3rd Grade



8th Grade

SECOND QUARTER LEARNING PRIORITIES

Common Core Eighth Grade Literacy Standards Emphasized

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as|1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as|

|well as inferences drawn from text. |inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its development over the course of the text, |2. Determine a central idea of a text and analyze its development over the course of the text, including its |

|including its relationship to the characters, setting, and plot; provide an objective summary of the |relationship to supporting ideas; provide an objective summary of the text. |

|text. | |

|3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal |3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., |

|aspects of a character, or provoke a decision. |through comparisons, analogies, or categories). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative and |4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and|

|connotative meanings; analyze the impact of specific word choices on meaning and tone, including |technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or |

|analogies or allusions to other texts. |allusions to other texts. |

|5. Compare and contrast the structure of two or more texts and analyze how the differing structure of |5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences|

|each text contributes to its meaning and style. |in developing and refining a key concept. |

Writing: CCSSW8.2 -- EXPLANATORY (CPS Framework Assessment Specification)

Write informative/explanatory/informational texts to examine a Topic and BIG Question: convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

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

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from and supports the information or explanation presented.

Explanatory writing aligns with reading standard 7—integrate from different sources; and writing standard 7—research to understand a topic.

Eighth Grade: Second Quarter Learning Priorities Weeks 11-12

| |Week 11 Include response to REACH assessment |Week 12 |

|Reading Literature |Answer with Evidence |Answer with Evidence |

|CCSSRL.8.1 |Answer analytic questions and respond with evidence |Answer inferential questions and respond with evidence |

|Answer with evidence | | |

| |Question |Question |

|Analyze author’s choices. |Answer |Answer |

|8.5 |evidence |evidence |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| |Analyze author’s choices—why the writer included details, structured the plot the way|Analyze author’s choices—why the writer included details, structured the plot the way it|

| |it supports the theme. |supports the theme. |

|Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI.6.1 | | |

|Read closely, analyze, answer with |Analyze how writer uses structure and examples to communicate ideas and examples—how |Analyze how writer uses structure and examples to communicate ideas and examples—how the|

|evidence |the writer supports a claim. |writer supports a claim. |

|6.2 analyze ideas –central and main | | |

|6.5 analyze author’s choices | | |

|Social Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI.6.1 | | |

|Read closely, analyze, answer with |Analyze how writer uses structure and examples to communicate ideas and examples—how |Analyze how writer uses structure and examples to communicate ideas and examples—how the|

|evidence |the writer supports a claim. |writer supports a claim. |

|6.2 analyze ideas—central and main | | |

|6.5 analyze author’s choices | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, | | |

|diction | | |

|Word Knowledge |Multi-meaning words |Paraphrase |

|CCSSRI8.4 | | |

|context | | |

|Writing |Outline essay or report—relate to content focus. |Write, then edit essay or report for transitions and coherence (based on prior week |

|explanatory/informational |clear focus and support |outline) |

|MATH |This Week’s Focus: |This Week’s Focus: |

|Practice Standard 1: analyze problem, | | |

|then solve it |Math Journal |Math Journal |

|6. work with precision |Extended Response |Short Response |

Eighth Grade: Second Quarter Learning Priorities Weeks 13-14

| |Week 13 |Week 14 |

|Reading Literature |Compare and contrast fiction and poetry Give examples of how fiction |Draw logical conclusions |

|8.5 analyze author’s techniques—choices |authors and poets use details and other techniques to create a mood. |Explain how words help communicate theme/idea |

|8.6 Analyze how author accomplishes purpose |Contrast that approach with the way a poet develops a theme. |Read poetry . |

| | | |

| | |Interpret non-literal language—explain how to interpret it |

| | |Explain metaphors, similes, symbols with examples |

|Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI. | | |

|8.2 summarize; central idea, claims, support |Analyze writer’s choices to communicate central idea and main ideas. | |

|8.5Analyze author’s support of a position—the writer’s |Evaluate strength and sufficiency of support for a claim. |Integrate information and ideas from two or more different sources to respond to |

|choices—including how effectively the writer supports a |Integrate information and ideas from two or more different sources to |the big question—may use them to support a claim. |

|claim ( standard 8) |respond to the big question. (May use them to support a claim). | |

|Social Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI. | | |

|8.5 Analyze author’s support of a position |Analyze writer’s choices to communicate central idea and main ideas. |Analyze writer’s choices to communicate central idea and main ideas. |

|8.2 summarize |Evaluate strength and sufficiency of support for a claim. |Evaluate strength and sufficiency of support for a claim. |

| |Integrate information and ideas from two or more different sources to |Integrate information and ideas from two or more different sources to respond to |

| |respond to the big question. |the big question—may use them to support a claim. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Use thesaurus |Non-literal terms |

|CCSSRI8.4 context | | |

|Writing |Organize and write response—support a claim. |Strengthen response from previous week—improve relevance and sufficiency of |

|explanatory/informational | |evidence. |

|MATH |This Week’s Focus: |This Week’s Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

|6. work with precision | | |

| |Math Journal |Math Journal |

| |Extended Response |Short Response |

Eighth Grade: Second Quarter Learning Priorities Weeks 15-16

| |Week 15 |Week 16 |

|Reading Literature |Analyze how an author develops a theme. |Analyze how the writer develops theme—what examples support it. |

|CCSSRL. |Infer author’s purpose—development of the theme or lesson-- and analyze |Re-read to locate information to support an idea or theme. Analyze author’s use of |

|8.1 analyze, then infer; |techniques author uses to achieve it—examples, tone, setting, |words, characters, examples, events, comparisons, contrasts, symbols, similes to |

|Answer with evidence |characterization, figurative language |accomplish purpose |

|8.2 infer theme and |Write synopsis of next part that continues the theme. | |

|8.5 analyze how author communicates it | |Compare theme across stories—contrast how different authors develop it. |

|8.9 compare stories with same theme | | |

|Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI | | |

|8.5 analyze author’s techniques |Use structure of text to identify central idea, main ideas, and effective |Use structure of text to identify central idea, main ideas, and effective examples. |

|8.2 determine main idea |examples. Evaluate strength and sufficiency of support for a claim. |Evaluate strength and sufficiency of support for a claim. |

| | | |

| |Integrate information and ideas from two or more different sources to |Integrate information and ideas from two or more different sources to respond to the big|

| |respond to the big question. May use them to support a claim. |question. May use them to support a claim. |

|Social Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI | | |

|8.5 analyze author’s techniques |Use structure of text to identify central idea, main ideas, and effective |Use structure of text to identify central idea, main ideas, and effective examples. |

|8.2 determine central idea, main ideas and |examples. Evaluate strength and sufficiency of support for a claim. |Evaluate strength and sufficiency of support for a claim. |

|support; analyze support for a claim (standard| | |

|8) |Integrate information and ideas from two or more different sources to |Integrate information and ideas from two or more different sources to respond to the |

| |respond to the big question. |big question. |

|Fluency |This week’s read-aloud |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Explain literal, figurative; paraphrase text |Use structure (root) and context to determine word meaning in text (confirm meaning |

|CCSSRI8.4 | |through context—relate to multi-meaning words). |

|Word structure; context | | |

|Writing |Write own guide to writing an explanatory/informational essay or report or |Follow guide (from previous week) to outline, draft essay or report or response |

|Explanatory/informational |response to support a claim. | |

|MATH |This Week’s Focus: |This Week’s Focus: |

|Practice Standard 1: analyze problem, then | | |

|solve it |Math Journal |Math Journal |

|6 work with precision |Extended Response |Short Response |

Eighth Grade: Second Quarter Learning Priorities Weeks 17-18

| |Week 17 |Week 18 |

|Reading Literature |Determine the theme of a text. |Determine the theme of a text. |

|CCSSRL.8.1 |Analyze how the writer develops it—what examples support it. |Analyze how the writer develops it—what examples support it. |

|Analyze then answer analytic and inferential |Re-read to locate information to support an idea or theme. Analyze author’s use of |Analyze author’s use of words, characters, examples, events, comparisons, |

|questions—with evidence |words, characters, examples, events, comparisons, contrasts, symbols, similes to |contrasts, symbols, similes to accomplish purpose |

|Analyze why the author includes details 8.5 |accomplish purpose |Write the sequel to a story. |

| |Compare theme across stories—contrast how different authors develop it. | |

| |Write the synopsis of the sequel to a story. | |

|Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI. | | |

|8.1 Read closely, analyze, answer questions with| | |

|evidence |Analyze the relevance and sufficiency of support for a claim. |Analyze the relevance and sufficiency of support for a claim. |

|8.8 evaluate support for a claim | | |

| | | |

|Social Science |TOPIC AND BIG QUESTION: |TOPIC AND BIG QUESTION: |

|CCSSRI. | | |

|8.1 Read closely, analyze, answer questions with|Analyze the relevance and sufficiency of support for a claim. | |

|evidence | |Analyze the relevance and sufficiency of support for a claim. |

|8.5 analyze author’s techniques | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Use structure (prefix) to determine word meaning in text—confirm or adjust explanation|Use structure (root-prefix-suffix) to determine word meaning in text—but |

|CCSSRI8.4 |based on context. |confirm or adjust explanation based on context. |

|Word structure | | |

|Writing |Analyze a “mentor” text. |Improve the text from last week--with emphasis on focus support and |

|expository |Identify author’s techniques used to communicate central ideas and main ideas . Then |transitions |

| |outline and write your own text incorporating those techniques. | |

|MATH |This Week’s Focus: |This Week’s Focus: |

|Practice Standard 1: analyze problem, then solve| | |

|it | | |

|6. work with precision |Math Journal |Math Journal |

| |Short Response |Extended Response |

Eighth Grade: Second Quarter Learning Priorities Weeks 19-20

| |Week 19 |Week 20 |

|Reading Literature |Summarize |Summarize and Synthesize |

|CCSSRL. |Analyze a nonfiction text. |Analyze an unfamiliar text: |

|8.5 analyze techniques of the writer |Identify ways the writer uses structure to communicate what is important. |Author’s purpose, message—moral or theme of the text--and how the author achieves|

|8.2 summarize, identify central idea |Then identify the central idea and related ideas in the passage. |it—techniques, characters, sequence of events, other elements the author uses to |

| |Write a summary that includes the main idea, related ideas, and your opinion on why |communicate effectively. |

| |this is an important text to read. | |

| | |Extended response: analyze the author’s message—how it relates to other events or|

| | |stories you know. |

|Science |TOPIC AND BIG QUESTION: |Explain how to evaluate level of support for a claim. |

|8.2 Summarize | | |

|8.5 author’s use of evidence to accomplish |Summarize two different positions on the same issue. |Write a report or response that synthesizes information from different sources to|

|purpose (8.6) |Include quotations from the passages. |support a claim. |

| |Then explain which position you agree with—and summarize your reasons. | |

| | |Cite evidence from texts you have read, including direct quotations. |

|Social Science |TOPIC AND BIG QUESTION: |Write a report or response that synthesizes information from different sources. |

|8.2 summarize | | |

|8.5 author’s use of evidence to accomplish |Summarize two different positions on the same issue. |Cite evidence from texts you have read, including direct quotations. |

|purpose (8.6) |Include quotations from the passages. | |

|8.9 contrast passages on same topic or |Then explain which position you agree with—and summarize your reasons. | |

|issue | | |

|Fluency |This week’s read-aloud: |Students read-aloud with increased fluency. |

|Rate, comprehension, expression, diction | |Students explain how to adjust rate to maintain comprehension |

|Word Knowledge |Analyze the importance of context in determining the meaning of multi-meaning words. |Make explanation/guide to how to use structure and context to figure out word |

|CCSSRI8.4 | |meaning when reading. |

|Word structure; context | | |

|Writing |Analyze, evaluate, then improve a constructed response—improve the support for the |Write guide to writing/editing explanatory texts. |

|explanatory/informational |claim—relevance and sufficiency. | |

| | | |

|MATH |This Week’s Focus: |This Week’s Focus: |

|Practice Standard 1: analyze problem, then | | |

|solve it | |Math Journal |

|6. work with precision |Math Journal |Short Response |

| |Short Response |Math Digest: My guide to the math I’ve learned this quarter |

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