Delaware English Language Arts KUD
GRADE 8- Text Types and Purposes
Writing Standard 1
|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1): |
|Write arguments to support claim(s)s in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
|CCSS – Grade Specific Writing Standard 1: Text Types and Purposes |
|Grade 7: Write arguments to support claim(s) |Grade 8: Write arguments to support claim(s) |Grade 9-10: Write arguments to support claim(s) in an |
|with clear reasons and relevant evidence. |with clear reasons and relevant evidence. |analysis of substantive topics or texts, using valid |
|a. Introduce claim(s), acknowledge alternate |a. Introduce claim(s), acknowledge and |reasoning and relevant and sufficient evidence. |
|or opposing claim(s), and organize the reasons|distinguish the claim(s) from alternate or |a. Introduce precise claim(s), distinguish the claim(s) |
|and evidence logically. |opposing claim(s), and organize the reasons |from alternate or opposing claim(s), and create an |
|b. Support claim(s)with logical reasoning and |and evidence logically. |organization that establishes clear relationships among |
|relevant evidence, using accurate, credible |b. Support claim(s) with logical reasoning and|claim(s), counterclaim(s), reasons, and evidence. |
|sources and demonstrating an understanding of |relevant evidence, using accurate, credible |b. Develop claim(s) and counterclaim(s) fairly, |
|the topic or text. |sources and demonstrating an understanding of |supplying evidence for each while pointing out the |
|c. Use words, phrases, and clauses to create |the topic or text. |strengths and limitations of both in a manner that |
|cohesion and clarify the relationships among |c. Use words, phrases, and clauses to create |anticipates the audience's knowledge level and concerns.|
|claim(s), reasons, and evidence. |cohesion and clarify the relationships among | |
|d. Establish and maintain a formal style. |claim(s), counterclaim(s),, reasons, and |c. Use words, phrases, and clauses to link the major |
|e. Provide a concluding statement or |evidence. |sections of the text, create cohesion, and clarify the |
|section that follows from and supports the |d. Establish and maintain a formal style. |relationships between claim(s) and reasons, between |
|argument presented. |e. Provide a concluding |reasons and evidence, and between claim(s) and |
| |statement or section |counterclaim(s). |
| |that follows from and |d. Establish and maintain a formal style and objective |
| |supports the argument |tone while attending to the norms and conventions of the|
| |presented. |discipline in which they are writing. |
| | |e. Provide a concluding statement or section that |
| | |follows from and supports the argument presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |
|Persuasion and argument |Good persuasive writers control the message by|Identify a debatable issue |
|Difference between relevant and irrelevant |addressing the needs of the audience and |Distinguish the pros and cons |
|evidence |building a reasoned and logical case to |Select a position/claim |
|Reason(s) (e.g., position, |support a clear position. |Develop a position/claim |
|claims/counterclaims, support, debatable issue| |Use primary and secondary sources to locate, sort, and |
|as opposed to single-sided issue or report |Good authors use model/examples texts to guide|select reasons based on facts, examples, and/or evidence|
|topic) |them as they compose their own persuasive |for both sides |
|Evidence (e.g., examples, statistics, data, |pieces. |acknowledging the opposing point of view |
|credible personal and expert opinions, facts) | |differentiating between relevant and irrelevant |
|Style (e.g., formal, informal, specific to | |reasons/evidence |
|audience) | |including an appropriate variety of reasons/evidence |
|Clear reasons and relevant evidence (e.g., | |including primary and secondary sources |
|relevant facts, statistics, credible personal | |addressing the needs of the audience |
|and expert opinions and/or examples) | |prioritizing the reasons/evidence |
|Reasoned and logical argument/case | |Select an appropriate writing format |
|Primary sources | |Write arguments to support claim(s) with clear reasons |
|Secondary sources (e.g., UDLib/Search) | |and relevant evidence by: |
|Effective introduction (e.g., one that takes a| |introducing claim(s) |
|clear position, clarifies the issue, offers | |organizing the reasons and evidence logically |
|solutions/action, provides background | |supporting claim(s) with logical reasoning and relevant |
|information, commands reader’s attention) | |evidence, using accurate, credible sources and |
|Awareness of audience | |demonstrating an understanding of the topic or text |
|Organizational pattern/ structure | |acknowledging and distinguishing between alternate or |
|Cohesive and transitional devices (e.g., | |opposing claim(s) |
|words, phrases, clauses) | |providing a concluding statement or section that follows|
|Strategies for dealing with opposing point of | |from and supports the argument presented. |
|view (e.g., rebuttal, concession, | |using words, phrases, and clauses, as well as varied |
|acknowledgement) | |syntax to link the major sections of the text, create |
|Effective persuasive and propaganda techniques| |cohesion and clarify the relationships between claim(s),|
|(e.g., appeal to emotion, testimonial; | |between reasons, and evidence, between claim(s) and |
|avoiding logical fallacies such as name | |counterclaim(s) |
|calling, exaggeration, bandwagon, faulty | |establishing and maintaining a formal, consistent and |
|cause/effect statments) | |appropriate style |
|Effective rhetorical devices (e.g., rhetorical| | |
|question, repetition, direct address) | | |
|Format choices (e.g., letter-business, | | |
|personnel, editorial, review) | | |
|Effective conclusion (e.g., one that provides | | |
|call to action/next step or answers the “so | | |
|what” question, moves beyond summary) | | |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 8) |
|Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for|
|a range of discipline-specific tasks, purposes, and audiences. |
GRADE 8- Text Types and Purposes
Writing Standard 2
|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (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. |
|CCSS – Grade Specific Writing Standard 2: Text Types and Purposes |
|Grade 7: Write informative/ |Grade 8: Write informative/ |Grade 9-10: Write informative/ |
|explanatory texts to examine a |explanatory texts to examine a |explanatory texts to examine and convey |
|topic and convey ideas, |topic and convey ideas, |complex ideas, concepts, and |
|concepts, and information |concepts, and information |information clearly and accurately |
|through the selection, |through the selection, |through the effective selection, |
|organization, and analysis of |organization, and analysis of |organization, and analysis of content. |
|relevant content. |relevant content. |a. Introduce a topic; organize complex ideas, concepts, |
|a. Introduce a topic clearly, previewing what |a. Introduce a topic clearly, previewing what |and information to make important connections and |
|is to follow; organize ideas, concepts, and |is to follow; organize ideas, concepts, and |distinctions; include formatting (e.g., headings), |
|information, using strategies such as |information into broader categories; include |graphics (e.g., figures, tables), and multimedia when |
|definition, classification, |formatting (e.g., headings), graphics (e.g., |useful to aiding comprehension. |
|comparison/contrast, and cause/effect; include|charts, tables), and multimedia when useful to|b. Develop the topic with well-chosen, relevant, and |
|formatting (e.g., headings), graphics (e.g., |aiding comprehension. |sufficient facts, extended definitions, concrete |
|charts, tables), and multimedia when useful to|b. Develop the topic with relevant, |details, quotations, or other information and examples |
|aiding comprehension. |well-chosen facts, definitions, concrete |appropriate to the audience's knowledge of the topic. |
|b. Develop the topic with relevant facts, |details, quotations, or other information and |c. Use appropriate and varied transitions to link the |
|definitions, concrete details, quotations, or |examples. |major sections of the text, create cohesion, and clarify|
|other information and examples. |c. Use appropriate and varied transitions to |the relationships among complex ideas and concepts. |
|c. Use appropriate transitions to create |create cohesion and clarify the relationships |d. Use precise language and domain-specific vocabulary |
|cohesion and clarify the relationships among |among ideas and concepts. |to manage the complexity of the topic. |
|ideas and concepts. |d. Use precise language and domain-specific |e. Establish and maintain a formal style and objective |
|d. Use precise language and domain-specific |vocabulary to inform about or explain the |tone while attending to the norms and conventions of the|
|vocabulary to inform about or explain the |topic. |discipline in which they are writing. |
|topic. |e. Establish and maintain a formal style. |f. Provide a concluding statement or section that |
|e. Establish and maintain a formal style. |f. Provide a concluding |follows from and supports the information or explanation|
|f. Provide a concluding statement or |statement or section |presented (e.g., articulating implications or the |
|section that follows from and supports the |that follows from and |significance of the topic). |
|information or explanation presented. |supports the | |
| |information or | |
| |explanation presented. | |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |
|Informative/explanatory writing (to include |Good authors of informative/ explanatory |Select an interesting, yet manageable, subject for |
|expository and literary non-fiction) |writing develop texts that examine a topic and|writing or one that meets the requirements of the |
|Topic |convey ideas and information clearly and |assignment |
|Relevant information(e.g., facts, |effectively. |Analyze and use primary and secondary sources to |
|definitions, concrete details, personal | |locate, sort (categorize, classify) and select relevant |
|experiences, quotations, observations, |Good authors use informative/explanatory |facts, definitions, concrete details, quotations or |
|interviews) |writing to communicate information related to |other information and examples |
|Organizational patterns (e.g., concept |real-world tasks. |differentiating between relevant and irrelevant |
|definition, classification, | |information |
|comparison/contrast, and cause/effect) |Good authors use model/example texts to guide |addressing the needs of the audience |
|Formatting devices (e.g., headings) |them as they compose informative/expository |generating new ideas and/or perspectives |
|Graphics (e.g., charts, tables) |texts. |avoiding plagiarism |
|Multimedia | |selecting an organizational pattern appropriate for the |
|Domain-specific vocabulary |Good readers and writers write to make meaning|topic and purpose |
|Use non-literal language (e.g., idioms, slang,|of what they read. |Select an appropriate writing form |
|figurative language) | |Write informative/ explanatory texts to examine a topic |
|Style (e.g., formal, informal, specific to | |and convey ideas, concepts, and information through the |
|audience) | |selection, organization, and analysis of relevant |
|Primary sources | |content by |
|Secondary sources (e.g., UDLib/Search) | |engaging the reader with an introduction/hook that |
|Effective introduction/hook (e.g., one that | |presents the topic |
|presents a thesis that goes beyond the obvious| |introducing the topic clearly previewing what is to |
|and provides necessary background information)| |follow |
|Awareness of audience | |organizing ideas, concepts, and information into broader|
|Transition words, phrases, clauses | |categories using strategies such as definition, |
|Forms (e.g., letters to appropriate | |classification, comparison/contrast, and cause/effect |
|individuals/organizations (editor, boards, | |addressing the needs of the audience |
|business), summaries, reports (book, | |developing topic with relevant, well-chosen facts, |
|research), essays, articles (newspaper, | |definitions, concrete details, quotations or other |
|magazine), messages/memos, notices, biography,| |information and examples |
|autobiography, reviews) | |using appropriate and varied transitions to create |
|Effective conclusion that moves beyond summary| |cohesion and clarify the relationships among ideas and |
|(e.g., reinforcing the importance of the | |concepts |
|information, raising related issues) | |using precise language and domain-specific vocabulary to|
| | |inform about or explain the topic |
| | |establishing and maintaining a formal style |
| | |including formatting devices, graphics, and multimedia |
| | |when useful to aiding comprehension |
| | |providing a concluding statement or section that follows|
| | |from and supports the information or explanation |
| | |presented |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 8) |
|Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for|
|a range of discipline-specific tasks, purposes, and audiences. |
GRADE 8- Text Types and Purposes
Writing Standard 3
|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (3): |
|Write narratives to develop real or imagined experiences or events using effective technique, well-chosen |
|details, and well-structured event sequences. |
|CCSS – Grade Specific Writing Standard 3: Text Types and Purposes |
|Grade 7: Write narratives to |Grade 8: Write narratives to |Grade 9-10: Write narratives to |
|develop real or imagined |develop real or imagined |develop real or imagined experiences or |
|experiences or events using |experiences or events using |events using effective technique, well- |
|effective technique, relevant |effective technique, |chosen details, and well-structured event |
|descriptive details, and well- |relevant descriptive details, |sequences. |
|structured event sequences. |and well-structured event |a. Engage and orient the reader by setting out a |
|a. Engage and orient the reader by |sequences. |problem, situation, or observation, establishing one or |
|establishing a context and point of view and |a. Engage and orient the reader by |multiple point(s) of view, and introducing a narrator |
|introducing a narrator and/or characters; |establishing a context and point of view and |and/or characters; create a smooth progression of |
|organize an event sequence that unfolds |introducing a narrator and/or characters; |experiences or events. |
|naturally and logically. |organize an event sequence that unfolds |b. Use narrative techniques, such as dialogue, pacing, |
|b. Use narrative techniques, such as dialogue,|naturally and logically. |description, reflection, and multiple plot lines, to |
|pacing, and description, to develop |b. Use narrative techniques, such as dialogue,|develop experiences, events, and/or characters. |
|experiences, events, and/or characters. |pacing, description, and reflection, to |c. Use a variety of techniques to sequence events so |
|c. Use a variety of transition words, phrases,|develop experiences, events, and/or |that they build on one another to create a coherent |
|and clauses to convey sequence and signal |characters. |whole. |
|shifts from one time frame or setting to |c. Use a variety of transition words, phrases,|d. Use precise words and phrases, telling details, and |
|another. |and clauses to convey sequence, signal shifts |sensory language to convey a vivid picture of the |
|d. Use precise words and phrases, relevant |from one time frame or setting to another, and|experiences, events, setting, and/or characters. |
|descriptive details, and sensory language to |show the relationships among experiences and |e. Provide a conclusion that follows from and |
|capture the action and convey experiences and |events. |reflects on what is experienced, observed, or resolved |
|events. |d. Use precise words and phrases, relevant |over the course of the narrative. |
|e. Provide a conclusion that follows from |descriptive details, and sensory language to | |
|and reflects on the narrated experiences or |capture the action and convey experiences and | |
|events. |events. | |
| |e. Provide a conclusion that follows from | |
| |and reflects on the narrated experiences or | |
| |events. | |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |
|Narrative writing |Good authors of narrative writing effectively |Select/identify real or imagined experiences or event(s)|
|Topic |develop stories to immerse the reader in the |to tell about |
|Event(s) (topic and situation-what happened. |experience or event. |Select/identify point of view through which the |
|For example, “my dog” is a topic; “my dog ate | |narrative will be told |
|my homework” is an event) |Good authors use model/example texts to guide |Select/identify details about an event(s) and people |
|Character types (e.g., dynamic, flat, foil, |them as they compose their own narrative |differentiating between relevant and irrelevant details |
|round) |pieces. |addressing the needs of the audience |
|Narrator | |selecting an organizational pattern appropriate for the |
|Dialogue | |topic and purpose |
|Elaboration |Good authors use narrative elements to develop|Select an appropriate writing form |
|Awareness of audience |other kinds of writing such as argumentative |Write narratives to |
|Description |and informational texts. |develop real or imagined experiences or events using |
|Reaction/response (e.g., Why was the event | |effective technique, descriptive details, and |
|important? How did the event make you feel?) | |well-structured event sequences by |
|Organizational pattern(s)/sequence of events | |engaging the reader by establishing a context and point |
|(e.g., chronological, reflective, flashback) | |of view introducing a narrator and/or characters |
|Relevant, concrete details/examples | |organizing an event sequence that unfolds naturally and |
|Difference between relevant and irrelevant | |logically |
|details | |using narrative techniques, such as dialogue, |
|Sensory images (e.g., figurative language: | |description, pacing, and reflection to develop |
|descriptions of how things look, feel, smell, | |experiences, events and/or characters |
|taste, sound) | |using a variety of transition words, phrases, and |
|Transitional words and phrases | |clauses to convey sequence and signal shifts from one |
|Coherence (paragraph unity, sentence cohesion,| |time frame or setting to another, and show the |
|parallelism) | |relationships among experiences and events |
|Closure/ending/conclusion | |using precise words and phrases, relevant descriptive |
|Forms (e.g., short stories, journals, poems, | |details, and sensory language to convey experiences and |
|personal essays, memoir) | |events |
|Mood/reader’s reaction (e.g., humorous, light,| |providing a conclusion that follows from the narrated |
|mysterious) | |experiences or events |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 8) |
|Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for|
|a range of discipline-specific tasks, purposes, and audiences. |
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