Suggested Learning Targets for Common Core State Standards



Buncombe County Schools

Learning Targets for ELA Common Core Standards

2012-2013

Grade 8 Language

|Grade Specific Standard |Learning Targets |Activities/Strategies |Resources |Formative Assessment Suggestions |

| |(I can statements) |(What strategies/activities could we use to teach |(What text could we use to teach this |(What are ways to formatively check for |

| | |this learning target?) |learning target?) |understanding while teaching this |

| | | | |learning target?) |

|1. Demonstrate command of the |I can properly utilize conventions of|- sentence diagramming to demonstrate function of |Smartboards, whiteboards, individual | |

|conventions of standard English grammar |standard English when writing and |words in a sentence. Do this on white board, Smart |student whiteboards. | |

|and usage when writing or speaking. |speaking. |Boards, or on individual student white boards. |Schoolhouse Rock video | |

| |I can specifically explain the |- daily grammar practice | | |

| |functions and use of verbs. |- use of sentence strips to label sentence parts and |Daily Grammar Practice | |

| |I can form and use verbs in the |teach sentence structure | | |

| |active and passive voice. |- Students cut out parts of speech/words from | | |

| |I can form and use verbs in the |magazines and use them on posters, papers, etc. to | | |

| |indicative, imperative, |learn parts of speech and sentence function. | | |

| |interrogative, conditional, and |- Students correct errors in a provided passage—daily| | |

| |subjunctive cases. |edits, quick edits, or use Facebook posts for this | | |

| |I can recognize and correct |purpose. | | |

| |inappropriate shifts in verb voice |-Students use ‘texting’ passages from cell phones to | | |

| |and mood. |translate into standard English sentences. | | |

| | |- Use textbooks and video information on sentence | | |

| | |parts and parts of speech to make double entry | | |

| | |diaries/notes comparing the information from each | | |

| | |source. | | |

| | |- use of cinquain and other poetry formats to learn | | |

| | |parts of speech | | |

|2. Demonstrate command of the |I can spell correctly to communicate |- daily grammar practice |Daily Grammar Practice | |

|conventions of standard English |effectively. |- peer and teacher editing | | |

|capitalization, punctuation, and |I can capitalize words correctly. |- spelling patterns (roots) |Dynamic Literacy | |

|spelling when writing. |I can determine when to ue the comma,|- WordBuild | | |

| |ellipsis, or dash to indicate a pause| | | |

| |or break. | | | |

| |I can correctly use an ellipsis to | | | |

| |indicate an omission. | | | |

|3. Apply knowledge of language to |I can recognize how language can be |- complete the sentence | | |

|understand how language functions in |used to convey specific meanings or |- Mad Libs | | |

|different context, to make effective |particular effects to the reader. |- discussion of multi-meaning words and place in | | |

|choices for meaning or style, and to |I can use verbs in the active and |appropriate spots | | |

|comprehend more fully when reading or |passive voice to achieve a particular| | | |

|listening. |effect. | | | |

| |I can use verbs in the conditional | | | |

| |and subjunctive case to convey a | | | |

| |particular effect. | | | |

| |I can apply knowledge of language and| | | |

| |its conventions to enhance my own | | | |

| |writing. | | | |

|4. Determine or clarify the meaning of |I can determine meanings of |- Root Squares |Dynamic Literacy Wordbuild |Wordbuild daily activities and weekly |

|unknown and multiple-meaning words and |unfamiliar words by breaking them | | |quizzes |

|phrases by using context clues, |apart using roots, prefixes, and |- Magic Square |- Any type of reading where the specific |Group quizzes in which students write |

|analyzing meaningful word parts, and |suffixes. | |roots/prefixes/suffixes appear |stories with vocab. Words in context. |

|consulting general and specialized |I can determine the meaning of a word|- Stair Steps | |Vocab. Skits using words in context in |

|reference materials, as appropriate. |or phrase based on context. | |Word Within the Word |min stories—student demonstations of word|

| |I can consult reference materials to |- SEEP chart: stem, example, explanation, picture | |meaning. |

| |determine definitions of unfamiliar | |Redhot Root Word |Create crossword puzzles from puzzlemaker|

| |words when appropriate. |- Kinetics—students develop a sign/gesture for each | | |

| | |word |Quizlet | |

| | | | | |

| | |- Online games and flashcards from Quizlet |Vocabulary.co.il | |

| | | |Funbrain | |

| | |Rooting Out Words | | |

| | | | | |

| | | |Scholastic Instructor ideas | |

| | | |Get to the “Root” of Prefixes & Suffixes | |

| | | |Teacher.products/ | |

| | | |Instructor/mar05_prefixessuffixes.htm | |

|5. Determine understanding of figurative|I can identify and define figurative |Idioms |Bridge Maps | |

|language, word relationships, and |language words and phrases including |Comic Strips | | |

|nuances in word meanings. |both literal and non-literal meanings|Symbolization projects | | |

| |of the language. |Analogies and relating factors | | |

| |I can distinguish among words based |Frayer Models | | |

| |on their relationships. | | | |

| |I can identify or distinguish between| | | |

| |a word’s denotative and connotative | | | |

| |meanings. | | | |

|6. Acquire and use accurately a range of|I can effectively understand and |Padeia seminar |Word Walls | |

|general academic and domain-specific |apply conversational, academic, and |Dynamic literacy |Concept walls | |

|words and phrases sufficient for |content -specific vocabulary. | | | |

|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. | | | | |

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