Common Core State Standard Curriculum Map



Jackson County

Common Core State Standard I Can Statements

8th Grade ELA

|Common Core State Standards for ELA |

|Key Ideas and Details I can: |

|1. Cite the textual evidence that most strongly supports an |RL.8.1 Identify the main idea and supporting details in a variety of texts. | |Identify, judge, prove, determine,| |

|analysis of what the text says explicitly as well as inferences |RL.8.1 Judge importance of details. | |infer, evaluate | |

|drawn from the text. |RL.8.1 Prove in group discussion my inference by stating the line in the text that | | | |

| |supports my findings. | | | |

| |RL.8.1 Determine the difference between inferred and explicit text. | | | |

| |RL.8.1 Infer by reasoning | | | |

| |RL.8.1 Evaluate the meaning of a selected passage | | | |

|2. Determine a theme or central idea of a text and analyze its |RL.8.2 Interpret the central theme or idea | |Interpret, discuss, quote, | |

|development over the course of the text, including its |RL.8.2 Discuss in writing or in a group, how the theme is developed through the | |identify, describe, theme, | |

|relationship to the characters, setting, and plot; provide an |text. | |examine, objective summary | |

|objective summary of the text. |RL.8.2 Quote details in a text that show me the theme. | | | |

| |RL.8.2 Identify the problem in the story. | | | |

| |RL.8.2 Describe how characters relate to the problem. | | | |

| |RL.8.2 Identify the point of view of the story. | | | |

| |RL.8.2 Examine each character’s thoughts and feelings. | | | |

| |RL.8.2 Examine the setting and plot of the story. | | | |

| |RL.8.2 Examine the relationship of the elements of the text to the development of | | | |

| |the theme. | | | |

| |RL.8.2 Objectively summarize the text | | | |

|3. Analyze how particular lines of dialogue or incidents in a |RL.8.3 Determine key incidents in the plot within a story or drama. | |Determine, explain, propel, direct|Direct and Indirect characterization.|

|story or drama propel the action, reveal aspects of a character, |RL.8.3 Determine how the dialogue and actions of the characters help to propel the | |characterization, indirect |Focus on dialogue to write a |

|or provoke a decision. |action in the story. | |characterization, dialogue, |character analysis. |

| |RL.8.3 Characterize each character in the story by referencing their dialogue and | |evidence, incidents | |

| |actions. | | | |

| |RL.8.3 Explain through citing evidence from the text why a character makes a certain| | | |

| |decision. | | | |

|Craft and Structure | | | | |

|4. Determine the meaning of words and phrases as they are used in |RL.8.4 Evaluate the author’s use of words by using context clues. | |Evaluate, identify, recognize, | |

|a text, including figurative and connotative meanings; analyze the|RL.8.4 Identify figurative and connotative language and explain the author’s | |determine, evaluate, figurative | |

|impact of specific word choices on meaning and tone, including |reasoning for using each. | |language, connotative language, | |

|analogies or allusions to other texts. |RL.8.4 Recognize analogies and allusions throughout the text. | |analogies, allusions, tone | |

| |RL.8.4 Determine how the author’s word choices develop the tone of the text. | | | |

| |RL.8.4 Evaluate how the author’s word choices relate to other texts. | | | |

| | | | | |

|5. Compare and contrast the structure of two or more texts and |RL.8.5 Identify the structure of the text. | |Identify, compare, contrast, |Structure refers to how the text is |

|analyze how the differing structure of each text contributes to |RL.8.5 Compare and contrast the structure of two or more texts. | |determine, main idea, analyze, |put together (chapters, stanzas, |

|its meaning and style. |RL.8.5 Determine the style and main idea of the text. | |story structure, style, main idea |acts, scene, soliloquy, and sonnet) |

| |RL.8.5 Analyze how the structure of the text helps to develop the meaning and | | | |

| |further explain the style. | | |Style refers to the type of language |

| | | | |used (formal/informal) |

|6. Analyze how differences in the points of view of the characters|RL.8.6 Identify the point of view of each character and audience/reader. | |Identify, compare, contrast, | |

|and the audience or reader (e.g., created through the use of |RL.8.6 Compare and contrast each point of view to determine the effect on the | |define, point of view, irony, | |

|dramatic irony) create such effects as suspense or humor. |reader/audience. | |justify | |

| |RL.8.6 Define the types of irony (situational, dramatic, and verbal) | | | |

| |RL.8.6 Justify how these types of irony create such effects as suspense or humor | | | |

|Integration of Knowledge and Ideas | | |

|7. Analyze the extent to which a filmed or live production of a |RL.8.7 Compare and contrast the live production/drama to the text or script | |Compare, contrast, determine, | |

|story or drama stays faithful to or departs from the text or |RL.8.7 Determine the extent to which the live production/drama remains faithful to | |evaluate | |

|script, evaluating the choices made by the director or actors. |or departs from the text or script. | | | |

| |RL.8.7 Evaluate the choices made by the director or actors. | | | |

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

|9. Analyze how a modern work of fiction draws on themes, patterns |RL.8.9 Identify the theme of a modern work of fiction and a | |Myth, traditional work, religious | |

|of events, or character types from myths, traditional stories, or |myth/traditional/religious work (such as the Bible.) | |work, summarize, direct/indirect | |

|religious works such as the Bible, including describing how the |RL.8.9 Summarize the plot of a modern work of fiction and a | |characterization, themes, | |

|material is rendered new. |myth/traditional/religious work | |character types, analyze, | |

| |RL.8.9 Describe a character through direct/indirect characterization in each type of| |describe, plot | |

| |work | | | |

| |RL.8.9 Analyze how a modern work draws themes, plot, and character types from a | | | |

| |myth, traditional, or religious work. | | | |

|Range of Reading and Level of Text Complexity | | |

|10. By the end of the year, read and comprehend literature, |RL.8.10 Read and comprehend literature at the high end of grades 6-8 text complexity| | | |

|including stories, dramas, and poems, at the high end of grades |band independently and proficiently. | | | |

|6–8 text complexity band independently and proficiently. | | | | |

|Reading Standards for Informational Text |

|Key Ideas and Details | | |

|1. Cite the textual evidence that most strongly supports an |RI.8.1 Identify main idea and supporting details in a variety of texts. | |Identify, determine, prove, infer,| |

|analysis of what the text says explicitly as well as inferences |RI.8.1 Determine the difference between inferred and explicit texts. | |evaluate, inferred text, explicit| |

|drawn from the text. |RI.8.1 Prove in group discussion my inference by stating the line in the text that | |text | |

| |supports my findings. | | | |

| |RI.8.1 Infer by reasoning | | | |

| |RI.8.1 Evaluate the meaning of a selected passage | | | |

|2. Determine a central idea of a text and analyze its development |RI.8.2 Interpret the central idea | |Interpret, analyze, objective | |

|over the course of the text, including its relationship to |RI.8.2 Analyze the development of the central idea and how it relates the details in| |summary, central idea | |

|supporting ideas; provide an objective summary of the text. |the text. | | | |

| |RI.8.2 Objectively summarize the text | | | |

|3. Analyze how a text makes connections among and distinctions |RI.8.3 Identify a specific relationship between people, events, ideas, or concepts | |Identify, evaluate, specific | |

|between individuals, ideas, or events (e.g., through comparisons, |in informational text. | |relationship | |

|analogies, or categories). |RI.8.3 Evaluate the relationship between people, events, ideas, or concepts in | | | |

| |informational text (through comparison, analogies, or categories.) | | | |

| | | | | |

| | | | | |

|Craft and Structure | | |

|4. Determine the meaning of words and phrases as they are used in|RI.8.4 Evaluate the author’s use of words by using context clues. | |Evaluate, identify, recognize, | |

|a text, including figurative, connotative, and technical meanings;|RI.8.4 Identify figurative, connotative, and technical language and explain the | |determine, context clues, | |

|analyze the impact of specific word choices on meaning and tone, |author’s reasoning for using each. | |figurative language, connotative | |

|including analogies or allusions to other texts. |RI.8.4 Recognize analogies and allusions throughout text. | |language, technical language, | |

| |RI.8.4 Determine how the author’s word choices develop the tone of the text. | |analogies, allusions, tone, | |

| |RI.8.4 Evaluate how the author’s word choices relate to other texts. | |author’s reasoning | |

|5. Analyze in detail the structure of a specific paragraph in a |RI.8.5 Identify the text structure of a specific paragraph. | |Identify, describe, explain, text | |

|text, including the role of particular sentences in developing and|RI.8.5 Describe in detail the structure of the paragraph. | |structure, refine, develop | |

|refining a key concept. |RI.8.5 Explain how particular sentences aid in developing and refining a key | | | |

| |concept. | | | |

|6. Determine an author’s point of view or purpose in a text and |RI.8.6 Identify the author’s point of view or purpose. | |Identify, analyze, cite, evidence,| |

|analyze how the author acknowledges and responds to conflicting |RI.8.6 Identify the conflicting viewpoints or evidence. | |point of view, conflicting | |

|evidence or viewpoints. |RI.8.6 Analyze and cite evidence from the text that shows how the author | | | |

| |acknowledges and responds to conflicting evidence or viewpoints. | | | |

|Integration of Knowledge and Ideas |

|7. Evaluate the advantages and disadvantages of using different |RI.8.7 Identify the advantages and disadvantages of different mediums. | |Identify, determine, advantage, |Required mediums: print, digital |

|mediums (e.g., print or digital text, video, multimedia) to |RI.8.7 Determine which type of medium would appropriately present a particular topic| |disadvantage, medium, topic |text, video, multimedia) |

|present a particular topic or idea. |or idea. | | | |

|8. Delineate and evaluate the argument and specific claims in a |RI.8.8 Identify the argument and/or specific claims in a text | |Identify, assess, judge, argument,| |

|text, assessing whether the reasoning is sound and the evidence is|RI.8.8 Identify and assess the evidence to determine relevance. | |claims, evidence, | |

|relevant and sufficient; recognize when irrelevant evidence is |RI.8.8 Identify irrelevant evidence. | |relevant/irrelevant, sound | |

|introduced. |RI.8.8 Judge whether the reasoning is sound or not by citing evidence from the text.| |reasoning | |

| | | | | |

|9. Analyze a case in which two or more texts provide conflicting |RI.8.9 Identify the topic of each text. | |Identify, contrast, topic, | |

|information on the same topic and identify where the texts |RI.8.9 Contrast two texts with conflicting information on the same topic considering| |conflicting information, topic, | |

|disagree on matters of fact or interpretation. |matters of fact or interpretation. | |fact, interpretation, | |

| |RI.8.9 Identify evidence of fact or interpretation from each text. | | | |

| |RI.8.9 Identify where the texts disagree on matters of fact or interpretation. | | | |

|Range of Reading and Level of Text Complexity | | |

|10. By the end of the year, read and comprehend literary |RI.8.10 Read and comprehend literary nonfiction at the high end of grades 6-8 text | | | |

|nonfiction at the high end of the grades 6–8 text complexity band |complexity band independently and proficiently. | | | |

|independently and proficiently. | | | | |

|Writing Standards |

|Text Type and Purposes | | |

|1.Write arguments to support claims with clear reasons and |W.8.1a Compose a topic sentence to introduce my position about a particular claim. | |Compose, compare, contrast, | |

|relevant evidence. |W.8.1a Compare and contrast the claim from alternate or opposing claims. | |organize, support, demonstrate, | |

|a. Introduce claim(s), acknowledge and distinguish the claim(s) |W.8.1a Organize the reasons and evidence logically. | |establish, provide, topic | |

|from alternate or opposing claims, and organize the reasons and |W.8.1b Support claim(s) with logical reasoning and relevant evidence. | |sentence, claim, position, | |

|evidence logically. |W.8.1b Demonstrate an understanding of the topic or text using accurate or credible | |counterclaims, sentence structure,| |

|b. Support claim(s) with logical reasoning and relevant evidence, |sources. | |cohesion, evidence, clarify, | |

|using accurate, credible sources and demonstrating an |W.8.1c Compose sentences using various types of sentence structure to create | |formal style, concluding statement| |

|understanding of the topic or text. |cohesion and clarify the relationships among claim(s), counterclaims, reasons, and | | | |

|c. Use words, phrases, and clauses to create cohesion and clarify |evidence. | | | |

|the relationships among claim(s), counterclaims, reasons, and |W.8.1d Establish and maintain a formal style | | | |

|evidence. |W.8.1e Provide a concluding statement or section that follows from and supports the | | | |

|d. Establish and maintain a formal style. |argument presented. | | | |

|e. Provide a concluding statement or section that follows from and| | | | |

|supports the argument presented. | | | | |

|2. Write informative/explanatory texts to examine a topic and |W.8.2a Compose a topic sentence that will preview what is to follow. | |Compose, organize, utilize, | |

|convey ideas, concepts, and information through the selection, |W.8.2a Organize ideas, concepts, and information into broader categories. | |research, precise language, | |

|organization, and analysis of relevant content. |W.8.2a Utilize formatting, graphics, and multimedia to aid comprehension of relevant| |establish, maintain, provide, | |

|a. Introduce a topic clearly, previewing what is to follow; |content. | |domain-specific vocabulary, | |

|organize ideas, concepts, and information into broader categories;|W.8.2b Research the topic for facts, definitions, concrete details, quotations, or | |concrete details, quotations, | |

|include formatting (e.g., headings) graphics (e.g., charts, |other information and examples. | |definitions | |

|tables), and multimedia when useful to aiding comprehension. |W.8.2c Compose sentences using various types of sentence structure to create | | | |

|b. Develop the topic with relevant, well-chosen facts, |cohesion and clarify the relationships among claim(s), counterclaims, reasons, and | | | |

|definitions, concrete details, quotations, or other information |evidence. | | | |

|and examples. |W.8.2d Use precise language and domain-specific vocabulary to inform about or | | | |

|c. Use appropriate and varied transitions to create cohesion and |explain the topic. | | | |

|clarify the relationships among ideas and concepts. |W.8.2e Establish and maintain a formal style. | | | |

|d. Use precise language and domain-specific vocabulary to inform |W.8.2f Provide a concluding statement or section that follows from and supports the | | | |

|about or explain the topic. |information or explanation presented. | | | |

|e. Establish and maintain a formal style. | | | | |

|f. Provide a concluding statement or section that follows from and| | | | |

|supports the information or explanation presented. | | | | |

|3. Write narratives to develop real or imagined experiences or |W.8.3a Compose an introduction that will establish a setting, point of view, and | |Compose, develop utilize, precise |Establishing context refers to |

|events using effective technique, relevant descriptive details, |characters | |words, provide, narrative |setting, characters, plot |

|and well-structured event sequences. |W.8.3a Develop the plot in a natural and logical sequence. | |techniques, sentence structure, | |

|a. Engage and orient the reader by establishing a context and |W.8.3b Utilize narrative techniques to develop the story. | |create, cohesion, clarify, sensory| |

|point of view and introducing a narrator and/or characters; |W.8.3c Compose sentences using various types of sentence structure to create | |language, convey |Narrative techniques refer to pacing |

|organize an event sequence that unfolds naturally and logically. |cohesion and clarify the relationships among experiences and events. | | |(how fast the story moves), dialogue,|

|b. Use narrative techniques, such as dialogue, pacing, |W.8.3d Use precise words and phrases, relevant descriptive details, and sensory | | |description, and reflection. |

|description, and reflection, to develop experiences, events, |language to capture the action and convey experiences and events. | | | |

|and/or characters. |W.8.3e Provide a conclusion that follows from and reflects on the narrated | | | |

|c. Use a variety of transition words, phrases, and clauses to |experiences or events. | | | |

|convey sequence, signal shifts from one time frame or setting to | | | | |

|another, and show the relationships among experiences and events. | | | | |

|d. Use precise words and phrases, relevant descriptive details, | | | | |

|and sensory language to capture the action and convey experiences | | | | |

|and events. | | | | |

|e. Provide a conclusion that follows from and reflects on the | | | | |

|narrated experiences or events. | | | | |

|Production and Distribution of Writing | | |

|4. Produce clear and coherent writing in which the development, |W.8.4 Create writing pieces appropriate to a specific task, specific purpose, and | |Produce, coherent, development, | |

|organization, and style are appropriate to task, purpose, and |specific audience | |organization, style, task, | |

|audience. (Grade-specific expectations for writing types are | | |purpose, audience | |

|defined in standards 1–3 above.) | | | | |

|5. With some guidance and support from peers and adults, develop |W.8.5 Utilize the writing the process to develop and strengthen writing. | |Utilize, develop, revise, | |

|and strengthen writing as needed by planning, revising, editing, |W.8.5 Utilize revising strategies to maintain consistent purpose and audience. | |maintain, consistent purpose, | |

|rewriting, or trying a new approach, focusing on how well purpose | | |audience, strengthen | |

|and audience have been addressed. (Editing for conventions should | | | | |

|demonstrate command of Language standards 1–3 up to and including | | | | |

|grade 8 on page 52.) | | | | |

| | | | | |

| | | | | |

|6. Use technology, including the Internet, to produce and publish |W.8.6 Utilize technology to produce and publish writing | |Utilize, collaborating, produce, | |

|writing and present the relationships between information and |W.8.6 Utilize technology to produce and publish writing while interacting and | |publish, interacting | |

|ideas efficiently as well as to interact and collaborate with |collaborating with others. | | | |

|others. | | | | |

|Research to Build and Present Knowledge | | |

|7. Conduct short research projects to answer a question (including|W.8.7 Select from several sources to conduct short research projects to answer a | |Research, self-generated, focused | |

|a self-generated question), drawing on several sources and |question (including a self-generated question.) | | | |

|generating additional related, focused questions that allow for |W.8.7 Generate additional related focused questions that allow multiple avenues of | | | |

|multiple avenues of exploration. |exploration. | | | |

|8. Gather relevant information from multiple print and digital |W.8.8 Research relevant information from multiple print and digital sources, using | |Research, assess, quote, | |

|sources, using search terms effectively; assess the credibility |search terms effectively | |paraphrase, relevant, credibility,| |

|and accuracy of each source; and quote or paraphrase the data and |W.8.8 Assess the credibility and accuracy of each source | |accuracy, plagiarism, citation | |

|conclusions of others while avoiding plagiarism and following a |W.8.8 Quote or paraphrase the data and conclusions of others while avoiding | | | |

|standard format for citation. |plagiarism and following a standard format for citation. | | | |

|9. Draw evidence from literary or informational texts to support |W.8.9a Identify the theme of a modern work of fiction and a | |Identify, summarize, describe, | |

|analysis, reflection, and research. |myth/traditional/religious work (such as the Bible) | |analyze, identify, judge, theme, | |

|a. Apply grade 8 Reading standards to literature (e.g., “Analyze |W.8.9a Summarize the plot of a modern work of fiction and a | |myth, traditional work, religious | |

|how a modern work of fiction draws on themes, patterns of events, |myth/traditional/religious work | |work, indirect/direct | |

|or character types from myths, traditional stories, or religious |W.8.9a Describe a character through direct/indirect characterization in each type of| |characterization, draws, plot, | |

|works such as the Bible, including describing how the material is |work | |character types, argument, claims,| |

|rendered new”). |W.8.9a Analyze how a modern work draws themes, plot, and character types from a | |evidence, relevance/irrelevance, | |

|b. Apply grade 8 Reading standards to literary nonfiction (e.g., |myth, traditional, or religious work. | |assess, sound reasoning, citing | |

|“Delineate and evaluate the argument and specific claims in a |W.8.9b Identify the argument and/or specific claims in a text | | | |

|text, assessing whether the reasoning is sound and the evidence is|W.8.9b Identify and assess the evidence to determine relevance. | | | |

|relevant and sufficient; recognize when irrelevant evidence is |W.8.9b Identify irrelevant evidence. | | | |

|introduced”). |W.8.9b Judge whether the reasoning is sound or not by citing evidence from the text.| | | |

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|Range of Writing | | |

|10. Write routinely over extended time frames (time for research,|W.8.10 Write routinely over extended time frames (time for research, reflection, and| |Write, discipline-specific tasks, | |

|reflection, and revision) and shorter time frames (a single |revision) and shorter time frames (a single sitting or a day or two) for a range of | |purposes, audiences, reflection | |

|sitting or a day or two) for a range of discipline-specific tasks,|discipline-specific tasks, purposes, and audiences. | |and revision | |

|purposes, and audiences. | | | | |

|Speaking and Listening Standards |

|Comprehension and Collaboration | | |

|1.Engage effectively in a range of collaborative discussions |SL.8.1a Come to discussions prepared, having read or researched material under | |Discuss, prepare, track, define, |Tracking progress includes various |

|(one-on-one, in groups, and teacher-led) with diverse partners on |study | |pose, respond, acknowledge, |methods such as timelines, calendars,|

|grade 8 topics, texts, and issues, building on others’ ideas and |SL.8.1a Explicitly draws on that preparation by referring to evidence on the topic, | |justify, explicit, probe, reflect,|etc. |

|expressing their own clearly. |text, or issue to probe and reflects on ideas under discussion. | |decision-making, relevant | |

|a. Come to discussions prepared, having read or researched |SL.8.1b Follow rules for group discussion and decision-making | |evidence, observations, specific | |

|material under study; explicitly draw on that preparation by |SL.8.1b Track progress toward specific goals and deadlines | |goals | |

|referring to evidence on the topic, text, or issue to probe and |SL.8.1b Define individual roles within the group | | | |

|reflect on ideas under discussion. |SL.8.1c Pose questions that connect the ideas of several speakers | | | |

|b. Follow rules for collegial discussions and decision-making, |SL.8.1c Respond to others’ questions and comments with relevant evidence, | | | |

|track progress toward specific goals and deadlines, and define |observations, and ideas | | | |

|individual roles as needed. |SL.8.1d Acknowledge new information expressed by others | | | |

|c. Pose questions that connect the ideas of several speakers and |SL.8.1d Justify their own views in light of the evidence presented | | | |

|respond to others’ questions and comments with relevant evidence, | | | | |

|observations, and ideas. | | | | |

|d. Acknowledge new information expressed by others, and, when | | | | |

|warranted, qualify or justify their own views in light of the | | | | |

|evidence presented. | | | | |

|2. Analyze the purpose of information presented in diverse media |SL.8.2 Identify the purpose of information presented in diverse media and formats | |Identify, evaluate, motives, | |

|and formats (e.g., visually, quantitatively, orally) and evaluate |SL.8.2 Evaluate the motives behind the presentation | |diverse media and formats, | |

|the motives (e.g., social, commercial, political) behind its | | |presentation, diverse media, | |

|presentation. | | |formats, visual, quantitative, | |

| | | |oral, motives, social, commercial,| |

| | | |political | |

|3. Delineate a speaker’s argument and specific claims, evaluating |SL.8.3 Identify the argument and/or specific claims in a text | |Identify, assess, judge, argument,| |

|the soundness of the reasoning and relevance and sufficiency of |SL.8.3 Identify and assess the evidence to determine relevance. | |claims, evidence, relevance, sound| |

|the evidence and identifying when irrelevant evidence is |SL.8.3 Identify irrelevant evidence. | |reasoning, citing | |

|introduced. |SL.8.3 Judge whether the reasoning is sound or not by citing evidence from the text.| | | |

| | | | | |

|4. Present claims and findings, emphasizing salient points in a |SL.8.4 Present claims and findings in a coherent manner, providing relevant | |Present, use, claims, coherent, | |

|focused, coherent manner with relevant evidence, sound valid |evidence, sound valid reasoning, and well-chosen details. | |relevant, sound reasoning, | |

|reasoning, and well-chosen details; use appropriate eye contact, |SL.8.4 Use appropriate eye contact, adequate volume, and clear pronunciation. | |adequate | |

|adequate volume, and clear pronunciation. | | | | |

|5. Integrate multimedia and visual displays into presentations to |SL.8.5 Integrate multimedia and visual displays into presentations to clarify | |Integrate, multimedia, clarify, | |

|clarify information, strengthen claims and evidence, and add |information, strengthen claims and evidence, and add interest. | |strengthen, visual, claims, | |

|interest. | | |evidence, add interest | |

|6. Adapt speech to a variety of contexts and tasks, demonstrating |SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of | |Adapt, demonstrating, indicate, | |

|command of formal English when indicated or appropriate. (See |formal English when indicated or appropriate | |formal English, contexts | |

|grade 8 Language standards 1 and 3 on page 52 for specific | | | | |

|expectations.) | | | | |

| | | | | |

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|Language Standards |

|Conventions of Standard English | | | | |

|1.Demonstrate command of the conventions of standard English |L.8.1a Define and identify verbals. | |Define, explain, identify, | |

|grammar and usage when writing or speaking. |L.8.1a Explain the function of a gerund. | |verbals, gerund, participle, | |

|a. Explain the function of verbals (gerunds, participles, |L.8.1a Identify a gerund’s function in particular sentences. | |infinitive, active voice, passive | |

|infinitives) in general and their function in particular |L.8.1a Explain the function of a participle. | |voice, indicative mood, imperative| |

|sentences. |L.8.1a Identify the function of a participle in particular sentences. | |mood, interrogative mood, | |

|b. Form and use verbs in the active an passive voice. |L.8.1a Explain the function of an infinitive. | |conditional mood, subjunctive | |

|c. Form and use verbs in the indicative, imperative, |L.8.1a Identify the function of an infinitive in particular sentences. | |mood, shifts in verb voice, mood | |

|interrogative, conditional, and subjunctive mood. |L.8.1b Define and identify verbs in the active voice. | | | |

|d. Recognize and correct inappropriate shifts in verb voice and |L.8.1b Define and identify verbs in the passive voice. | | | |

|mood.* |L.8.1c Form and use verbs in the indicative mood. | | | |

| |L.8.1c Form and use verbs in the imperative mood. | | | |

| |L.8.1c Form and use verbs in the interrogative mood. | | | |

| |L.8.1c Form and use verbs in the conditional mood. | | | |

| |L.8.1c Form and use verbs in the subjunctive mood. | | | |

| |L.8.1d Recognize and correct inappropriate shifts in verb voice and mood | | | |

|2. Demonstrate command of the conventions of standard English |L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. | |Use, indicate, spell, ellipsis, | |

|capitalization, punctuation, and spelling when writing. |L.8.2b Use an ellipsis to indicate an omission | |comma, dash | |

|a. Use punctuation (comma, ellipsis, dash) to indicate a pause or |L.8.2c Spell correctly | | | |

|break. | | | | |

|b. Use an ellipsis to indicate an omission. | | | | |

|c. Spell correctly. | | | | |

|Knowledge of Language |

|3. Use knowledge of language and its conventions when writing, |L.8.3a Use verbs in the active and passive voice to achieve particular effects | |Use, active voice, passive voice, | |

|speaking, reading, or listening. |L.8.3a Use verbs in the conditional and subjunctive mood to achieve particular | |conditional mood, subjunctive mood| |

|a. Use verbs in the active and passive voice and in the |effects. | | | |

|conditional and subjunctive mood to achieve particular effects | | | | |

|(e.g., emphasizing the actor or the action; expressing uncertainty| | | | |

|or describing a state contrary to fact). | | | | |

|Vocabulary Acquisition and Use |

|4. Determine or clarify the meaning of unknown and |L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s | |Use, consult, determine, affixes, | |

|multiple-meaning words or phrases based on grade 8 reading and |position or function in a sentence) as a clue to the meaning of a word or phrase | |roots, reference materials, | |

|content, choosing flexibly from a range of strategies. |L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to | |inferred meaning, precise meaning | |

|a. Use context (e.g., the overall meaning of a sentence or |the meaning of a word | | | |

|paragraph; a word’s position or function in a sentence) as a clue |L.8.4c Consult general and specialized reference materials (e.g., dictionaries, | | | |

|to the meaning of a word or phrase. |glossaries, thesauruses), both print and digital, to find the pronunciation of a | | | |

|b. Use common, grade-appropriate Greek or Latin affixes and roots |word or determine or clarify its precise meaning or its part of speech. | | | |

|as clues to the meaning of a word (e.g., precede, recede, secede).|L.8.4d Determine if the inferred meaning and precise meaning of a word(s) coincide. | | | |

|c. Consult general and specialized reference materials (e.g., | | | | |

|dictionaries, glossaries, thesauruses), both print and digital, to| | | | |

|find the pronunciation of a word or determine or clarify its | | | | |

|precise meaning or its part of speech. | | | | |

|d. Verify the preliminary determination of the meaning of a word | | | | |

|or phrase (e.g., by checking the inferred meaning in context or in| | | | |

|a dictionary). | | | | |

|5. Demonstrate understanding of figurative language, word |L.8.5a Identify and explain figures of speech (e.g. verbal irony, puns) in context. | |Identify, explain, use, |Relationships between words refers to|

|relationships, and nuances in word meanings. |L.8.5b Use the relationship between particular words to better understand each of | |distinguish, figures of speech, |synonyms, antonyms, analogy, |

|a. Interpret figures of speech (e.g. verbal irony, puns) in |the words. | |connotations, denotations |cause/effect, part/whole, item |

|context. |L.8.5d Distinguish among the connotations (associations) of words with similar | | |category |

|b. Use the relationship between particular words to better |denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). | | |(examples: stingy, scrimping, |

|understand each of the words. | | | |economical, unwasteful, and thrifty; |

|c. Distinguish among the connotations (associations) of words with| | | |refined, respectful, polite, |

|similar denotations (definitions) (e.g., bullheaded, willful, | | | |diplomatic, and condescending; |

|firm, persistent, resolute). | | | |bull-headed, willful, firm, |

| | | | |persistent, and resolute) |

|6. Acquire and use accurately grade appropriate general academic |L.8.6 Use grade appropriate general academic and domain-specific words and phrases | |Use academic, domain-specific |Tier II (transcends content areas) |

|and domain-specific words and phrase; gather vocabulary knowledge |L.8.6 Use vocabulary knowledge when considering a word or phrase important to | |words, comprehension, expression |and Tier III (domain-specific) words |

|when considering a word or phrase important to comprehension or |comprehension or expression | | | |

|expression. | | | | |

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