Form and use verbs in active and passive Form and use verbs in active and passive
Form and use verbs in active and Form and use verbs in active and voice voice
passive voice passive voice
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Use the following verb moods correctly: Use the following verb moods correctly:
Use the following verb moods Use the following verb moods • indicative • indicative
correctly: correctly: • imperative • imperative
• indicative • indicative • interrogative • interrogative
• imperative • imperative • conditional • conditional
• interrogative • interrogative • subjunctive • subjunctive
• conditional • conditional in writing and speaking in writing and speaking
• subjunctive • subjunctive
in writing and speaking in writing and speaking Correct inappropriate shifts Correct inappropriate shifts
in verb voice and mood in verb voice and mood
Correct inappropriate shifts Correct inappropriate shifts
in verb voice and mood in verb voice and mood Demonstrate command of the conventions Demonstrate command of the conventions
of standard English grammar and usage of standard English grammar and usage
Demonstrate command of the Demonstrate command of the speaking speaking
conventions of standard English conventions of standard English
grammar and usage speaking grammar and usage speaking Form and use verbs in active and passive Form and use verbs in active and passive
voice correctly voice correctly
Form and use verbs in active and Form and use verbs in active and
passive voice correctly passive voice correctly Use the following verb moods correctly: Use the following verb moods correctly:
indicative indicative
Use the following verb moods Use the following verb moods imperative imperative
correctly: correctly: interrogative interrogative
indicative indicative conditional conditional
imperative imperative subjunctive subjunctive
interrogative interrogative in writing and speaking in writing and speaking
conditional conditional
subjunctive subjunctive Correct inappropriate shifts in verb voice Correct inappropriate shifts in verb voice
in writing and speaking in writing and speaking and mood and mood
Correct inappropriate shifts in verb Correct inappropriate shifts in verb

voice and mood voice and mood
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Students, when writing demonstrate Students know: Students understand EEL.8.1. Level IV Students will:
and/or speaking, apply command that/are able to: Demonstrate EEL.8.1.a. N/A
standard grammar and correct grammar and conventions of EEL.8.1.b. Form and use the simple regular and irregular verb tenses (e.g., I eat, I ate,
usage including: conventions of usage impacts how apply conventional standard English I am eating).
standard English well a message is grammar and usage grammar when Ex. Given a model of text with multiple forms of one verb (Look at me run. Yesterday
understanding parts of understood in writing and writing or I ran. Tomorrow I will go running. Do you like to run?) The student writes own book
speech (verbals) grammar speaking to convey a communicating. using another verb (Look at me eat. Yesterday I ate. Tomorrow I will be eating. Do
vocabulary: verbals, message that is you like to eat?).
using active and passive usage gerunds, participles, easily understood by N/A EEL.8.1.c. N/A
voice correctly infinitives, active the intended EEL.8.1.d. Shift nouns and verbs to match as appropriate.
verbals verbs, passive verbs, audience Form and use the Ex. Combine two sentences that require changes to nouns and/or verbs when combined
varying verb mood verb voice, verb simple verb tenses (e.g., I am going. You are going. We are going.).
gerunds mood explain the function (e.g., I walked, I walk,
recognizing and correcting of verbals in a I will walk). Level III Students will:
shifts in verb voice and participles particular sentence EEL.8.1.a. N/A
mood N/A
infinitives use active and EEL.8.1.b. Form and use the simple verb tenses (e.g., I walked, I walk, I will walk).
passive voice Use appropriate verbs Ex. In reviewing the day’s schedule, the student reports, “I did reading, I went to P.E.,
active verbs correctly to match nouns. I ate snack, etc.
EEL.8.1.c. N/A
passive verbs vary verb mood as EEL.8.1.d. Use appropriate verbs to match nouns.
appropriate in Ex. Use appropriate forms of is and are when describing self and others.
indicative mood original writing
imperative mood recognize and EEL.8.1.a. N/A
correct shifts in verb EEL.8.1.b. Use past tense verbs when writing or communicating.
interrogative voice and mood Ex. Write captions for photos showing an activity the class did identifying the action in
mood
the photo (e.g., saw movie, danced to music, cooked pizza, worked).
Students understand EEL.8.1.c. N/A
conditional mood that the effectiveness EEL.8.1.d. Combine verb + noun in writing or communication.
of a message is Ex. Communicate using a noun and verb (e.g., man go, Sally stay).
subjunctive mood enhanced through Ex. Communicate a desired activity using a noun and verb (e.g., play ball, make cake).
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verb voice appropriate usage
and grammar in Level I Students will:
verb mood authentic, real-world EEL.8.1.a. N/A
situations. EEL.8.1.b. Demonstrate understanding of common verbs.
Ex. Look when asked to look.
Ex. Push the cart when asked to push it.
EEL.8.1.c. N/A
EEL.8.1.d. Demonstrate understanding of common verbs.
Ex. Follow verbal commands (e.g., sit, go, and stay).
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8th Grade
College and Career Readiness (CCR) Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Strand: Language Cluster: Conventions of Grade: 8 Standard 2 (L.8.2)
Standard English
Apply correct capitalization, Apply correct capitalization, Apply correct capitalization, Apply correct capitalization,
punctuation, and spelling when punctuation, and spelling when punctuation, and spelling when writing punctuation, and spelling when writing
writing writing
Use punctuation (commas, Use punctuation (commas,
Use punctuation (commas, Use punctuation (commas, ellipsis, dash) to indicate a pause or a ellipsis, dash) to indicate a pause or a
ellipsis, dash) to indicate a pause ellipsis, dash) to indicate a pause break break
or a break or a break
Demonstrate command of the Use commas to set off words or phrases Use commas to set off words or phrases
conventions of standard Use commas to set off words or Use commas to set off words or that make a distinct break in the flow of that make a distinct break in the flow of
phrases that make a distinct break phrases that make a distinct break thought, including interrupting elements thought, including interrupting elements
English capitalization,
in the flow of thought, including in the flow of thought, including (nonrestrictive/parenthetical) (nonrestrictive/parenthetical)
punctuation, and spelling interrupting elements interrupting elements
when writing. (nonrestrictive/parenthetical) (nonrestrictive/parenthetical) Know that the interrupting Know that the interrupting
element can be a phrase, an adverb like element can be a phrase, an adverb like
a. Use punctuation (comma, Know that the interrupting Know that the interrupting however, a however, a
ellipsis, dash) to indicate a element can be a phrase, an element can be a phrase, an adverb transitional phrase transitional phrase
pause or break. adverb like however, a like however, a like in fact, a name in direct address, word like in fact, a name in direct address, word
transitional phrase transitional phrase or words that identifies or restates or words that identifies or restates
b. Use an ellipsis to indicate like in fact, a name in direct like in fact, a name in direct an immediately preceding noun or an immediately preceding noun or
an omission. address, word or words that address, word or words that pronoun, or an inserted question or pronoun, or an inserted question or
identifies or restates identifies or restates exclamation exclamation
c. Spell correctly. an immediately preceding noun or an immediately preceding noun or
pronoun, or an inserted question pronoun, or an inserted question or Use an ellipsis to slow a reader down Use an ellipsis to slow a reader down
or exclamation exclamation and/or indicate a long stretch of omitted and/or indicate a long stretch of omitted
time time
Use an ellipsis to slow a reader Use an ellipsis to slow a reader
down and/or indicate a long down and/or indicate a long stretch Know that an ellipsis is three or four dots Know that an ellipsis is three or four dots
stretch of omitted time of omitted time within the sentence within the sentence
Know that an ellipsis is three or Know that an ellipsis is three or Use a dash to set off material that is Use a dash to set off material that is
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four dots within the sentence four dots within the sentence parenthetic or summary in nature parenthetic or summary in nature
Use a dash to set off material that Use a dash to set off material that Know that a dash is two hyphens without Know that a dash is two hyphens without
is parenthetic or summary in is parenthetic or summary in a space between them or on either side a space between them or on either side
nature nature
Recall and apply spelling rules Recall and apply spelling rules
Know that a dash is two hyphens Know that a dash is two hyphens
without a space between them or without a space between them or Identify and correct misspelled words Identify and correct misspelled words
on either side on either side
Recall and apply spelling rules Recall and apply spelling rules
Identify and correct misspelled Identify and correct misspelled

words words
*May identify focus skills per quarter
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Students, when writing, demonstrate Students know: Students understand EEL.8.2. Demonstrate Level IV Students will:
apply standard command that/are able to: understanding of EEL.8.2.a. Use end punctuation and capitalization when writing text with multiple
capitalization, punctuation, punctuation (e.g. conventions of sentences.
and spelling including: conventions of comma, ellipsis, apply conventional standard English when Ex. When writing a journal entry, starts each sentence with a capital and ends each
standard English dash) can be used to capitalization, writing. sentence appropriately with a period.
using punctuation to indicate a pause or punctuation, and Ex. Writes a short story and uses correct ending punctuation and capitalization
indicate a pause or break capitalization break spelling in writing to Use end punctuation throughout.
convey a message and capitalization EEL.8.2.b. N/A
spelling words correctly punctuation an ellipsis is used to that is easily when writing a EEL.8.2.c. Spell two-syllable words phonetically, drawing on knowledge of letter-
indicate an omission understood by the sentence or question. sound relationships and/or common spelling patterns.
spelling intended audience Ex. Write a short story, use correct spelling for most words, and use complete
techniques for N/A phonetic spellings for words with two or more syllables.
comma correct spelling use punctuation to
indicate a pause or Spell words Level III Students will:
ellipsis vocabulary: break phonetically, drawing EEL.8.2.a. Use end punctuation and capitalization when writing a sentence or
punctuation, comma, on knowledge of letter- question.
dash ellipsis, dash, spell words correctly sound relationships Ex. Writes as single sentence about an observation during science class and uses a
omission and/or common capital letter to start and a period correctly at the end of the sentence.
spell correctly Students understand spelling patterns. Ex. Writes a note to a friend including the question, “John, will you go?” Capitalizing
that the effectiveness the friend’s name, first word, and using a question mark correctly.
omission of a message is EEL.8.2.b. N/A
enhanced through EEL.8.2.c. Spell words phonetically, drawing on knowledge of letter-sound
correct relationships and/or common spelling patterns.
capitalization, Ex. Spell words phonetically when writing simple sentences.
punctuation, and
spelling. Level II Students will:
EEL.8.2.a. Use a period to end a sentence and capitalize the first word.
Ex. When participating in shared writing, remind the teacher to start with a capital and
end the sentence with a period.
EEL.8.2.b. N/A
EEL.8.2.c. Student spells common sight words correctly.
Ex. During shared writing the teacher asks, “Who can help me spell can?” and the
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student replies, c-a-n.
Ex. In own writing, student spells common sight words correctly including words
like: is, the, in, at, can, on.

EEL.8.2.a. Participate in shared writing of sentences.
Ex. Make a choice from two items to complete a sentence during shared writing.
EEL.8.2.b. N/A
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Language Cluster: Knowledge of Language Grade: 8 Standard 3 (L.8.3)
Use knowledge of language Quarter 1: Quarter 2: Quarter 3: Quarter 4:
and its conventions when Recognize the conventions of Recognize the conventions of Recognize the conventions of language Recognize the conventions of language
writing, speaking, reading, or language for: language for: for: for:
listening. • writing • writing • writing • writing
• speaking • speaking • speaking • speaking
a. Use verbs in the active • reading • reading • reading • reading
and passive voice and in • listening • listening • listening • listening
the conditional and • • • •
subjunctive mood to Recognize when: Recognize when: Recognize when: Recognize when:
achieve particular effects • verbs are active or passive • verbs are active or passive • verbs are active or passive voice • verbs are active or passive voice
(e.g., emphasizing the voice voice • verbs are conditional and • verbs are conditional and
actor or the action; • verbs are conditional and • verbs are conditional and subjunctive mood subjunctive mood
expressing uncertainty or subjunctive mood subjunctive mood
describing a state Apply knowledge of language when: Apply knowledge of language when:
contrary to fact). Apply knowledge of language Apply knowledge of language • writing • writing
when: when: • reading • reading
• writing • writing • listening • listening
• reading • reading • •
• listening • listening Apply knowledge of language Apply knowledge of language
• • conventions when: conventions when:
Apply knowledge of language Apply knowledge of language • writing • writing
conventions when: conventions when: • reading • reading
• writing • writing • listening • listening
• reading • reading
• listening • listening Determine when to use: Determine when to use:
• verbs in active or passive voice • verbs in active or passive voice
Determine when to use: Determine when to use: • verbs in the conditional and • verbs in the conditional and
• verbs in active or passive • verbs in active or passive subjunctive mood subjunctive mood
voice voice to achieve particular effects to achieve particular effects
• verbs in the conditional • verbs in the conditional and when writing when writing
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and subjunctive mood subjunctive mood
to achieve particular effects to achieve particular effects Use knowledge of language when Use knowledge of language when
when writing when writing speaking speaking
Use knowledge of language when Use knowledge of language when Use knowledge of language conventions Use knowledge of language conventions
speaking speaking when speaking when speaking
Use knowledge of language Use knowledge of language Determine when to use: Determine when to use:
conventions when speaking conventions when speaking • verbs in active or passive voice • verbs in active or passive voice
• verbs in the conditional and • verbs in the conditional and
Determine when to use: Determine when to use: subjunctive mood subjunctive mood
• verbs in active or passive • verbs in active or passive to achieve particular effects to achieve particular effects
voice voice when speaking when speaking
• verbs in the conditional • verbs in the conditional and
and subjunctive mood subjunctive mood
to achieve particular effects to achieve particular effects
when speaking when speaking
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Students, in writing and/or conventions Students know: Students understand EEL.8.3. Use Level IV Students will:
speaking: that/are able to: knowledge of language EEL.8.3.a. N/A.
verbs in the active verbs are used in the and its conventions
use verbs in the active and and passive voice active or passive use verbs in the when writing, Level III Students will:
passive voice voice active and passive speaking, reading, or EEL.8.3.a. Use to-be verbs (am, are, is, was, were, be, become, became) accurately
verbs in the voice listening. when writing and communicating.
use verbs in the conditional and verbs are used in the Ex. Shift from “I am” to “we are” when talking an upcoming event.
conditional and subjunctive mood conditional and use verbs in the Use to-be verbs (am, Ex. Write in journal about own feelings I am and those of friends he is or he was.
subjunctive mood to subjunctive mood to conditional and are, is, was, were, be,
achieve particular effects achieve particular subjunctive mood become, became) Level II Students will:
effects accurately when EEL.8.3.a. Uses I am and I was accurately when writing and communicating.
use verbs to achieve writing and Ex. Reports on emotions saying, “I am happy.”
vocabulary: active particular effects communicating. Ex. Write “I was scared” when writing about a movie they watched.
voice, passive voice, (e.g. emphasizing the
conditional mood, actor or the action, Level I Students will:
subjunctive mood expressing EEL.8.3.a. Demonstrates understanding of common verbs.
uncertainty, Ex. Respond when asked a question using a common verb (e.g., “Do you want to go?
describing a state Are you ready?”).
contrary to fact) Ex. Point to a picture that depicts a common verb (e.g., “Show me run.”).
Students understand
that carefully
choosing precise
language can achieve
particular effects and
communicate
complex ideas,
actions, moods, and
states.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
Strand: Language Cluster: Vocabulary Acquisition Grade: 8 Standard 4 (L.8.4)
and Use
Determine or clarify the Quarter 1: Quarter 2: Quarter 3: Quarter 4:
meaning of unknown and Recognize that many words have Recognize that many words have Recognize that many words have more Recognize that many words have more
multiple-meaning words or more than one meaning more than one meaning than one meaning than one meaning
phrases based on grade 8
Identify common, grade- Identify common, grade- Identify common, grade- Identify common, grade-
reading and content, choosing appropriate Greek and Latin appropriate Greek and Latin appropriate Greek and Latin affixes and appropriate Greek and Latin affixes and
flexibly from a range of affixes and roots affixes and roots roots roots
strategies.
Consult general and Consult general and Consult general and Consult general and
a. Use context (e.g., the specialized reference specialized reference specialized reference specialized reference
overall meaning of a sentence materials, both print and materials, both print and materials, both print and materials, both print and
or paragraph; a word’s digital, to: digital, to: digital, to: digital, to:
position or function in a • find pronunciation • find pronunciation • find pronunciation • find pronunciation
sentence) as a clue to the • determine or clarify • determine or clarify precise • determine or clarify precise • determine or clarify precise
meaning of a word or phrase. precise meaning or part meaning or part meaning or part meaning or part
of speech of speech of speech of speech
b. Use common, grade-
appropriate Greek or Latin Verify the initial determination of Verify the initial determination of t Verify the initial determination of t Verify the initial determination of t
t he meaning of a word he meaning of a word he meaning of a word
affixes and roots as clues to he meaning of a word
the meaning of a word (e.g., Clarify the intended meaning of Clarify the intended meaning of multiple- Clarify the intended meaning of multiple-
precede, recede, secede). Clarify the intended meaning of multiple- meaning words and meaning words and
multiple- meaning words and phrases phrases
c. Consult general and meaning words and phrases
specialized reference phrases Determine the meaning of a word or Determine the meaning of a word or
materials (e.g., dictionaries, Determine the meaning of a word phrase by: phrase by:
glossaries, thesauruses), both Determine the meaning of a word or phrase by: • using context clues • using context clues
print and digital, to find the or phrase by: • using context clues • using common Greek and Latin • using common Greek and Latin
pronunciation of a word or • using context clues • using common Greek and affixes and roots affixes and roots
• using common Greek and Latin affixes and roots
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determine or clarify its precise Latin affixes and roots • • •
meaning or its part of speech. • Choose flexibly from a range of Choose flexibly from a range of Choose flexibly from a range of
Choose flexibly from a range of vocabulary strategies to determine vocabulary strategies to determine or vocabulary strategies to determine or
d. Verify the preliminary vocabulary strategies to or clarify the meaning of an clarify the meaning of an clarify the meaning of an
determination of the meaning determine or clarify the meaning unknown word or phrase unknown word or phrase unknown word or phrase
of a word or phrase (e.g., by of an
checking the inferred meaning unknown word or phrase
in context or in a dictionary).
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Students employ a variety grade 8 reading Students know: Students understand EEL.8.4. Level IV Students will:
of strategies in writing and content that/are able to: Demonstrate EEL.8.4.a. Use context to determine the meaning of a new word.
and/or speaking to establish context (e.g. the knowledge of new Ex. Given a sentence with an underlined word, replace the underlined word with
the meaning of unknown common, grade- overall meaning of a determine the vocabulary drawn another word that has the same meaning.
and multiple-meaning appropriate Greek sentence or meaning of unknown from reading and EEL.8.4.b. N/A
words and phrases based on and Latin affixes paragraph, a word's words or phrases by content areas. EEL.8.4.c. Consult reference materials (dictionaries, online vocabulary supports) to
grade 8 reading and content and roots position or function drawing upon context clarify the meaning of unfamiliar words encountered when reading.
by: in a sentence) is a clues (e.g. the overall Use context to Ex. Use the vocabulary look-up feature in a screen reader to check the meaning of an
clue to the meaning meaning of a identify which word unknown word.
using context clues to of the word sentence or in an array of content Ex. Use an electronic dictionary to enter an unfamiliar word encountered in text and
determine meaning (e.g. the paragraph, a word's related words is check the meaning.
overall meaning of a words or parts of position or function missing from a Ex. Look up an unfamiliar word in a primary dictionary to check the meaning.
sentence or paragraph, a words come from the in a sentence) sentence. Ex. Use resources to find meaning of unfamiliar words.
word's position or function ancient Greek and EEL.8.4.d. N/A
in a sentence) Latin languages identify and use N/A
Greek and Latin Level III Students will:
using Greek and Latin Greek and Latin roots affixes and roots as Seek clarification and EEL.8.4.a. Use context to identify which word in an array of content-related words is
affixes and roots as clues to provide clues to clues to the meaning meaning support missing from a sentence.
the meaning of a word meanings of of a word when unfamiliar Ex. Complete a maze task by using context to fill in missing words.
unknown words words are EEL.8.4.b. N/A
checking reference use reference encountered while EEL.8.4.c. Seek clarification and meaning support when unfamiliar words are
materials (glossaries, reference materials materials (e.g. reading or encountered while reading or communicating.
dictionaries, thesauruses) in (e.g. glossaries, glossaries, communicating. Ex. While reading, the student points to an unfamiliar word and asks, “What’s that?”
print or digital format for dictionaries, dictionaries, Ex. Use a bulletin board created by a teacher to clarify meaning of an unfamiliar word
the pronunciation, precise thesauruses) provide thesauruses) in print N/A encountered while reading.
meaning of a word, or its information about and digital formats to EEL.8.4.d. N/A
part of speech words ascertain or verify a
word's pronunciation, Level II Students will:
verifying the determination reference materials precise meaning, or EEL.8.4.a. Match vocabulary to meaning.
of the meaning of a word or are in print and part of speech Ex. Match a word to its meaning.
phrase by using context or digital formats Ex. Match a picture to word.
by using a dictionary Students understand EEL.8.4.b. N/A
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techniques to verify that they will EEL.8.4.c. Recognize a new word when encountered while reading or
their preliminary determine meaning of communicating.
determination of the unknown words or Ex. While reading with a teacher, point to a word indicating that it is the new word
meaning of a word phrases by using they just learned.
context, knowledge EEL.8.4.d. N/A
vocabulary: context, of word parts, and
clue, sentence, affix, consulting reference Level I Students will:
root word, glossaries, materials. EEL.8.4.a. Demonstrate an understanding of the meaning of common words.
dictionaries, Ex. Identify an object named by an adult.
thesauruses, reference EEL.8.4.b. N/A
materials, digital, EEL.8.4.c. Asks for help when needed.
pronunciation, part of Ex. Indicates need for help by raising hand, hitting switch, etc.
speech Ex. Use a switch to indicate understanding when asked, “Do you understand?” or “Do
you have any questions?”
Ex. Indicate a need for assistance through gestures, eye contact or gaze, vocalizations,
etc.
EEL.8.4.d. N/A
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8th Grade
College and Career Readiness (CCR) Anchor Standard 5: 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.
and Use
Demonstrate understanding Quarter 1: Quarter 2: Quarter 3: Quarter 4:
of figurative language, word Recognize the: Recognize the:
• meaning of figurative • meaning of figurative
relationships, and nuances in language (e.g. verbal irony,
word meanings. language (e.g. verbal irony,
puns)
puns)
• different types of
a. Interpret figures of speech relationships of words
• different types of
(e.g. verbal irony, puns) in relationships of words
context. Define the meaning of the
terms connotation and denotation. Define the meaning of the
b. Use the relationship (e.g., terms connotation and denotation.
bullheaded, willful, firm, persistent, (e.g.,
between particular words to resolute) bullheaded, willful, firm,
better understand each of the persistent, resolute)
words. Analyze text to locate figures of
speech (e.g. personification) and Analyze text to locate figures of
c. Distinguish among the interpret meanings in context
speech (e.g. personification) and
connotations (associations) interpret meanings in context
of words with similar Analyze the relationship between
denotations (definitions) particular words (e.g. cause/effect,
part/whole, item/category) for clarity Analyze the relationship between
(e.g., bullheaded, willful, particular words (e.g. cause/effect,
firm, persistent, resolute). Distinguish among the part/whole, item/category) for
connotations of words with similar clarity
denotations (e.g.,
bullheaded, willful, firm, persistent,
resolute)
Demonstrate the relationship between

words to find meaning
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Students use writing verbal irony Students know: Students understand EEL.8.5. Level IV Students will:
and/or speaking to that/are able to: Demonstrate an EEL.8.5.a. Uses multiple meaning words.
demonstrate understanding nuances relationships between understanding of Ex. Use words in a communication device to convey multiple meanings (e.g., uses
of figurative language, words can be used to interpret verbal irony word relationships. cool to comment on the temperature and the shirt someone is wearing).
word relationships and figurative understand words EEL.8.5.b. Use compound and complex words when writing and communicating.
nuances in word meanings language interpret puns Demonstrate Ex. Write a response to a reading selection that includes some compound or complex
including: differences between understanding of the words.
puns connotation and use the relationship use of multiple EEL.8.5.c. Use a variety of descriptive words to add meaning when writing and
interpreting verbal irony in denotation between particular meaning words. communicating.
context connotations words to better Ex. Uses more than one adjective when providing a description of an event.
vocabulary: verbal understand each of the Use knowledge of Ex. Given an array of adjectives, select several to use in adding more meaning to a
interpreting puns in denotations irony, pun, nuances, words common words to writing assignment that is being revised.
context figurative language, understand the
connotations, distinguish among the meaning of Level III Students will:
using the relationship denotations connotations of words compound and EEL.8.5.a. Demonstrate understanding of the use of multiple meaning words.
between particular words with similar complex words in Ex. Given an array of choices, point to a second meaning of a word when the first
to better understand each denotations which they appear meaning is provided (e.g., draw the curtains).
of the words (e.g., birdhouse, Ex. Describe meaning of sentences that use multiple meaning words in two ways
Students understand household). (e.g., I had a fit when my shoes didn’t fit.).
distinguishing among the that writers and EEL.8.5.b. Use knowledge of common words to understand the meaning of
connotations (associations) speakers carefully Use descriptive compound and complex words in which they appear (e.g., birdhouse, household).
of words with similar select and craft words words to add Ex. Identify a picture that depicts the meaning of a compound or complex word.
denotations (definitions) and phrases to convey meaning when EEL.8.5.c. Use descriptive words to add meaning when writing and communicating.
specific meanings, writing and Ex. Write simple sentences that include adjectives to describe pictures.
ideas, and communicating. Ex. Add a descriptive word to a sentence to enhance the meaning while completing a
relationships for writing assignment.
specific audiences,
tasks, and purposes. Level II Students will:
EEL.8.5.a. Demonstrate understanding of common idioms that include multiple
meaning words.
Ex. Given an array of choices, demonstrate the literal meaning of common idioms
such as we’re cool or you bet.
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EEL.8.5.b. Use knowledge of common words to understand the meaning of
compound words.
Ex. Identify the common word(s) that is part of a compound word.
EEL.8.5.c. With support to identify where descriptive words could be used, add them
to writing and communication.
Ex. After writing a simple sentence, an adult shows the student where an adjective
could be inserted and the student selects the word to insert.
Ex. During a shared writing activity, the teacher writes a sentence leaving a blank
where an adjective could be inserted and the student selects an adjective to insert.

EEL.8.5.a. Respond to a common idiom used by a peer.
Ex. Smile when a peer or teacher says, “We’re cool” to indicate a positive reaction.
EEL.8.5.b. Demonstrate understanding of single-syllable words that comprise
compound words.
Ex. Identify a picture or other symbolic representation of a bird or house.
Ex. Demonstrate understanding of such words as walk (walkway), run (runway), and
hand (handstand) using actions and gestures.
EEL.8.5.c. With support to identify descriptive words.
Ex. Asked, “What color is this ball?,” respond “red.”
Ex. Asked, “How would you describe the girl in the story? Tall or short?,” answers
consistent with story.
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8th Grade
College and Career Readiness (CCR) Anchor Standard 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.
and Use
Acquire and use accurately Quarter 1: Quarter 2: Quarter 3: Quarter 4:
grade-appropriate general Identify general academic and Identify general academic and Identify general academic and domain- Identify general academic and domain-
academic and domain- domain-specific words and phrases domain-specific words and phrases specific words and phrases that are grade specific words and phrases that are grade
specific words and phrases; that are grade that are grade Appropriate Appropriate
gather vocabulary knowledge Appropriate Appropriate
when considering a word or Gather vocabulary knowledge when Gather vocabulary knowledge when
phrase important to Gather vocabulary knowledge Gather vocabulary knowledge considering words and considering words and
comprehension or when considering words and when considering words and phrases important to phrases important to
expression. phrases important to phrases important to comprehension or expression comprehension or expression
comprehension or expression comprehension or expression
Make meaning and use accurately words Make meaning and use accurately words
Make meaning and use accurately Make meaning and use accurately and phrases important to the and phrases important to the
words and phrases important to the words and phrases important to the comprehension of academic and domain- comprehension of academic and domain-
comprehension of academic and comprehension of academic and specific words specific words
domain- domain-
specific words specific words Apply and use knowledge of vocabulary Apply and use knowledge of vocabulary
when considering words and phrases when considering words and phrases
Apply and use knowledge of Apply and use knowledge of important to important to
vocabulary when considering vocabulary when considering comprehension or expression comprehension or expression
words and phrases important to words and phrases important to Select appropriate references and Select appropriate references and
comprehension or expression comprehension or expression resources to aid in gathering vocabulary resources to aid in gathering vocabulary
Select appropriate references and Select appropriate references and knowledge knowledge
resources to aid in gathering resources to aid in gathering
vocabulary knowledge vocabulary knowledge
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Students: acquire Students know: Students understand EEL.8.6. Acquire Level IV Students will:
that/are able to: and use general EEL.8.6. Acquire and use general academic and domain-specific words and phrases.
acquire and use grade- use accurately techniques for academic and Ex. Describe the elements on a map using the legend as needed.
appropriate vocabulary collecting a variety of acquire and use domain-specific Ex. Describe steps in writing (e.g., draft, revise).
accurately grade-appropriate new words accurately grade- words and phrases.
general academic appropriate general Level III Students will:
utilize general academic and domain- grade-appropriate academic words and EEL.8.6. Acquire and use general academic and domain-specific words and phrases.
words and phrases specific words general academic phrases Ex. When asked questions like, “What do you learn in science?,” respond, “magnet.”
and phrases words and phrases Ex. In an end-of-day writing wrap-up, list words and phrases learned during the day.
utilize domain-specific acquire and use
words and phrases gather vocabulary grade-appropriate accurately grade- Level II Students will:
knowledge domain-specific appropriate domain- EEL.8.6. Recognize an academic and domain-specific word.
identify and learn about words and phrases specific words and Ex. Use the word calculator or ruler correctly.
vocabulary that is important phrases
to comprehension and/or techniques for Level I Students will:
expression determining whether identify and EEL.8.6. Respond to an academic or domain-specific word.
a word or phrase is investigate vocabulary Ex. Use switches or symbols to respond to words from science (e.g., plant, animal).
important to important to Ex. After the teacher uses objects to teach new vocabulary to the class, respond to
comprehension comprehension objects from science or social studies when asked.
techniques for identify and

determining whether investigate vocabulary
a word or phrase is important to
important to expression
expression
Students understand
techniques for using that the extensive
context and resources vocabulary needed for
to understand success in and beyond
important vocabulary school is built through
reading, study, and
application.
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8th ELA Pacing Guide Version 3

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8th ELA Pacing Guide Version 3

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Pojoaque Valley Schools

English Language Arts CCSS Pacing Guide

Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Analyze lines of incidents for: Analyze lines of incidents for:

Level I Students will:

Analyze the faithfulness or

Evaluate the outcome/impact of choices

Evaluate how the myths,

Determine strongly supporting Determine strongly supporting details for:

College and Career Readiness (CCR) Anchor Standard 2:

Determine the relationship of ideas that

Contrast the distinctions

Level I Students will:

Identify : Identify : Identify : Identify :

Support your analysis with Support your analysis with

Level I Students will:

Level I Students will:

Evaluate an argument in a text

Students understand Level I Students will:

Level I Students will:

Plan a concluding statement or section Plan a concluding statement or section

Write an argument which: Write an argument which:

d. Use precise language and Select appropriate and varied

Determine suitable: Determine suitable: Determine suitable: Determine suitable:

use style appropriate

apply these skills to

Level I Students will:

a. Apply grade 8 Reading Cite textual evidence

Demonstrate: Demonstrate: Demonstrate:

Level I Students will:

Correct inappropriate shifts in verb Correct inappropriate shifts in verb

Identify and correct misspelled Identify and correct misspelled

*May identify focus skills per quarter

Level I Students will:

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Demonstrate the relationship between

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Level I Students will:

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techniques for identify and

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